And so, too, with a training for the open mind in schools. People may come to see that where the quality of intelligence is concerned, the second-rate, the dull, the incurious, the routineer, simply will not do. They may be prepared to make education a profession sufficiently well paid to attract the highest ability, and sufficiently honourable to satisfy the keenest ambition. Even now we cannot over estimate the influence exerted in his generation by a great teacher. Do what we will, let him teach what he please, the minds with which he is in contact will go along with his mind, they will learn his enthusiasms, share his zest in inquiry. It may be Huxley in London, William James in Harvard, Alain in Paris. Students who have lived with such men are their spiritual children not less than those who have learned the habits of a gentleman at Eton or a proper respect for the Emperor of Japan in Tokio. And, equally, we may learn that a narrow patriotism in history and politics has social results less admirable than a quick scepticism built from the sense that our country has not always been right, our institutional standards not invariably perfect. Our governors may be willing to admit that one inference from the rebellion of Washington is the possible legitimacy of rebellion, one inference even from the new theology of Jesus, that we are sometimes justified in the making of new theologies. It is even possible that the value of the power to think may become so much more widely recognized, that we shall not ask that those who are able creatively to teach this supreme art, be dismissed because we dislike either what they teach or the opinions they profess outside the practice of their profession. We may come to insist upon security of tenure for the teacher even when his principles of faith do not coincide with those for which we desire the triumph.