We recognize in this luminous and suggestive treatment of education that the right note is struck--the basal idea is that “you have not educated a boy when you have taught him to know what he did not know, but to be what he had not been, and to behave as he had not behaved.” And, with the present stiff system and starved appliances, human and material, with which we educate the citizens of the future, what a glorious vision Ruskin’s is, of what that education might so easily be. His protest against the three R’s is merely a humorous outcry against their insufficiency, their mechanical character, and their commercial end. How that much, and that much only, of mental outfit has worked, is printed large in the circulation of _Illustrated Bits, Scraps_, all sensational evening papers and the Bottomley, Harmsworth and Hulton presses. But clerks and pupil teachers are cheap. Ruskin’s actual work as a University Professor was notable; and many are the men, now old or gone, whom he influenced at Oxford. To be one of the influences at Oxford or Cambridge is a worthy use of gifts of the highest kind. The present Drawing Schools at Oxford are a monument of his labour and his liberality. It is easy indeed for the Philistine to laugh at the pageantry of the vision of the England of St. George. There were to be “Marshals” with great districts subject to them, “Landlords,” men of fortune devoting their gifts to the service of the Guild, and owing their lordship to the fact that “they could work as much better than their labourers, as a good knight than his soldiers.” These were all to be called _Comites Ministrantes_; under them the _Comites Militantes_ were the rank and file of the workers on the Company’s lands. Finally the _Comites Consilii_, the only class who have materialized, were the companions contributing, but not residing on St. George’s lands.[89] To sum up, then, the present public duty of a good Ruskinian: