If we turn away from these lists of names and figures to consider how wide a field has been covered by this work in London and the provinces, we cannot but be struck by the developments of these eight years. A system of universities for the people has been started, technical and commercial education have received an enormous impetus, secondary instruction has been brought within reach of large numbers by whom it was hitherto unattainable, numbers of already existing schools have been placed on a firm financial basis, and throughout the special needs of women have been considered. With better building and plumbing, better cooking and washing, we certainly may hope for more creature comforts in the good time coming. But this is a small thing compared with the brightening of homes by the gift of those higher pleasures, without which it has been truly said that life is not truly life at all. Surely whisky-drinkers need not grudge the extra sixpence which has done all this! CHAPTER X STATE AID FOR GIRLS While private effort in the form of companies, endowments, and individual enterprises was building up a complete, though unorganised, system of girls’ education, another system totally unconnected was being gradually developed by aid of the State. For a long time the two were regarded as parallel, with no possible point of contact, except such as might be artificially established by means of scholarships. Now we are beginning to think that we may have mistaken the direction of the lines, and that there are some points of connection between the Board School and the High School pupil. This change is due to the growing conviction that the education of its citizens is a matter of which a State should take cognisance. Far behind Germany in its adoption of this principle, England did at last wake up to the necessity of educating all her citizens. Whether out of self-defence, to ‘educate our masters,’ as Mr. Lowe bade us do, or, as Plato would have counselled, to make the men and women of the State as good as possible, the idea of universal education has at last gained a hold in this country. Very slowly, and with immense opposition on the part of the classes who regarded learning as their own peculiar privilege, and were jealous of any intrusion in what they considered their private domain. But they were powerless to hinder; when once the little flame was kindled, no force could avail to extinguish it. From the moment that one generation educated in the new schools took their place as voters, the system was secured. The democracy soon realised that education was a levelling agency, and that it was their interest both to maintain and improve it.