Consider now the general and special education of two types of boys, namely those in secondary schools who in after life must form the professional and directing classes in commerce, industry, and public administration, and again those in junior technical schools and later in advanced continuation classes, who are going to form the class of skilled artisans and foremen of workshops. These two sets compose the educated strength of the nation. We must form no ideals which include less than these entire classes within their scope. What I shall say, will in phraseology apply more directly to the secondary schools, but with unessential changes it will apply equally to the other group. What is the first commandment to be obeyed in any educational scheme? It is this: Do not teach too many subjects. The second command is this: What you teach, teach thoroughly. The devil in the scholastic world has assumed the form of a general education consisting of scraps of a large number of disconnected subjects; and, with the artfulness of the serpent, he has entrenched himself behind the matriculation examination of the University of London, with a wire entanglement formed by the Oxford and Cambridge schools' examination. Culture is activity of thought, and receptiveness to beauty, and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God's earth. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art. We have to remember that the valuable intellectual development is self-development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistinguished. He answered, "It is not what they are at eighteen, it is what they become afterwards that matters." In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"--that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.