This is a good illustration. The Church professes to place in each parish an official teacher of religion and morality, and most of the Nonconformist communities do the same. To place an official teacher of culture (in its widest sense) in every parish is perhaps a task beyond our national powers as at present developed; but to place one in every industrial district is not conceivable only, but, I believe, practicable. The lecturer who comes from Oxford or Cambridge, delivers his course, and departs, has no doubt his uses. He is like the "Hot Gospeller" of an earlier age, or the "Missioner" of to-day. He delivers an awakening message, and many are the better for it; but if culture is to get hold of the average lads and young men of an industrial district, its exponent must be more like the resident minister, the endowed and established priest. That he should live among the people whom he is to instruct, know them personally, understand their ways of thinking and speaking, is at least as important as that he should be a competent historian or mathematician or man of letters. If the State, or voluntary effort, or a combination of the two, could secure the permanent presence of such a teacher in every district where men work hard, and yet have leisure enough to cultivate their intellects, a yawning gap in our educational system would be filled. It would not be polite to mention actual names; but take by way of example such a district as Dickens's "Coketown," or Disraeli's "Wodgate," or George Eliot's "Milby," or any of those towns which Cobbett expressively called "Hell-Holes." Let the State establish in each of those places a qualified and accredited teacher for adult students. The teacher may, if necessary, be paid in part by voluntary subscription; but it is, in my view, all-important that he should have the sanction and authority of the State to give him a definite place among local administrators, and to the State he should be responsible for the due discharge of his functions. In Coketown or Wodgate or Milby his lecture-room would be a real Oasis--"a fertile spot in the midst of a desert." Even if it has not been our lot to dwell in those deserts, we all have had, as travellers, some taste of their quality. We know the hideousness of all that meets the eye; the necessary absorption in the struggle for subsistence; the resulting tendency to regard money as the one subject worth serious consideration; the inadequate means of intellectual recreation; the almost irresistible atmosphere of materialism in which life and thought are involved. The "Oasis" would provide a remedy for all this. It would offer to all who cared to seek them "the fairy-tale of science," the pregnant lessons of history, the infinitely various joys of literature, the moral principles of personal and social action which have been thought out "by larger minds in calmer ages."