DANGERS OF EQ UALISED ED UCA TION 3 3 5 



the error in their conclusion is one of exaggeration Book iv 

 only. There is much exceptional talent which, 

 though not of the highest order, will, when oppor- sun, within 



1 i i r i limits, educa- 



tunity is given it, increase the wealth ol the com- tionai help 



munity, but which will, without the educational 

 help of the State, be lost ; and it may frankly be 

 admitted that, within certain limits, the equalising exceptional, 



& though not 



of educational opportunity plays a very important great, talent. 

 part in supplying the community with exceptionally 

 efficient citizens. 



But the main difficulties involved in the artificial But the main 



, . . r . i t_ difficulty in- 



equahsation of opportunity are not concerned with vo ived in the 

 the problem of how to produce good results by it. educatToifai f 

 They are connected with the problem of how to ppr tunit y 1S 



i not the pro- 



avoid producing bad results. Let us consider what ductionof good 



Mii - . results, but the 



the possible bad results of it are. avoidance of 



In a general way they are indicated, or indirectly 

 implied, in the saying so dear to the sterner and 

 more thoughtless of the Conservatives that popular 

 education does nothing but promote discontent. 

 Sweeping statements of this kind, however, though 

 they may have an element of truth in them, are 

 valueless till they have been carefully qualified ; for 

 what we have to ask about them is not whether 

 they are true, but how far they are true, and in 

 what precise senses. Thus, though it is true that 

 the danger of diffusing education lies in the dis- 

 content that may thereby be promoted, some kinds 

 of discontent are not dangerous they are beneficial ; 

 therefore the danger of diffusing education lies in its 

 tendency to promote not discontent generally, but 



