The intellectual prospects are better than the artistic, for the spirit of education overhangs the planet. It is true that education does not breed genius, but it breeds a type of man in whom arise intellectual manifestations akin to genius. Modern science has probably a large number of first principles to discover, and may have to destroy a good many principles now established; it will not need education for this, but it will need education to apply the new principles. A large mind can apprehend without special education, and it may be true that Isaac Newton traced the law of gravitation from the fall of an apple, that Mr Edison was led to the phonograph by a pricked finger, but it is much more true that the research man does not fluke upon the serum that will neutralise a disease germ, but will discover it by endless experiment and contrivance. No educated man can discover a serum, or hope to design a multiphase dynamo. To do this astonishing work man needs a substratum of general and technical knowledge. This is being given him all over the world, where the classics are slowly vacating the schools and more quickly the universities, where elementary education is improving, where laboratory work is beginning to mean more than bangs and smells, where science applied to dyes, to foods, to metals, has established itself in a generation as a sort of elder sister to the pure science which came to us from alchemy. This goes further than science, which includes mathematics; not only are there thousands of schools for engineers, but the universities are developing on morphology, psychology, applied philosophy, history, law, constitutional practice, etc. This is happening all over the world and creating a sounder intellectual mind. That mind is far too specialised, but still it is a trained mind, a little more able than the old passionate mind to accept conclusions which do not square with its prejudices. In France and Germany education is mainly utilitarian, which I think unfortunate, except from the point of view of intellectual production; in England, the desire for 'useful' education has not yet gone very far in the public schools, which still bring forth the admirable type of idiotic gentleman, but already in the old universities of Oxford and Cambridge there is a strong movement against compulsory Greek, which will develop against compulsory Latin. As the new universities in the manufacturing towns, Glasgow, Manchester, London, Leeds, Birmingham, grow up, the movement will be precipitated at Oxford and Cambridge, for they have always been kicked into leadership and no doubt will be kicked again. In America the movement is perhaps more pronounced, but more peculiar, because America appears to desire equally riches and culture. Certainly, Yale and Harvard no longer hold over other centres the hegemony which Oxford and Cambridge contrive to hold here. For America has not yet had time to make castes; she has been too busy making a great country.