I heard a little while ago a distinguished schoolmaster describe the visit of the father of one of the boys in his house; the boy was being very idle, and this distinguished man said, "I wish you would speak to him as seriously as ever you can"; the father said, "I will." He saw the boy and when he came back he said, "I spoke to him very seriously, in fact I spoke to him quite religiously. I said ’You must be getting along, you know, or other people will be pushing past you.’" The religion would appeal to be of a "Darwinian" type. Now I wish to express a purely personal conviction with regard to these two types of teaching, and it is this: while we have got to incorporate all, or at any rate, nearly all, that the more modern type of education has given us, it has got to be used in such a way as to leave the great marks of the traditional type predominant. Education, I hold, should remain primarily corporate rather than individual, primarily spiritual (that is, effective through influence, and through an appeal to sympathy and imagination), rather than primarily intellectual (that is, effective through an appeal to intelligence and memory), primarily concerned with giving people the power to pronounce judgment on any facts with which they may come in contact rather than supplying them simply with the facts. It should be primarily co-operative and not primarily competitive. It is mainly the new democratic movements in education which have emphasised this view. Indeed, the Workers’ Educational Association has understood more definitely than any other body I am aware of, that what it finds of supreme value in the great centres of education is the spirit of the place rather than the instruction; and those of us who have received the best, or at all events have been in a position to receive the best, that Oxford can give, and those who have had just a taste of her treasures at the Summer School, will agree that Oxford does more for us than any lectures do. But while we say that, we need also to insist on a greater energy and efficiency, a greater and more living contact with the world of to-day in some, at least, of the centres of the old traditional type. Yet it is the traditional type that must control, because the traditional type on the whole stands for spirit against machinery. I have no doubt it is true that the old schools and universities are amateurish in method; and I have no doubt that we ought to organise ourselves more efficiently. There is a good deal of waste that may be saved; but I shall regret the day when we become efficient at the cost of our spirit.