§ 3.

A sad snare would these advocates of legislative teaching betray themselves into, could they substantiate their doctrine. For what is meant by saying that a government ought to educate the people? why should they be educated? what is the education for? Clearly to fit the people for social life—to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this—a government ought to mould children Edition: current; Page: [333] into good citizens, using its own discretion in settling what a good citizen; is, and how the child may be moulded into one. It must first form for itself a definite conception of a pattern citizen; and having done this, must elaborate such system of discipline as seems best calculated to produce citizens after that pattern. This system of discipline it is bound to enforce to the uttermost. For if it does otherwise, it allows men to become different from what in its judgment they should become, and therefore fails in that duty it is charged to fulfil. Being thus justified in carrying out rigidly such plans as it thinks best, every government ought to do what the despotic governments of the Continent and of China do. That regulation under which, in France, “private schools cannot be established without a licence from the minister, and can be shut up by a simple ministerial order,” is a step in the right direction, but does not go far enough; seeing that the state cannot permit its mission to be undertaken by others, without endangering the due performance of it. The forbidding of all private schools whatever, as until recently in Prussia, is nearer the mark. Austrian legislation, too, realizes with some consistency the state-education theory. By it a tolerably stringent control over the mental culture of the nation is exercised. Much thinking being held at variance with good citizenship, the teaching of metaphysics, political economy, and the like, is discouraged. Some scientific works are prohibited. And a reward is offered for the apprehension of those who circulate bibles—the authorities in the discharge of their function preferring to entrust the interpretation of that book to their employes the Jesuits. But in China alone is the idea carried out with logical completeness. There the government publishes a list of works which may be read; and considering obedience the supreme virtue, authorizes such only as are friendly to despotism. Fearing the unsettling effects of innovation, it allows nothing to be taught but what proceeds from itself. To the end of producing pattern citizens it exerts a stringent discipline over all conduct. There are “rules for sitting, standing, walking, Edition: current; Page: [334] talking, and bowing, laid down with the greatest precision. Scholars are prohibited from chess, football, flying kites, shuttlecock, playing on wind instruments, training beasts, birds, fishes, or insects—all which amusements, it is said, dissipate the mind and debase the heart.”

Now a minute dictation like this, which extends to every action, and will brook no nay, is the legitimate realization of this state-education theory. Whether the government has got erroneous conceptions of what citizens ought to be, or whether the methods of training it adopts are injudicious, is not the question. According to the hypothesis it is commissioned to discharge a specified function. It finds no ready-prescribed way of doing this. It has no alternative, therefore, but to choose that way which seems to it most fit. And as there exists no higher authority, either to dispute or confirm its judgment, it is justified in the absolute enforcement of its plans, be they what they may. As from the proposition that government ought to teach religion, there springs the other proposition, that government must decide what is religious truth, and how it is to be taught; so, the assertion that government ought to educate, necessitates the further assertion that it must say what education is, and how it shall be conducted. And the same rigid popery, which we found to be a logical consequence in the one case (p. 307), follows in the other also.