§ 5.

But it is argued that parents, and especially those whose children most need instructing, do not know what good instruction is. “In the matter of education,” says Mr. Mill, “the intervention of government is justifiable; because the case is one in which the interest and judgment of the consumer are not sufficient security for the goodness of the commodity.”

It is strange that so judicious a writer should feel satisfied with such a worn-out excuse. This alleged incompetency on the part of the people has been the reason assigned for all state-interferences whatever. It was on the plea that buyers were unable to tell good fabrics from bad, that those complicated regulations which encumbered the French manufacturers were established. The use of certain dyes here in England was prohibited, because of the insufficient discernment of the people. Directions for the proper making of pins were issued, under the idea that experience would not teach the purchasers which were best. Those examinations as to competency which the German handicraftsmen undergo, are held needful, as safeguards to the consumers. A stock argument for the state-teaching of religion has been that the masses cannot distinguish false religion from true. There is hardly a single department of life over which, for similar reasons, legislative supervision has not been, or may not be, established. Here is Mr. H. Hodson Rugg, M.R.C.S., publishing a pamphlet to point out the injury inflicted upon poor ignorant householders by the adulteration of milk, and proposing as a remedy that there shall be government officers to test the milk, and to confiscate it when not good—police to inspect the ventilation of cow-sheds, and to order away invalid cattle—and a government cow-infirmary, with veterinary surgeon attached. To-morrow some one else may start up to tell us that bad bread is still more injurious than bad milk, equally common, quite as difficult Edition: current; Page: [337] to distinguish, and that, consequently, bakehouses ought to be overlooked by the authorities. Next there will be wanted officials with hydrometers and chemical re-agents, to dabble in the vats of the porter-breweries. In the wake of these must, of course, follow others, commissioned to watch the doings of wine merchants. And so on, until, in the desire to have all processes of production duly inspected, we approach a condition somewhat like that of the slave states, in which, as they say, “one-half of the community is occupied in seeing that the other half does its duty.” And for each additional interference the plea may be, as it always has been, that “the interest and judgment of the consumer are not sufficient security for the goodness of the commodity.”

Should it be said that the propriety of legislative control depends upon circumstances; that respecting some articles the judgment of the consumer is sufficient, whilst respecting other articles it is not; and that the difficulty of deciding upon its quality, places education amongst these last; the reply again is, that the same has been said on behalf of all meddlings in turn. Plenty of trickeries, plenty of difficulties in the detection of fraud, plenty of instances showing the inability of purchasers to protect themselves, are quoted by the advocates of each proposed recourse to official regulation; and in each case it is urged that here, at any rate, official regulation is required. Yet does experience disprove these inferences one after another, teaching us that, in the long run, the interest of the consumer is not only an efficient guarantee for the goodness of the things consumed, but the best guarantee. Is it not unwise, then, to trust for the hundredth time in one of these plausible but deceptive conclusions? Is it not rational, rather, to infer, that however much appearances are to the contrary, the choice of the commodity—education, like the choice of all other commodities, may be safely left to the discretion of buyers?

Still more reasonable will this inference appear on observing that the people are not, after all, such incompetent judges of Edition: current; Page: [338] education as they seem. Ignorant parents are generally quick enough to discern the effects of good or bad teaching; will note them in the children of others, and act accordingly. Moreover it is easy for them to follow the example of the better instructed, and choose the same schools. Or they may get over the difficulty by asking advice; and there is generally some one both able and willing to give the uneducated parent a trustworthy answer to his inquiry about teachers. Lastly, there is the test of price. With education, as with other things, price is a tolerably safe index of value; it is one open to all classes; and it is one which the poor instinctively appeal to in the matter of schools; for it is notorious that they look coldly at very cheap or gratuitous instruction.

But even admitting that, whilst this defect of judgment is not virtually so extreme as is alleged, it is nevertheless great, the need for interference is still denied. The evil is undergoing rectification, as all analogous ones are or have been. The rising generation will better understand what good education is than their parents do, and their descendants will have clearer conceptions of it still. Whoso thinks the slowness of the process a sufficient reason for meddling, must, to be consistent, meddle in all other things; for the ignorance which in every case serves as an excuse for state-interposition is of very gradual cure. The errors both of consumers and producers often take generations to set right. Improvements in the carrying on of commerce, in manufactures, and especially in agriculture, spread almost imperceptibly. Take rotation of crops for an example. And if this tardiness is a valid argument for interference in one case, why not in others? Why not have farms superintended by government, because it may take a century for farmers generally to adopt the plans suggested by modern science?

Did we duly realize the fact that society is a growth, and not a manufacture—a thing that makes itself, and not a thing that can be artificially made—we should fall into fewer mistakes; and we should see that amongst other imperfections Edition: current; Page: [339] this incompetence of the masses to distinguish good instruction from bad, is being outgrown.