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 been largely closed. To him the immense story of Canterbury, with its relics of martyrs, heroes, artists, and kings, was as nothing. He jogged along across the meadow marshland with Roman forts on either hand; he passed through the village of Minster, with its magnificent Norman church and its relics of a monastery that once ruled the neighbourhood; he saw the spot where Saint Augustine preached his first sermon; he saw the beach where the Saxons landed; he passed Osengal — that is, the place of bones — perhaps the first English graveyard. But all these things were as nothing to him. He could appreciate neither the past from which he sprang nor the forces of the present which so soon were to sweep away folk like him.

The age of a vast subject population, deaf and dumb to the values belonging to civilization, has gone. Also the old civilizing influence of the Church has passed. It has been replaced by secular schools, colleges, universities, and by the activities of the men and women on their faculties. In the age to come, how will these new agencies compare with the ecclesiastics, the monks, the nuns, and the friars, who brought their phase of civilization to Western Europe?

At the present time, the system of modern universities has reached its triumphant culmination. They cover all civilized lands, and the members of their faculties control knowledge and its sources. The old system also enjoyed its triumph. From the seventh to the thirteenth century, it also decisively altered the mentalities of the surrounding populations. Men could not endow monasteries or build cathedrals quickly enough. Without doubt they hoped to save their souls; but the merits of their gifts would not have been evident unless there had been a general feeling of the services to the surrounding populations performed by these religious foundations. Then, when we pass over another two centuries, and watch the men about the year fifteen hundred, we find an ominous fact. These foundations, which started with such hope and had performed such services, were in full decay. Men like Erasmus could not speak of them without an expression of contempt. Europe endured a hundred years of revolution in order to shake off the system. Men such as Warham, and Tillotson, and Tait struggled for another three centuries to maintain it in a modified form. But they too have failed. With this analogy in mind, we wonder what in a hundred years, or in two hundred years, will be the fate of the modern university system which now is triumphant in its mission of civilization. We should search to remove the seeds of decay. We cannot be more secure now than was the ecclesiastical system at the end of the twelfth century and for a century onward. And it failed.

To my mind our danger is exactly the same as that of the older system. Unless we are careful, we shall conventionalize knowledge. Our literary criticism will suppress initiative. Our historical criticism will conventionalize our ideas of the springs of human conduct. Our scientific systems will suppress all understanding of the ways of the universe which fall outside