Postgraduate Education-Pickering prime objective, but in our view the time for reducing the duration of the curriculum up to full registration does not appear to have come." In-my own university, despite the unusual distinction of its teachers, progressive assessment of students has not yet been accepted as either possible or desirable. The risk that the Council fosees is displayed as eloquently as it could be "that in these matters of assessing and testing students a teacher will see and approve the better, but follow the worse course." The time exacted from the student in written examination time in anatomy, physiology, and biochemistry in the reformed medical course is to rise from six to eleven hours. Despite the best intentions change is not always synonymous with improvement.Much also remains for the universities to do in supervising preregistration appointments, and particularly in providing an advisory service in postgraduate appointments to its own graduates; and we have seen neither teaching nor examination practices match the changes in ideas that have occurred in educational leadership. " New wine " poured into " old bottles " is not a remedy for instant success. Nevertheless the attitude of mind has changed, and in circles which are less conservative than universities that change of attitude has found practical expression, as in this institute whose opening we celebrate today.Lesson from Medicine May I return to my original theme ? As we have seen, the key to the liberation of medicine was the recognition that education does not, and should not, and indeed cannot, end with a university degree. That degree should not be the end, it should merely be the end of the beginning. This is not a new idea. Winston Churchill remarked to the undergraduates at Bristol University in 1929: " The most important thing about education is appetite. Education does not begin with the university and it certainly ought not to end there." Education in Britain can be shaped to help our young to lead enjoyable, satisfying, and useful lives, but it will be so shaped only when this elementary truth has sunk into our masters and the British public. If we established graduate schools for the advanced study of the arts and the sciences, and if we established graduate schools to train technocrats and all the managerial classes, through business managers, insurance agents, to local government officials, then it would be possible to liberate the undergraduate curriculum and to stop once and for all that hideous Solomon's choice that we exact from our young. They will no longer be asked to abandon the arts or the sciences on the brink of puberty and thus deny themselves for the rest of their lives participation in half of the intellectual ventures in mankind.If we furnish the stimulus, the opportunity, and the facilities for self-education throughout life, schoolmaster, business man, engineer, and those who conduct our public affairs can remain au courant with changing knowledge, thought, and practice. The leisured can use their leis...