to train agricultural labourers in high-jumping and sprinting, or like trying to put a razor-edge on a hoe. What he said was neglected altogether was the cultivation of artistic susceptibility. In nature, in art, in literature, he maintained, lay an immense possibility of refined and simple pleasure, which was never cultivated at all. The mental discipline, he argued, which average boys received, was doubly futile, because it neither equipped them for practical life, nor opened to them any vista of intellectual or artistic pleasure. What he himself desired to do was, on the one hand, to equip boys for practical life, and on the other to initiate them into the possibilities of intellectual recreation. The ordinary boy, he thought, was turned out with a profound disbelief in intellectual things, and a no less profound belief in games as the only source of rational pleasure. His own belief was that a great many English boys had the germs of simple artistic pleasures dormant in their spirits, and that they might be encouraged to believe in books, in art, in music, as sources of tranquil enjoyment, instead of regarding them as slightly unwholesome and affected tastes. He was aware that his views were being regarded as dangerously heterodox, and as tainted indeed with a kind of aesthetic languor. He felt that he was appearing to pose as the champion, not only of an unpopular cause, but of an essentially effeminate system. His opponents were certainly not effeminate; but they were masculine only in the sense in which the soldier is masculine, in his sturdy contempt for the arts of peace; whereas to Hugh the soldier was only an inevitable excrescence on the community, a disagreeable necessity which would disappear in the light of a rational and humane civilisation.