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 be generally approved. It is, and must forever remain, says Augustine Birrell, "in the best and noblest sense of a good and noble word, essentially unpopular."

The educational substitutes, now in vogue, are many, and varied, and, of their kind, good. They can show results, and results that challenge competition. Mr. Samuel Gompers, for example, writes with pardonable complacency of himself: "When I think of the education I got in the London streets, the training acquired by work in the shop, the discipline growing out of attempts to build an organization to accomplish definite results, of the rich cultural opportunities through human contacts, I know that my educational opportunities have been very unusual."

This is, in a measure, true, and it is not the first time that such opportunities have been lauded to the skies. "If a lad does not learn in the streets,"