Now if we are not satisfied with this comparative waste of effort and sterility of result, we have to consider candidly the ambition of the educationist. He wants to turn out a young citizen with an active mind, a sound body, and a character prepared to resist the more degrading influences of the world he will enter. He cannot carry out this aim in the case of every child entrusted to him, but he can in most cases, if the State will help him. He must have his children properly nourished: neither underfed nor stuffed with coarse food by ignorant mothers. He must have them seasonably clothed and shod: again the mothers need instruction and pressure. He must have, not only drill and more natural forms of exercise, but more control over the children outside of school-hours; he is already beginning, with great promise of good, to walk and play with them, to take them to museums, and so on. He must have adequate medical assistance, and must have the support of the law in counteracting dirty homes and careless parents. He must keep the child still a few years longer at school, because a child only begins to be really educable at thirteen or fourteen. He must have the encouragement of knowing that the more promising boys and girls will find the avenue open to higher schools, and that the community will make some serious provision of mental stimulation for the adolescent and the adult. And in order to carry out properly this large and promising scheme of training he must have twice as many colleagues as he has, so that each may be able to give individual attention to pupils, and in order that too great demands be not made on their hours of rest. But where are we to find the very large sums of money which would be required for carrying out such a scheme? I wish everybody in England realised that we should have the funds to carry out this scheme in its entirety, in its most advanced developments, if we abolished militarism; that if we had done this before 1914, we should have had, in the cost of the war, the funds to carry out such a scheme two or three times over. We have to reflect also whether the increased prosperity of England would not pay the cost. There are other considerations which I give later, but I would add here at least a word about experience in other lands. At New York and Chicago I visited schools--elementary and secondary, but both free--with which we have nothing to compare in this country: palatial structures with superb equipment and devoted staffs. Yet when I asked ratepayers how they contrived to spend so lavishly on education, the three or four public men I asked were so little conscious of a burden that they were unable to explain satisfactorily where the funds came from!