Science in National Education 



by it. It must take account of the strong points 

 in the national character as well as of the weak 

 ones. It must be congenial to the national tem- 

 perament. // faut etre tout a fait de son pays pour 

 etre quelque chose. And yet a national system of 

 education must also have regard to the spirit of 

 contemporary thought which is an international 

 thing, and to the economic situation which again 

 is the resultant of the needs and efforts of many 

 nations. 



May we not say that for hundreds of years 

 four things have been noteworthy in the English 

 way of approaching great affairs which touch the 

 central interests of national life ? First, a decided 

 preference for free speech, for the right of saying 

 what we think, and a willingness to do by our 

 own free consent much that we should stoutly 

 refuse to do in obedience to rough command. 

 Secondly, an instinct, rising to political genius, 

 which warns the people when the time is drawing 

 near for a great change in the nation's course of 

 policy towards the rest of the world. Thirdly, a 

 readiness to listen for a long time, before taking 

 the determinative step towards a great change in 

 policy, to what can be said against the change as 

 well as to what can be urged in favour of it. 

 Fourthly, when the moment for final decision has 

 come, a determination that, be the wrench what 

 it may, sectional and vested interests shall give 

 way to the national interest, without regard to 

 logical symmetry, but very rarely with any vindic- 

 tiveness in curbing minorities beyond the point 



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