Public museums were another device for educating the mass of the people, and they have largely failed. There has been in recent years a little more regard for the public, as well as for students, but it is still painful to see crowds passing with bovine eyes amidst our accumulated treasures. The grouping and labelling are still too academic: the general scheme and the immense wealth of detail daze the eye of the inexpert. More guides and lecturers, in touch with and informally accessible to the public, and a closer association with University Extension and Gilchrist and other lectures, are very much needed. Saturday afternoon in the British Museum is a melancholy spectacle of wasted wealth. A small model museum, designed solely for the education of the general public, would be more useful in this respect than our magnificent national museum. Unfortunately, the small museums copy the academic defects of the larger. The curator of one, on whom I urged the needs of the public, replied wearily: "Well, it will take me three years to arrange my Cephalopods, and then I will see what I can do." We need a comprehensive and serious organisation and development of our resources for educating the adult. Our Education Department needs to throw out a new wing with the purpose of preventing the utter waste of its work upon young children. Institutions like the British Museum ought to be relieved of the control of the Archbishop of Canterbury and one or two other somnolent gentlemen, and made the centre of a splendid and energetic system of popular instruction and stimulation. From such centres the educational officials (as distinct from learned curators and youths from Oxford and Cambridge who look upon the public as a nuisance) might issue attractive invitations and publications, and be prepared to welcome the non-student, either with "showmen" who understand the public mind or by a general and affable accessibility of the whole staff. Municipal museums and libraries and picture-galleries could be organised on similar lines by the Department, and useful private foundations, such as the Bishopsgate Institute, could be invited to co-operate, without interference in their management. The supply of novels ought to be restricted to the great masters of every country and a few moderns. The rich supply of serious literature ought to be made attractive and easily accessible to the public by good bibliographical guidance and constant lectures. These things are, of course, being done. It is not so much the local officials one quarrels with as the nation and its leaders. We want an immense co-ordination and development of our resources and efforts out of national funds. Lecture-societies and all kinds of educative centres and institutes--there are thousands in the country--need to be affiliated, encouraged, advised, and supplemented. The State should not even shrink from publishing. The trade supplies only the actual