Coming back now from these general propositions about books and teaching to our mass of young people about fifteen years old, our adolescent nation, who have accomplished their Schooling and are ready for the College phase, we have to consider what subjects they are to be taught, and how far they are to go with these subjects. Whether they are to give all or part of their time to these College studies, whether they are going to pursue them in evening classes or before breakfast in the morning or during the livelong day is a question of secondary conveniences that may very well be disregarded here. We are concerned with the general architecture now, and not with the tactical necessities of the clerk of the works. [Footnote: But I may perhaps point out here how integral to a sane man-making scheme is the raising of the minimum age at which children may work. A day will come, I hope, when even the partial employment of children under fifteen will be prohibited, and when, as Mr. Sidney Webb suggested some time ago, employment up to the age of twenty-one will be limited to so few hours a week--his suggestion was thirty--as to leave a broad margin for the more or less compulsory college work and physical training that are becoming essential to the modern citizen.] We need waste little time nowadays, I submit, in disposing of Encyclopaedic conceptions of College Education, conceptions that played a part in almost all educational schemes--Bentham’s stupendous Chrestomathia is the fearful example--before the middle nineteenth century. We are all agreed in theory, at any rate, that to know one subject or group of subjects exhaustively is far better than a universal smattering, that the ideal of education is more particularly “all about something” with “something about everything” in a very subordinate place. The fact remains that the normal curriculum of our higher schools and colleges is a pointless non-educational miscellany, and the average graduate in Arts knows something, but not enough, of science, mathematics, Latin, Greek, literature, and history; he has paid tribute to several conflicting schemes of education, and is a credit to none. We have to get rid of this state of affairs, and we have to provide (i) a substantial mental training which shall lead at last to a broad and comprehensive view of things, and which shall be a training in generalization, abstraction, and the examination of evidence, stimulating and disciplining the imagination and developing the habit of patient, sustained, enterprising and thorough work, and (ii) we have to add a general culture, a circle of ideas about moral, aesthetic, and social matters that shall form a common basis for the social and intellectual life of the community. The former of these two elements must at some stage develop--after two or five or seven or some such period of years, which may be different in different cases--into the special training for the definite function of the individual in the