80 A LIBERAL EDUCATION; iv 



poorer classes were such as to enable them to appre- 

 ciate really wise guidance and good governance, the 

 politicians need not fear mob-law, nor the clergy 

 lament their want of flocks, nor the capitalists prog- 

 nosticate 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 recom- 

 mendations which are put forward are not less 

 "discordant. There is a loud cry for compulsory 

 education. We English, in spite of constant ex- 

 perience 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 education should be. 



Some hold that education without theology- ds. 

 \yorse 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 M1 firsl 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 anything better, advocate this 



