Now the frank recognition of the book and not the lecture as the substantial basis of instruction opens up a large and interesting range of possibilities. It releases the process of learning from its old servitude to place and to time. It is no longer necessary for the student to go to a particular room, at a particular hour, to hear the golden words drop from the lips of a particular teacher. The young man who reads at eleven o'clock in the morning in luxurious rooms in Trinity College, Cambridge, will have no very marked advantage over another young man, employed during the day, who reads at eleven o'clock at night in a bed-sitting-room in Glasgow. The former, you will say, may get commentary and discussion, but there is no particular reason why the latter should not form some sort of reading society with his fellows, and discuss the question with them in the dinner hour and on the way to the works. Nor is there any reason why he should not get tutorial help as a university extension from the general educational organization, as good in quality as any other tutorial help. And this release of the essentials of a college education from limitations of locality and time brought about by modern conditions, not only makes it unnecessary for a man to come "up" to college to be educated, but abolishes the idea that his educational effort comes to an end when he goes "down." Attendance at college no longer justifies a claim to education; inability to enter a college is no longer an excuse for illiteracy.