1870 THE LONDON SCHOOL BOARD 363 



election in the Marylebone division with a secret sense that 

 rejection would in many ways be a great relief. 



The election took place on November 29, and Huxley 

 came out second on the poll. He had had neither the means 

 nor the time for a regular canvass of the electors. He was 

 content to address several public meetings, and leave the 

 result to the interest he could awaken amongst his hearers. 

 His views were further brought before the public by the 

 action of the editor of the Contemporary Rcz'iczv, who, before 

 the election, " took upon himself, in what seemed to him to 

 be the public interest," to send to the newspapers an extract 

 from Huxley's article, " The School Boards : what they can 

 do, and what they may do," which was to appear in the 

 December number. 



In this article will be found (Coll. Ess. iii. p. 374) a full 

 account of the programme which he laid down for himself, 

 and which to a great extent he saw carried into effect, in its 

 fourfold division — of physical drill and discipline, not only 

 to improve the physique of the children, but as an intro- 

 duction to all other sorts of training — of domestic training, 

 especially for girls — of education in the knowledge of moral 

 and social laws and the engagement of the affections for 

 what is good and against what is evil — and finally, of intel- 

 lectual training. And it should be noted that he did not only 

 regard intellectual training from the utilitarian point of 

 view ; he insisted, e.g. on the value of reading for amuse- 

 ment as " one of its most valuable uses to hard-worked 

 people." 



Much as he desired that this intellectual training should 

 be efficient, the most cursory perusal of this article will 

 show how far he placed the moral training above the in- 

 tellectual, which, by itself, would only turn the gutter-child 

 into " the subtlest of all the beasts of the field,"' and how 

 wide of the mark is the cartoon at this period representing 

 him as the professor whose panacea for the ragged children 

 was to " cram them full of nonsense." 



In the third section are also to be found his arguments 

 for the retention of Bible-reading in the elementary schools. 

 He reproached extremists of either party for confounding 



