We are, however, making progress here and there,--Bradford, for instance, has had the courage to be quite Socialistic in its care of the young,--and the triple ideal of education is generally, if at times reluctantly, recognised. As far as the education of the body is concerned, in fact, we have no ground for quarrelling with our teachers, whatever we may say of some of our educational authorities. Medical inspection, drill, hygiene, play, excursions, feeding, etc., are discussed very conscientiously at every meeting of teachers, and the reforms proposed are more or less admitted in all places, even under the London County Council. The teachers themselves often go far beyond their prescribed tasks in endeavouring to help the children. In places they yield part of their necessary midday rest to attend to the feeding of poor children: which I found admirably, and most cheerfully and expeditiously, done in Chicago (where 1500 children at one school were quietly and excellently fed in thirty minutes) by a committee of ladies of the district. They give Saturdays and holidays for conducting visits to museums or excursions, or for controlling sports. What is chiefly needed is that the authorities should deal stringently with backward sectarian schools, and provide a very much larger supply of teachers and servants. The municipal authority of the richest city in the world--the London County Council--is scandalously stingy and reactionary in this respect. When we turn to the question of educating the intelligence, it is not possible to approve so cordially. No one, assuredly, can fail to appreciate the zeal and efforts of educationists and teachers, especially in the last few decades. Hardly any body of professional men and women among us, certainly no body of public servants, has a deeper and sounder ambition to conduct its work on the most effective lines. A vast literature is published, frequent congresses are held, and the science of psychology is assiduously cultivated. One must appreciate also the fatal limitations of the teacher's activity; as long as we withdraw children from him at the age of fourteen, education is impossible. It may seem, therefore, ungracious or unwise to criticise,--though I am not wholly a layman in regard to education,--but there is at least one feature of our school life to which I would draw serious critical attention.