We started two or three days later, and after a night on the road, we arrived at our destination towards evening. It was now full spring, and as nearly as might be ten months since I had started with Chowbok on my expedition, but it seemed more like ten years. The trees were in their freshest beauty, and the air had become warm without being oppressively hot. After having lived so many months in the metropolis, the sight of the country, and the country villages through which we passed refreshed me greatly, but I could not forget my troubles. The last five miles or so were the most beautiful part of the journey, for the country became more undulating, and the woods were more extensive; but the first sight of the city of the colleges itself was the most delightful of all. I cannot imagine that there can be any fairer in the whole world, and I expressed my pleasure to my companion, and thanked him for having brought me. We drove to an inn in the middle of the town, and then, while it was still light, my friend the cashier, whose name was Thims, took me for a stroll in the streets and in the court-yards of the principal colleges. Their beauty and interest were extreme; it was impossible to see them without being attracted towards them; and I thought to myself that he must be indeed an ill-grained and ungrateful person who can have been a member of one of these colleges without retaining an affectionate feeling towards it for the rest of his life. All my misgivings gave way at once when I saw the beauty and venerable appearance of this delightful city. For half-an-hour I forgot both myself and Arowhena. After supper Mr. Thims told me a good deal about the system of education which is here practised. I already knew a part of what I heard, but much was new to me, and I obtained a better idea of the Erewhonian position than I had done hitherto: nevertheless there were parts of the scheme of which I could not comprehend the fitness, although I fully admit that this inability was probably the result of my having been trained so very differently, and to my being then much out of sorts. The main feature in their system is the prominence which they give to a study which I can only translate by the word “hypothetics.” They argue thus—that to teach a boy merely the nature of the things which exist in the world around him, and about which he will have to be conversant during his whole life, would be giving him but a narrow and shallow conception of the universe, which it is urged might contain all manner of things which are not now to be found therein. To open his eyes to these possibilities, and so to prepare him for all sorts of emergencies, is the object of this system of hypothetics. To imagine a set of utterly strange and impossible contingencies, and require the youths to give intelligent answers to the questions that arise therefrom, is reckoned the fittest conceivable way of preparing them for the actual conduct of their affairs in after life.