But, although the enemy whose encroachments Mill feared most and resented most has been driven back and forced to keep within his own bounds—though such names as Dissenter and Nonconformist, which were formerly used in society as fatal darts, seem to have lost all the poison which they once contained—Mill’s principal fears have nevertheless not been belied, and the blight of uniformity which he saw approaching with its attendant evils of feebleness, indifference, and sequacity, has been spreading more widely than ever. It has ever been maintained that the very freedom which every individual now enjoys has been detrimental to the growth of individuality; that you must have an Inquisition if you want to see martyrs, that you must have despotism and tyranny to call forth heroes. The very measures which the friends of individual development advocated so warmly, compulsory education and competitive examinations, are pointed out as having chiefly contributed to produce that large array of pass-men, that dead level of uninteresting excellence, which is the _beau idéal_ of a Chinese Mandarin, while it frightened and disheartened such men as Humboldt, Tocqueville, and John Stuart Mill himself. There may be some truth in all this, but it is certainly not the whole truth. Education, as it has to be carried on, whether in elementary or in public schools, is no doubt a heavy weight which might well press down the most independent spirit; it is, in fact, neither more nor less than placing, in a systematized form, on the shoulders of every generation the ever-increasing mass of knowledge, experience, custom, and tradition that has been accumulated by former generations. We need not wonder, therefore, if in some schools all spring, all vigor, all joyousness of work is crushed out under that load of names and dates, of anomalous verbs and syntactic rules, of mathematical formulas and geometrical theories which boys are expected to bring up for competitive examinations.