ot to preserve uniformities but to select variations. But he is
handling a power which, as George Meredith says, "is a heaven-sent
steeplechaser, and takes a flying leap of the ordinary barriers."

To-morrow is the day of opportunity. To-day is the day of preparation.
Yesterday's ideals have become the practical politics of the present
hour. Our countrymen recognise now as they have never done before that
the problem of national reconstruction is in the main a problem of
national education: "the future welfare of the nation," to use Mr
Fisher's words, "depends upon its schools." Men make light now of the
extra millions which a few years ago seemed to bar the way of
progress. At the same time the discipline of the last three years has
hammered into us a new consciousness of national solidarity and social
obligation. As the whole energies of a united people are at this
moment concentrated on the duty of destruction which is laid upon us,
so after the war with no less urgency and no less oneness of heart the
whole energies of a united nation must be concentrated on the
upbuilding of life. That upbuilding is to be economic as well as
spiritual, but those who think out most deeply the need of the
economic situation, are most surely convinced that the problems of
industry and commerce are at the bottom human problems and cannot find
solution without a new sense of "co-operation and brotherliness[1]."

Such is the need and such the task. England is looking to her schools
as she never did before. The aim of her education must be both high
and wide, higher than lucre, wider than the nation. And the aim of our
education cannot be fulfilled until the education of other peoples is
infused with the same spirit. Education, like finance, must be planned
on international lines by international consensus with a view to world
peace. Only so can it fulfil the ultimate end which already looms on
the horizon,

Becoming when the time has birth
A lever to uplift the earth
And roll it on another course.

[Footnote 1: Mr Angus Watson in _Eclipse or Empire_, p. 88.]

II

THE TRAINING OF THE REASON

By W. R. INGE

Dean of St Paul's

The ideal object of education is that we should learn all that it
concerns us to know, in order that thereby we may become all that it
concerns us to be. In other words, the aim of education is the
knowledge not of facts but of values. Values are facts apprehended in
their relation to ea