186 SCIENCE AND ART AND EDUCATION vn 



because you cannot get all, seems to be as sensible 

 as for a hungry man to refuse bread because he 

 cannot get partridge.' Finally, I would add in- 

 struction in either music or painting, or, if the 

 child should be so unhappy, as sometimes happens, 

 as to have no faculty for either of those, and no 

 possibility of doing anything in any artistic sense 

 with them, then I would see what could be done 

 with literature alone ; but I would provide, in the 

 fullest sense, for the development of the aesthetic 

 side of the mind. In my judgment, those are all 

 the essentials of education for an English child. 

 With that outfit, such as it might be made in the 

 time given to education which is within the 

 reach of nine-tenths of the population with that 

 outfit, an Englishman, within the limits of 

 English life, is fitted to go anywhere, to 

 occupy the highest positions, to fill the highest 

 offices of the State, and to become dis- 

 tinguished in practical pursuits, in science, or in 

 art. For, if he have the opportunity to learn all 

 those things, and have his mind disciplined in 

 the various directions the teaching of those topics 

 would have necessitated, then, assuredly, he will 

 be able to pick up, on his road through life, all the 

 rest of the intellectual baggage he wants. 



If the educational time at our disposition were 

 sufficient, there are one or two things I would add 

 to those I have just now called the essentials ; and 

 perhaps you will be surprised to hear, though I 



