38 A LIBERAL EDUCATION 



if the education of the poorer classes were such as to 

 enable them to appreciate really wise guidance and 

 good governance, the politicians need not fear mob- 

 law, nor the clergy lament their want of flocks, nor the 

 capitalists prognosticate the annihilation of the pros- 

 perity of the country. 



Such is the diversity of opinion upon the why and 

 the wherefore of education. And my hearers will be 

 prepared to expect that the practical recommendations 

 which are put forward are not less discordant. There 

 is a loud cry for compulsory education. We English, 

 in spite of constant experience to the contrary, pre- 

 serve a touching faith in the efficacy of acts of Parlia- 

 ment; and I believe we should have compulsory edu- 

 cation in the courses of next session, if there were the 

 least probability that half a dozen leading statesmen 

 of different parties would agree what that education 

 should be. 



Some hold that education without theology is worse 

 than none. Others maintain, quite as strongly, that 

 education with theology is in the same predicament. 

 But this is certain, that those who hold the first opinion 

 can by no means agree what theology should be taught ; 

 and that those who maintain the second are in a small 

 minority. 



At any rate "make people learn to read, write, and 

 cipher," say a great many; and the advice is undoubt- 

 edly sensible as far as it goes. But, as has happened 

 to me in former days, those who, in despair of getting 

 anything better, advocate this measure, are met with 

 the objection that it is very like making a child practise 

 the use of a knife, fork, and spoon, without giving it 

 a particle of meat. I really don't know what reply is to 

 be made to such an objection. 



