It will be a part of this increased efficiency to rid our secondary and higher schools of clerical domination. It is futile to say that the clergyman must represent morals and religion in the school. His record as a moralist during fifteen hundred years does not recommend his services. Even to-day public schools which retain the tradition of clerical masters are deplorable from the moral point of view. Some of them are nurseries of a vice which, unless it be discontinued when the youth goes out into the world, may bring on him one of the most degrading sentences of our penal law. The clerical _method_ of character-training--one admits, of course, great occasional personalities--has little influence on these things. Public-school boys, and especially young men at our universities, know that every syllable which the preacher addresses to them is disputed, and no other ground of right and healthy conduct is, as a rule, impressed on them. Many will know that the grossest opinion of the clergy themselves is current in our public schools and older universities, and is embodied in numbers of scurrilous stories. The position of the clergyman in our educational world is false. He is there for the same reason that the Bible is in the elementary school: in the interest of the Churches. We have improved mental education enormously since it ceased to be a monopoly of the clergy. Possibly we will make a similar improvement in character-training; we can hardly do it with less success than they have done. CHAPTER IX. THE EDUCATION OF THE ADULT IF it be granted that it is the interest and the duty of a nation to develop the intelligence of its people, we must conclude that the work is only half done, or not half done, by even an ideal system of what is commonly called education. I am assuming that a time will come when no youth or maiden will enter workshop or office before the age of seventeen, if not eighteen; and that the better endowed minority of our children will, without regard to their private resources, be promoted to secondary, technical, and higher schools. This minority will, on the whole, need no further attention. Cultural interest and professional stimulation will ensure that their studies continue. But the majority will fall lamentably short of the ideal of developed and alert intelligence. The added three or four years will be enormously valuable to the teacher, but in the majority of cases the intellectual interest will still be so feeble that the distractions of life will at once extinguish it.