Now in addition to that I had something else in my own college course--something of the same sort of thing but better. I have spoken of myself as under-educated. My schooling was shocking but, as a blessed compensation, my college stage was rather exceptionally good. My schooling ended when I was thirteen. My father, who was a professional cricketer, was smashed up by an accident, and I had three horrible years in employment in shops. Then my luck changed and I found myself under one of the very greatest teachers of his time, Professor Huxley. I worked at the Royal College of Science in London for one year under him in his great course in zoology, and for a year and a half under a very good but rather uninspiring teacher, Professor Judd, the geologist. I did also physics and astronomy. Altogether I had three full years of science study. And the teaching of biology at that time, as Huxley had planned it, was a continuing, systematic, illuminating study of life, of the forms and appearances of life, of the way of life, of the interplay of life, of the past of life and the present prospect of life. It was a tremendous training in the sifting of evidence and the examination of appearances. Every man is likely to be biassed, I suppose, in favour of his own educational course. Yet it seems to me that those three years of work were educational--that they gave a vision of the universe as a whole and a discipline and a power such as no other course, no classical or mathematical course I have ever had a chance of testing, could do. I am so far a believer in a biological backbone for the college phase of education that I have secured it for my sons and I have done all I can to extend it in England. Nevertheless, important as that formal college work was to me, it still seems to me that the informal part of our college life--the talk, the debates, the discussion, the scampering about London to attend great political meetings, to hear William Morris on Socialism, Auberon Herbert on Individualism, Gladstone on Home Rule, or Bradlaugh on Atheism--for those were the lights of my remote student days--was about equally important. If schooling is a training in expression and communication, college is essentially the establishment of broad convictions. And in order that they may be established firmly and clearly, it is necessary that the developing young man or woman should hear all possible views and see the medal of truth not only from the obverse but from the reverse side. Now here again I want to put the same sort of questions I have put about schooling. Is the college stage of our present educational system anywhere near its maximum possible efficiency? And could it not be extended from its present limited range until it reached practically the whole adolescent community? Let me deal with the first of these questions first.