sustained in the vast modern movement. Hundreds of lecture-societies were founded, and hundreds (about seven hundred in Great Britain, I believe) exist to-day and do some excellent work; but many of the societies which adhered most faithfully to the educational ideal are in difficulties or extinct. The travel-lecture or funny lecture and the “popular” concert encroach more and more on the serious programme. Free libraries were another hope of the reformers of the last generation, and they are now endowed by millionaires and maintained by municipalities. They exhibit, perhaps, the saddest perversion of social ambition. Neither Mr. Carnegie nor any serious municipality thinks it a duty to provide gratuitous entertainment, but at least two-thirds of their resources are really devoted to this. The enormously greater part of the work of free libraries is to beguile the idle hours of young men and the idle days of young women with novels that rarely contain a particle of intellectual stimulation.
Public museums were another device for educating the mass of the people, and they have largely failed. There has been in recent years a little more regard for the public, as well as for students, but it is still painful to see crowds passing with bovine eyes amidst our accumulated treasures. The grouping and labelling are still too academic: the general scheme and the immense wealth of detail daze the eye of the inexpert. More guides and lecturers, in touch with and informally accessible to the
