and, worst of all, Church fought against Church.

The discords of the great society were reflect inevitably in the
sphere of education. The elementary schools of the nation were divided
into two conflicting groups, and both were separated by an estranging
gulf from the grammar schools and high schools as the grammar schools
in turn were shut off from the public schools on the one hand, and
from the schools of art, music, and of technology on the other There
was no cohesion, no concerted effort, no mutual support, no great plan
of advance, no homologating idea.

This fact in itself is sufficient to account for the ineffectiveness,
the despondencies, the insincerities and ceaseless unrest of Western
civilisation in the nineteenth century. The tree of human life cannot
flower and bear fruit for the healing of the nations when its great
life-forces spend themselves in making war on each other.

If the experience of the century which lies before us is to be
different, it must be made so by means of education. Education is the
science which deals with the world as it is capable of becoming. Other
sciences deal with things as they are, and formulate the laws which
they find to prevail in things as they are. The eyes of education are
fixed always upon the future, and philosophy of whatever kind,
directly adumbrates a Utopia, thinks on educational lines.

The aim of education must therefore be as wide as it is high, it must
be co-extensive with life. The advance must be along the whole front,
not on a small sector only. William Morris, when he tried his hand at
painting, used to say, that what bothered him always was the frame: he
could not conceive of art as something "framed off" and isolated from