the case of a man as in that of the racer. And, while
as zealous for education as the rest, they affirm that, if the education
of the richer classes were such as to fit them to be the leaders and
the governors of the poorer; and, if the education of the poorer classes
were such as to enable them to appreciate really wise guidance and good
governance, the politicians need not fear mob-law, nor the clergy lament
their want of flocks, 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 cry for compulsory education. We English, in spite of constant
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 courses 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 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
anything 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 particle of meat. I really don't know what
reply is to be made to such an objection.

But it would be unprofitable to spend more time in disentangling,
or rather in showing up the knots in, the ravelled skeins of our
neighbours. 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 beginning, let us ask ourselves--What is education? Above all things,
what is our ideal of a thoroughly liberal education?--of that education
which, if we could begin life again, we would give ourselves--of that
education which, if we could mould the fates to our own w