Now, to my indifferent mind, education in the large sense--not politics at all--is the only agent really capable of improving the trend of civilisation, the only lever we can use. Believing this, I think it a thousand pities that neither Britain nor America, nor, so far as I know, any other country, has as yet evolved machinery through which there might be elected a supreme Director, or, say, a little Board of three Directors, of the nation's spirit, an Educational President, as it were, with power over the nation's spirit analogous to that which America's elected political President has over America's body. Our Minister of Education is as a rule an ordinary Member of the Government, an ordinary man of affairs--though at the moment an angel happens to have strayed in. Why cannot education be regarded, like religion in the past, as something sacred, not merely a department of political administration? Ought we not for this most vital business of education to be ever on the watch for the highest mind and the finest spirit of the day to guide us? To secure the appointment of such a man, or triumvirate, by democratic means, would need a special sifting process of election, which could never be too close and careful. One might use for the purpose the actual body of teachers in the country to elect delegates to select a jury to choose finally the flower of the national flock. It would be worth any amount of trouble to ensure that we always had the best man or men. And when we had them we should give them a mandate as real and substantial as America now gives to her political President. We should intend them not for mere lay administrators and continuers of custom, but for true fountain-heads and initiators of higher ideals of conduct, learning, manners, and taste; nor stint them of the means necessary to carry those ideals into effect. Hitherto, the supposed direction of ideals--in practice almost none--has been left to religion. But religion as a motive force is at once too personal, too lacking in unanimity, and too specialised to control the educational needs of a modern State; religion, as I understand it, is essentially emotional and individual; when it becomes practical and worldly it strays outside its true province and loses beneficence. Education as I want to see it would take over the control of social ethics, and learning, but make no attempt to usurp the emotional functions of religion. Let me give you an example: Those elixirs _vitæ_--open-air life and a proud pleasure in one's work--imagine those two principles drummed into the heads and hearts of all the little scholars of the age, by men and women who had been taught to believe them the truth. Would this not gradually have an incalculable effect on the trend of our civilisation? Would it not tend to create a demand for a simple and sane life; help to get us back to the land; produce reluctance to work at jobs in which no one can feel pride and