Education which fails to effect this, effects nothing. There, that’s what _we_’ve done. Every man to his trade, say I; and there’s nothing like leather!” “Well, but, but,--all this is very fine talk; but what demonstration can you give? And where in the world have I been while all this was going on? Pshaw! You delude yourselves, my dear friends. This airy talk makes flighty brains; but do you suppose I’ve been a schoolmaster these forty years while all this has been going on, and yet know nothing of it?” “That comes of fumbling over our F. M. C., instead of holding us up with both hands. But, honour bright, Dr. Oldcastle, do you see in these days any change in the manner of boy that comes to your hands fresh from his home?” “Yes, yes! a thousand times, yes!” “If Mr. Hilyard’s courtesy had permitted me to answer for myself, I, also, should have said ‘yes.’ I see a most remarkable change, upon which society is to be congratulated. But what would you have? Civilisation and education must of necessity produce results, appreciable even within a single lifetime.” “Don’t you think, Doctor, you might have made a trilogy of it, and promoted Christianity?” interposed the ever suave and gentle tones of the Dean. “I myself feel with Dr. Brenton, ‘every man for his master,’ and would fain lay every advance at the feet of mine.” “I must beg the Dean to look over a little assumed pugnacity. That we all agree with him, he may rest assured. And for this reason. Every other avenue towards perfection leads you, after weeks or months or years of delightful going, to a blank wall. You see nothing beyond; all that remains is to retrace your steps, and retrogression is always bitter. You try through Christ, and find yourself in the way of endless progress cheered by perennial hope. But the talk is growing serious. We of the ‘New Education’ party take to ourselves the credit of the advances Dr. Oldcastle perceives, and as testimony from an alien is very valuable, perhaps he would not mind telling us in detail what differences he perceives between the young boys of to-day and their kind of forty years ago?” “Let me consider a moment; your question is not easy to answer in a breath.... Well, in the first place, they are more apt to learn: I conceive that there has been an extraordinary advance in intelligence during the last half-century. The work we would grind over for hours in my day, these youngsters have at their finger-ends in half-an-hour, and are on the alert for more. I do believe they have a real appetite for knowledge--a weakness of which not more than one or two in a hundred was guilty when I was a boy.”