this, the city proper, the Acropolis of Athens, the Temple of Jerusalem, the Capitol and Forum of Rome are classic and central examples, and in the mediaeval city, pre-eminently the cathedral; though beside this we must not forget the town house and its belfry, the guild houses, the colleges, the great place, the fountains, the city cross, and if last, still best if good at all, the streets and courts and homes.  Returning once more to the history of educational development, we have here a means of unravelling the apparently perplexing history of universities.  For the university past or present has but its foundations in the school, with its local and its general tradition, whatever may be the accordance of these with well-ascertained fact, its true novitiate can only be afforded in the cloister of reflection and research, of interpretation and synthesis; while for its full development it needs the perpetual renewal of that generous social life—­that inspiring intercourse “of picked adolescents and picked senescents”—­which has marked the vital periods of every university worthy of the name.

Realisation in
ACROPOLIS  }
CATHEDRAL  } CITY
UNIVERSITY }
(EU)-POLITY
^
|                   CULTURE
|                      ^
Rise towards              |
Formulation               |                 ART
and Realisation,       Rise through          ^
through                                      |
{ Politics            { Action          Rise to
{ Church Militant     { Education       expression
^                      ^                  ^
|                      |                  |
|                      |                  |
|                      |                  |
|                      |              “IMAGERY”
|                      |              AESTHETICS
|                      |              (Beautiful)
SOCIAL.  ECON.  POL.      “IDEAS”
^                  SYNTHETICS
|                   (True)
“IDEALS”
ETHICS
(Good)                                  Criticism, Selection,
Re-synthesis, in
HERMITAGE
ACADEME
CLOISTER, etc.

In summary then, to the town has been added the school, with its advantages, its increasingly obvious limitations also, which it is for the cloister to remedy—­even the advantages of the barrack finding a main element of its claim in this no less than in its professed training as regards citizenship.  But here also it is for few to remain, albeit free for each to return at will.  Ideals, to survive, must surely live, that is, be realised; hence for full life one needs “to meditate with the free solitary; yet to live secular, and serve mankind.”

TOWN | CITY
FOLK | POLITY
|
WORK | CULTURE
|
PLACE | ART -----------------------------+---------------------
----------- SURVEY | IMAGERY
|
KNOWLEDGE | IDEAS
|
MORALS | SOC.  ECON.
| IDEALS
LAW | ETHICS
SCHOOL | CLOISTER