Now surely the chief things that are needed in the education of a ruling class are these--first, the selection and development of Character, then the selection and development of Capacity, and, thirdly, the imparting of Knowledge upon broad and comprehensive lines, and the power of rapidly taking up and using such detailed knowledge as may be needed for special occasions. It is upon the first count that the British schools and universities have been most open to criticism. We have found the British university-trained class under the fiery tests of this war an evasive, temporising class of people, individualistic, ungenerous, and unable either to produce or obey vigorous leadership. On the whole, it is a matter for congratulation, it says wonderful things for the inherent natural qualities of the English-speaking peoples, that things have proved no worse than they are, considering the nature of the higher education under which they have suffered. Consider in what that educational process has consisted. Its backbone has been the teaching of Latin by men who can read, write, and speak it rather worse than a third-rate Babu speaks English, and of Ancient Greek by teachers who at best half know this fine lost language. They do not expect any real mastery of either tongue by their students, and naturally, therefore, no real mastery is ever attained. The boys and young men just muff about at it for three times as long as would be needed to master completely both those tongues if they had "live" teachers, and so they acquire habits of busy futility and petty pedantry in all intellectual processes that haunt them throughout life. There are also sterile mathematical studies that never get from "exercises" to practice. There is a pretence of studying philosophy based on Greek texts that few of the teachers and none of the taught can read comfortably, and a certain amount of history. The Modern History School at Oxford, for example, is the queerest collection of chunks of reading. English history from the beginning, with occasional glances at Continental affairs, European history for about a century, bits of economics, and--the _Politics_ of Aristotle! It is not education; it is a jack-daw collection....This sort of jumble has been the essentials of the more pretentious type of "higher education" available in Great Britain up to the present.