Therefore I would make men and women discontented, with the divine and wholesome discontent, at their own physical frame, and at that of their children. I would accustom their eyes to those precious heirlooms of the human race, the statues of the old Greeks; to their tender grandeur, their chaste healthfulness, their unconscious, because perfect might: and say—There; these are tokens to you, and to all generations yet unborn, of what man could be once; of what he can be again if he will obey those laws of nature which are the voice of God. I would make them discontented with the ugliness and closeness of their dwellings; I would make them discontented with the fashion of their garments, and still more just now the women, of all ranks, with the fashion of theirs; and with everything around them which they have the power of improving, if it be at all ungraceful, superfluous, tawdry, ridiculous, unwholesome. I would make them discontented with what they call their education, and say to them—You call the three Royal R’s education? They are not education: no more is the knowledge which would enable you to take the highest prizes given by the Society of Arts, or any other body. They are not education: they are only instruction; a necessary groundwork, in an age like this, for making practical use of your education: but not the education itself. And if they asked me, What then education meant? I should point them, first, I think, to noble old Lilly’s noble old “Euphues,” of three hundred years ago, and ask them to consider what it says about education, and especially this passage concerning that mere knowledge which is nowadays strangely miscalled education. “There are two principal and peculiar gifts in the nature of man, knowledge and reason. The one”—that is reason—“commandeth, and the other”—that is knowledge—“obeyeth. These things neither the whirling wheel of fortune can change, nor the deceitful cavillings of worldlings separate, neither sickness abate, nor age abolish.” And next I should point them to those pages in Mr. Gladstone’s “Juventus Mundi,” where he describes the ideal training of a Greek youth in Homer’s days; and say—There: that is an education fit for a really civilised man, even though he never saw a book in his life; the full, proportionate, harmonious educing-that is, bringing out and developing—of all the faculties of his body, mind, and heart, till he becomes at once a reverent yet self-assured, a graceful and yet a valiant, an able and yet an eloquent personage.