The great problem before the educational world in the next period is to draw the two types and tendencies in education closer together, to leave the whole strength of both unimpaired, but to unite them. It is not easy to do. It is a very big problem, easily stated, but very hard to solve in practice. I would suggest that one of the flaws of the modern tendency is that it leaves people very strongly aware of what is going on at the moment, but not always equally aware of what has been thought by the greatest men in the history of the world. This is very liable to lead people to suppose that whatever is modern is on that account good. Now that is exactly as foolish as to suppose that whatever is ancient is therefore good. The fact its antiquity or modernity has nothing to do with its value at the present moment. Of course, it is true that any institution which has lasted through many centuries is likely to be of use again, though we may always have just reached the point at which it begins to be an incubus. Of course, it is true that an idea which arises out of the stress of life at the moment is very likely to be very well adapted to the realities of that moment in which it arises, but, also, it may be well adapted to assist a downward course. What we want is that the people shall know the facts and also have the power to judge them—to be able, as I said, to assist or resist the tendencies of their time, in the light of the best ideals and standards. There is a very strong inclination among many of us (I am personally very much aware of it in myself) to think that the new thing must be good; and yet one remembers the words of Clough:— "’Old things need not be therefore true,’ Oh, brother men! nor yet the new." Again, the old type which trains people through their social setting is very largely co-operative in its methods. It merges the individual in his school, or his college, so that he comes quite genuinely to care more keenly for the welfare of his house and school and college than for his own progress. Nobody who has had any intercourse at all with the life of public schools or universities can doubt that. The modern method, on the whole, I suppose, trusts mainly rather to competition. It aims at assisting people to put out their best energy by pitting them against one another. I want to raise a very serious question to which I am not prepared to give an answer. I want all people interested in education to consider it. Is it worth while to get the greatest effort out of a person at the cost of teaching him that he is to make efforts in his own interest? I am very doubtful.