tated by this variety. These institutions were national, state, or
municipal. They were tax-supported or endowed. They charged tuition
fees, or were open to competent children or adults without fee. They
undertook to meet alike the needs of the individual and the needs of the
community; and this undertaking involved the introduction of many new
subjects of instruction and many new methods. Through their variety they
could be sympathetic with both individualism and collectivism. The
variety of instruction offered is best illustrated in the strongest
American universities, some of which are tax-supported and some endowed.
These universities maintain a great variety of courses of instruction in
subjects none of which was taught with the faintest approach to adequacy
in American universities sixty years ago; but in making these extensions
the universities have not found it necessary to reduce the instruction
offered in the classics and mathematics. The traditional cultural
studies are still provided; but they represent only one programme among
many, and no one is compelled to follow it. The domination of the
classics is at an end; but any student who prefers the traditional path
to culture, or whose parents choose that path for him, will find in
several American universities much richer provisions of classical
instruction than any university in the country offered sixty years ago.
The present proposals to widen the influence of Oxford University do not
mean, therefore, that the classics, history, and philosophy are to be
taught less there, but only that other subjects are to be taught more,
and that a greater number and variety of young men will be prepared
there for the service of the nation.

The new public interest in education as a necessary of modern industrial
and political life has gradually brought about a great increase in the
proportional number of young men and women whose education is prolonged
beyond the period of primary or elementary instruction; and this
multitude of young people is preparing for a great variety of callings,
many of which are new within sixty years, having been brought into being
by the extraordinary advances of applied science. The advent of these
new callings has favoured the spread of Spencer's educational ideas. The
recent agitation in favour of what is called vocational training is a
vivid illustration of the wide acceptance of his arguments. Even the
farmers, their farm-hands, and their