268 THE REV. H. J. R. MARSTON, M.A., ON 
and you may say there is a large part of the work which requires 
to be absolutely undone. The fact that there are these gaps, and 
so much that requires to be undone, has a great deal to do with 
the confusion that exists as to the position of the State as a moral 
and a religious teacher. 
There is undoubtedly this terrible confusion, and yet, as 
Mr. Tuckwell has pointed out to us, the whole question is one 
with which we are not fit to deal at the present time, because of 
the position of the State, which is so far behind our religious 
organizations and our religious and moral ideals. It takes an 
immense time for the State to develop a moral sense. We have 
got to work at the practical side of the problem. One thing that 
must be insisted on with regard to elementary education is that it 
is no good having it all worked out on one pattern. Whatever 
else happens, we must have differences in different places. There 
must be acknowledged differences of capacity, and differences of 
circumstances and economic needs. 
Rey. H. J. R. Marston.—Liberty to specialize. 
The SECRETARY.—There must be, as Mr. Marston has just said 
to me, liberty to specialize, and also there must be that equality of 
opportunity which is demanded so loudly by people who do not all 
really know what it means. (Hear, hear.) I believe that we are 
giving an equality of opportunity, only those who get the opportu- 
nities will not recognize them. 
If you would go round the corner, into Adam Street, you would 
find there the office of the ‘“ Workers’ Educational Association.” 
That Association is represented now on most University Boards in this 
country. There are more than a thousand trade unions belonging 
to it. Itis a great and a national organization of working people 
to educate themselves ; to do for themselves what the State has not 
been able to do for them, and what, so far as I can see, the State 
never will be able to do. It is an organization of those people to 
teach themselves, not how to work—they can be taught that by 
the State—but to educate themselves into being citizens. And 
how the State can really do that is quite beyond my comprehension. 
Unless the people are going to take that upon themselves, and the 
State is going to help them without restricting, I do not see how 
it can be done. If the State sets out in the beginning to make 
citizens, it is only too likely to attempt to make them of one 
