To deal with current and practical problems does not seem the _first_
need at present. Just now, work is both common as well as fashionable;
most people are doing their best; and, if anything, the danger is that
organisation should outrun foresight and intelligence. Moreover a
weakening of the old compulsion of the classics has resulted, not in
perfect freedom, but in a tendency on the part of some scientific
enthusiasts simply to substitute compulsory science for compulsory
literature, when the real question rather is whether obligatory
subjects should not be diminished as far as possible, and more
sympathetic attention given to faculty and aptitude.

We have attempted to avoid mere current controversial topics, and to
encourage our contributors to define as far as possible the aim and
outlook of education, as the word is now interpreted.

We have not furthered any educational conspiracy, nor attempted any
fusion of view. Our plan has been first to select some of the most
pressing of modern problems, next to find well-equipped experts and
students to deal with each, and then to give the various writers as
free a hand as possible, desiring them to speak with the utmost
frankness and personal candour. We have not directed the plan or
treatment or scope of any essay; and my own editorial supervision has
consisted merely in making detailed suggestions on smaller points, in
exhorting contributors to be punctual and diligent, and generally
revising what the New Testament calls jots and tittles. We have been
very fortunate in meeting with but few refusals, and our contributors
readily responded to the wish which we expressed, that they should
write from the personal rather than from the judicial point of view,
and follow their own chosen method of treatment.