by, and the strange thing is that a very large proportion of those who write and talk about education have not discovered they have gone by, and still think and talk of Universities as though they were the only sources and repositories of wisdom. They conjure up a vision in my mind of an absent-minded water-seller, bearing his precious jars and crying his wares knee-deep, and going deeper into a rising stream. Or if that does not seem just to the University in the past, an image of a gardener, who long ago developed a novel variety of some great flower which has now scattered its wind-borne seed everywhere, but who still proffers you for sale in a confidential, condescending manner a very little, very dear packet of that universal commodity. Until the advent of Mr. Ewart (with his Public Libraries’ Act), Mr. Passmore Edwards, and Mr. Andrew Carnegie, the stream of endowment for research and teaching flowed just as exclusively to the Universities as it did in Tudor times. Let us deal, then, first with the finally less important and more formal portion of the third stage in the educational process; that is to say, with the University Course. One may conceive that so far as positive teaching and learning go, a considerable proportion of the population will never pass beyond the second stage at all. They will fail to keep up in the course of that stage, or they will branch off into the special development of some special aptitude. The failures will gravitate into positions a little better perhaps, but analogous to those taken up by the failures of the Schooling phase. The common clerks and common shop-hands, for example, would come out here. The others, who fall out without completing their College course, but who may not be College failures at all, will be all sorts of artists and specializing persons of that type. A great many girls, for economic and other reasons, will probably never get beyond the College stage. They will pass from the Biological and Historical courses into employment, or marry, or enter domestic life. But what may finally become a much larger proportion of New Republican citizens will either from the beginning, taking the College course in the evening, or after a year or so of full attendance at the College course, start also upon the third-grade work, the preparation for the upper ranks of some technical and commercial employment, for the systematic and liberal instruction that will replace the old rule-of-thumb apprenticeship. One can imagine a great variety of methods of combining the apprenticeship phase of serious occupation with the College course. Many waking up to the demands of life may do better for themselves with a desperately clutched College course of evening classes than others who will have progressed comfortably in day Colleges. There should be opportunity by means of scholarship openings for such cases of a late awakening to struggle back into the higher education.