A LIBERAL EDUCATION 39 



nor the capitalists prognosticate the annihilation of the 

 prosperity 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 cr\- 

 for compulsory education. We English, in spite of con- 

 stant experience to the contrary, preserve a touching faith 

 in the efficacy of acts of Parliament; and I believe we should 

 have compulsory education in the course of next session, 

 if there were the least probability that half a dozen leading 

 statesmen of different parties would agree what that educa- 

 tion 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 undoubtedly- 

 sensible as far as it goes. But, as has happened to me in 

 former days, those who, in despair of getting any thin i^^ 

 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 objec- 

 tion. 



But it would be unprofitable to spend more time in disen- 

 tangling, or rather in showing up the knots in, the ravelled 

 skeins of our neighbors. Much more to the purpose is it 

 to ask if we possess any clue of our own which may guide 

 us among these entanglements. And by way of a begin- 



