ich will as soon as possible dispense with it.

If this _caveat_ is borne in mind and honestly observed, propaganda,
whether in political, philosophical, or religious teaching, becomes not
only defensible but actually desirable. Nothing can be more fatal than
to give the impression that it does not very much matter which of
several conflicting principles or policies a boy adopts; that there are
after all equally strong arguments on both sides, and that the adhesion
of the world to one philosophy of life and code of conduct rather than
another will make no very vital difference to anybody. Yet if the
teacher presents his subject in a perfectly balanced and passionless
manner such a result will inevitably follow. The boy will notice his
master's lack of enthusiasm, and consequently remain unenthusiastic
himself; and not only will that intellectual eagerness remain
undeveloped, which is as a spark to set his whole nature ablaze, but
also he will feel none of that moral passion for principles which is
the crying need of the world to-day. A master in another school, which
had adopted the idea of a Politics Class, heard of the excitement and
controversy which ours was occasioning, and remarked adversely on our
methods. "We teach Politics too," he said, "but we are careful that
the boys should never be able to discover on which side our own
sympathies lie. Consequently there is no excitement and no
controversy. Politics are thought of in just the same way as any other
school subject." We can well believe it. Our whole idea, of course,
is that they should not be so thought of; that they should be regarded
rather as a matter of most vital interest and importance both for the
boy himself and for the world as a whole. We would have a boy feel an
attachment to principles as romantic and absorbing as his affections
for his dearest friend, not coldly cancel one principle against the
other as if he were doing a sum in mathematics.

But it is time that we explained exactly what we mean when we say that
a master should not shrink from propaganda in political teaching. We
do not by any means intend that he should state only his own point of
view, and pass over the arguments that may be urged against it. That
would be the merest parody of education. Rather do we mean that he
should adopt a threefold method. He should put forward his own view
with all the enthusiasm that he feels for it (we have been called
"missionaries" by