IV AND WHERE TO FIND IT 79 



indicate that it is not education wliicli lies at the 

 bottom of the matter? 



Once more, these jDcople, whom there is no 

 pleasing, venture to doubt whether the glory which 

 rests upon being able to undersell all the rest of 

 the world, is a very safe kind of glory — whether 

 we may not purchase it too dear; especially if we 

 allow education, which ought to be directed to 

 the making of men, to be diverted into a process 

 of manufacturing human tools, wonderfully adroit 

 in the exercise of some technical industry, but 

 good for nothing else. 



And, finally, these people inquire whether it is 

 the masses alone who need a reformed and im- 

 proved education. They ask whether the richest 

 of our public schools might not well be made to 

 supply knowledge, as well as gentlemanly habits, 

 a strong class feeling, and eminent i^roficiency in 

 cricket. They seem to think that the noble foun- 

 dations of our old universities are hardlv fulfillinsr 

 their functions in their present posture of half- 

 clerical seminaries, half racecourses, where men 

 are trained to win a senior wrangleship, or a dou- 

 ble-first, as horses are trained to win a cup, wiili 

 as little reference to the needs of after-life in the 

 case of a man as in that of the racer. And, 

 while as zealous for education as the rest, tliey 

 affirm that, if the education of the richer classes 

 were such as to fit them to be the leaders and the 

 governors of the poorer; and, if the education of 



