What exactly character signifies in this connection it would be hard to define in a phrase. But it is that something which makes the young pink English boy fresh from home step, as if by nature born to the job, into the work of administering things, governing inferiors amiably, obeying superiors cheerfully, and keeping up a high tradition of fair play and tolerance. It is that something which made a cute American, after planning out, in theory, the administrative staff of a gigantic enterprise, with experts of all nations in this and that department, to add, "Then I would have an Englishman to run the whole lot of them." It is an education which trains the character and exercises the mind rather than one which informs--the typical English education. It can turn out, and does turn out, shoals of careless youngsters who know little or nothing of science, mathematics, philosophy, of "the humanities" even, but who give always the impression of having been "well brought up," who have a wise way of doing practical things, and who somehow or other manage to play no mean part in the governance of the world. Observing them, many a foreign parent resolves that his children shall be trained in the same way. But often he is disappointed. The system is English, and it suits the English mind. Not always is it successful with the foreigner. All over England are spread the institutions--preparatory schools, public schools, and universities--which are given over to the making of character, and incidentally to the teaching of a few facts. In the ordinary course a boy goes to a preparatory school with a career already mapped out for him, the Navy, the Army, or the Church, or one of the learned professions. If he is destined for the Navy he has to specialise at a very early age; if for the Army, he betakes himself to a military college at a later time; if for the Church or the Bar, or the public service, he passes through the full course of preparatory school, public school, and university. A great educational institution in England will be found, almost invariably, built in a valley or on a marsh. Perhaps this sort of low living is thought to be conducive to high thinking. A more likely explanation is that most of the great educational institutions are ancient, and in the time of their building any great concourse of people had to settle close to the banks of a stream. The situation of the schools and universities has had its influence on the course of English education. Oxford and Cambridge, brooding in their low basins, alternately chill and steamy, are ideal places to dream in, and much more suitable for the encouragement of ethical arguments than of the inclination to "hustle." What will happen to the English character when a university comes to be founded on top of a Yorkshire hill I refuse to speculate; the prospect is too remote. But there are indications of the possible course of events in the results of the Scottish universities.