that life themselves. In this way boys get to realise, as far as it is
possible through sympathy, what it means to be out of work, what it
means to be hungry for unattainable learning, what children have to
suffer, and, in addition to the practical interest which many boys
immediately develop, it cannot be doubted that many ideals for the
conduct of social life in the future are conceived, even if dimly, for
the first time. Thanks to the unremitting efforts of large-minded head
masters, public school boys more and more realise that they are
beneficiaries of the spirit of a past day, not only in the sense of
the creation of a noble tradition but actually in regard to the
material provision of buildings and the financial support of
teaching.

There is likely to be an extension of university education in the near
future. The ancient universities of Oxford and Cambridge with their
great college system will be strengthened, as will be the universities
which were established at the end of the nineteenth and the beginning
of the twentieth centuries. The demand for the better training of
teachers will result inevitably in the creation of more universities.
The inadequate sum which this country has spent upon university
education up to the present will be greatly increased.

As a direct result of the opportunity which university life gives to
undergraduates for the development of self-governing institutions,
there can be little doubt that the university must be regarded above
all other schools and most institutions as powerful in the development
of good citizenship. The public school tradition will be carried
directly into the older universities and in increasing measure into
the new universities as the best spirit of the public schools
gradually permeates the whole system of our education even down to the