thing that can be got for the asking, it is not even to be got for the
paying; it has to be grown; and in the beginning it is bound to be thin,
ragged, forced, crammy, text-bookish, superficial, and all the rest of
it. As reasonable to complain that the children born last year were
immature. A little army of teachers does not flash into being at the
passing of an Education Act. Not even an organisation for training those
teachers comes to anything like satisfactory working order for many
years, without considering the delays and obstructions that have been
caused by the bickerings and bitterness of the various Christian
Churches. So that it is not the failure of elementary education we have
really to consider, but the continuance and extension of its already
almost miraculous results.

And when it comes to the education of the ruling and directing classes,
there is kindred, if lesser reason, for tempering zeal with patience.
This upper portion of our educational organisation needs urgently to be
bettered, but it is not to be bettered by trying to find an archangel
who will better it dictatorially. For the good of our souls there are no
such beings to relieve us of our collective responsibility. It is clear
that appointments in this field need not only far more care and far more
insistence upon creative power than has been shown in the past, but for
the rest we have to do with the men we have and the schools we have. We
cannot have an educational purge, if only because we have not the new
men waiting. Here again the need is not impatience, not revolution, but
a sustained and penetrating criticism, a steadfast, continuous urgency
towards effort and well-planned reconstruction and efficiency.

And as a last example of the present hysterical disposition to scrap
things before they have been fairly tried is the outcry against
examinations, which has done so much to take the keenness off the edge