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 the ignorant and pretentious blunderers of to-day; and there is an equally manifest need of a new type of University, something other than a happy fastness for those precociously brilliant creatures—creatures whose brilliance is too often the hectic indication of a constitutional unsoundness of mind—who can "get in" before the portcullis of the nineteenth birthday falls. These new educational elements may either grow slowly through the steady and painful pressure of remorseless facts, or, as the effort to evoke the New Republic becomes more conscious and deliberate, they may be rapidly brought into being by the conscious endeavours of capable men. Assuredly they will never be developed by the wisdom of the governments of the grey. It may be pointed out that in an individual and disorganised way a growing sense of such needs is already displayed. Such great business managers as Mr. Andrew Carnegie, for example, and many other of the wealthy efficients of the United States of America, are displaying a strong disinclination to found families of functionless shareholders, and a strong disposition to contribute, by means of colleges, libraries, and splendid foundations, to the future of the whole English-speaking world. Of course, Mr. Carnegie is not an educational specialist, and his good intentions will be largely exploited by the energetic mediocrities who control our educational affairs. But it is the intention that concerns us now, and not the precise method or effect. Indisputably these rich Americans are at a fundamentally important work in these endowments, and as indis-