other instincts, has but little value as a "formative" when trained by itself. From this point of view it compares unfavourably with the communicative instinct, being as much less formative than the latter, as the mysteries of the material world are less significant and less able to inspire and vitalise their interpreter than the mysteries of human life; and a purely (or mainly) scientific training is therefore worth far less as an instrument of education than a purely (or mainly) humanistic training. But why should the boys at our Great Public Schools and the young men at our Universities have to choose between a scientific and a humanistic training? Why should these ancient and famous institutions be content to train one only of the six expansive instincts instead of at least _two_? Here, as elsewhere, the scholarship system blocks the way. Some scholarships are given for Classics, others for History, others for Mathematics, others for Natural Science. Not a single scholarship is given, at either University, for general capacity, as measured by the results of a many-sided examination. Why should this be? The answer is that under any system of formal examination many-sidedness in education necessarily means _smattering_; and that against smattering the Universities have, very properly, set their faces. But, after all, there is no necessary connection between many-sidedness and smattering. In Utopia, where the concentric rings of growth are formed by the gradual evolution of an inner life, whatever feeds that inner life is a contribution, however humble, to the growth of the whole tree; and many-sidedness, far from being a defect, is one of the first conditions of success in education. But in the Great Public Schools, where veneers of information are being assiduously laid on the surface of the boy's mind with a view to his passing some impending examination, the greater the number and variety of such veneers, the more certain they all are to split and waste and perish. Indeed the real reason why specialising has to be resorted to in the case of the brighter boys, is that in no other way can provision be made for the fatal process of veneering being dispensed with, and for faculty being evolved by growth from within.