At its best, then, the education given by the Great Public Schools and Universities fosters the growth of one of the expansive instincts,--the _communicative_, a mighty instinct which opens up to imagination and sympathy the whole wide world of human life; but because it leaves all the other expansive instincts untended, it gives that one instinct an inadequate and unsymmetrical training, a training which checks the growth of the very faculties--imagination and sympathy--of which the instinct is largely compounded and for the sake of which it may almost be said to exist. At its second best, this costly education fosters the growth of the _inquisitive_ instinct,--a grandly expansive instinct when trained in conjunction with the others, but one which is constrictive rather than expansive when trained by itself and for its own sake. At its ordinary level, it trains no instinct whatever, and is therefore unworthy of the name of education. Why should this be so? Why should a course of education which lasts so long and costs so much do so little for its victims, and do that little so badly or, at any rate, so inadequately? Because from first to last it has looked outward instead of inward; because it has laboured unceasingly to produce "results," and has never given a thought to growth.[33] Let us now go to the other end of the social scale. What the path of self-realisation might do for the children of the "upper classes" if they were allowed to follow it, we may roughly calculate, partly by measuring what the alternative scheme of education has failed to do for them, partly by reminding ourselves of what the path has done for the village children of Utopia. The children of the "upper classes" have such an advantage over the children of Utopia in the matter of environment,--to say nothing of inherited capacity,--that one would expect the path to do much more for their mental development than it has done for the mental development of the Utopians, especially as they could afford to remain much longer in the first and most important of its stages, the stage of self-education (in the more limited sense of the word). The gain to the whole nation if the mental development of the highest social stratum could be raised as much above its normal level as the mental development of youthful Utopia has been raised above the normal level of an English rural village, would be incalculably great. But greater still--incalculably greater--would be the gain to the nation if the rank and file of its children could be led into the path of self-realisation, and therein rise to the high level of brightness, intelligence, and resourcefulness which has been reached in Utopia.