the next generation of teachers through the Universities. Having secured an adequate supply of soundly trained and educated teachers, and with the whole youthful population--except those attending the many excellent private preparatory schools in Britain--going up to the age of sixteen, at least, to the publicly maintained schools, it will be possible for Mr. Trevelyan to give his mind to the very urgent problem of grading schools. The organisers of elementary education in Britain, like the American fathers, seem to have thought that a school was just a school. But children under the age of twelve require very different educational surroundings from those between twelve and sixteen. The Junior school may well be a mixed village school as close to mother as possible, a small school, bright and homelike. The Second school needs to be larger, and with a various staff; children are already differentiating after twelve, there must be a choice of studies, one child’s education is another child’s poison. Moreover, the equipment needed at the second stage is greater and more various. Educational centres are indicated here, and the automobile to collect the youngsters comes happily into the world at this stage to enable both Britain and America to meet the demands of an advancing civilisation upon rural youth. Over most of Britain the market towns lie at eight or ten miles apart; the roads converge upon them, they are the natural places for the Second schools. Here is a very pretty and, I should think, a very congenial task of reorganisation for Mr. Trevelyan. Like Edward VI of England, it may be his destiny to write his name upon England with a trail of new and reconstructed schools. But an educational system that secures merely a proper education for every British boy or girl up to the age of sixteen is only the broad foundation of a complete State education. The English “Public Schools,” which are not really public at all, and which retain their boys in a state of loutish athleticism two years or more after they should be at college; the miscellany of “upper-class” girls’ schools; the Universities, that are partly continuation colleges and partly Universities for real intellectual work and interchange, much incommoded by undergraduates’ “rags,” solemn athleticism, and a pervading adolescent clamour; the antiquated and boring legal and medical professional training; and, indeed, the whole tangle of class-conscious, middle- and upper-class educational institutions in Britain, would be enormously benefited, and I hope will be benefited, by a bold--even though it were at the time an entirely unsuccessful--attempt at reorganisation upon modern lines.