From middle-class nurseries where authority is chiefly barbaric and the budding conscience is hurt, children destined to become the élite of a future society and its rulers, pass into schools where there is no clear and definite training for the emotional nature, no scientific development of the social, and repression of the anti-social impulses. From school the student passes to college or university, and is emancipated more or less from outward control. When he enters upon the duties and pleasures of adult life he presents, in many ways, an element of social danger, for this simple reason, his native bumptiousness, his sense of individual rights is not held in check by an intelligent understanding of, and feeling of sympathy with, the equal rights of others. The groundwork of the modern conscience has been tampered with while authority—propelled by genetic forces of evolution—has gradually relaxed and fallen back before the free-born British schoolboy. By our present system of education we destroy infant virtue in the nursery and in the school. We dwarf that sympathy which should grow and expand till it bursts forth in manhood into deeds of rectitude, justice, love, manifesting the threefold quality of human nature which alone is competent to lift the whole area of man’s existence into line with cosmic order. Our schools are yearly pouring into the busy world a rich harvest of human aptitudes that are quickly absorbed in activities mercantile, professional, legislative, but the outcome of these activities is not tuning life into social harmony, it is merely increasing national wealth, and that without any marked increase of plenty and pleasure to the nation at large. The picture presented is one of perpetual warfare—an outward struggle in money-making for oneself and family, an inward contentious spirit that reveals itself abroad in our blatant imperialism, at home in class antagonisms—the whole re-acting fatally on individual character and lowering the general standard of civilized life. Generous enthusiasms die down, the emotional nature hardens, till intelligence itself is dimmed and becomes incapable of any wide outlook that entails unselfish effort. As a rule—though with honourable exceptions—our compatriots advanced in life do not fulfil the promise of their youth; and with forces of nature amenable to man’s will, if wisely directed, real progress in this scientific age is wofully sluggish. We focus attention on environments that press on adults only, and in seeking reform overlook the environments that vitally effect our infant population, therefore the adult life of the future.