The number both of pupils and school places in 1922 is... all too small. But, inadequate as they are, they represent something like an educational re… - R. H. Tawney

Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants" — and secondary education that of their masters.

The shrewd, calculating commercialism which tries all human relations by pecuniary standards, the acquisitiveness which cannot rest while there are competitors to be conquered or profits to be won, the love of social power and hunger for economic gain—these irrepressible appetites had evoked from time immemorial the warnings and denunciations of saints and sages. Plunged in the cleansing waters of later Puritanism, the qualities which less enlightened ages had denounced as social vices emerged as economic virtues. They emerged as moral virtues as well. For the world exists not to be enjoyed, but to be conquered. Only its conqueror deserves the name of Christian. For such a philosophy, the question, "What shall it profit a man?" carries no sting. In winning the world, he wins the salvation of his own soul as well.

Its desire is that what is weak in the higher education of the country should be strengthened, and that what is already excellent should be made accessible to all.