Dreams, you say? Generalities? A vision that begets nothing but vain hopes? Suppose, then, that we make a concrete suggestion that, should it arouse interest and create discussion, might result eventually in giving to what you call “airy nothings” a “local habitation and a name.” The insuperable obstacle that has prevented heretofore the establishment somewhere upon earth of a university designed for the educational needs of the race at large has been linguistic. In a polyglot world a great central station for the dissemination of knowledge was impossible so long as that knowledge could be inculcated only by means of the written or spoken word. But to-day, as Mr. Hays points out in the address quoted above, instruction is given, from our primary schools up to our universities, through the method of visualization; and, furthermore, repeated tests have shown that students prepared for examinations by aid of pictures obtain higher marks than examinees whose coaching was confined to the media of books and lectures. It is almost impossible to exaggerate the significance of the above in connection with the dream we have taken the liberty to dream. A world university, a fountain of all acquired knowledge for the race at large, became practicable the moment the linguistic problem was solved by the Esperanto of the Eye. No longer was the vision of a race finding, as do individuals, strength and wisdom for meeting the perils of the future by contemplating the mistakes of the past a vague, shadowy mockery, destined to vanish with a return to common-sense. On the contrary, common-sense had become suddenly associated with a project that had left the realm of the abstract to enter the domain of the concrete. For what, in the name of common-sense, could make so impressive an appeal to the practical man of affairs as the perfecting of a method whereby the recurrent set-backs to progress that peoples, and mankind at large, inflict upon themselves can be reduced to a minimum or, perhaps, rendered permanently obsolete?