§ 6.

When in the matter of education “the interest and judgment of the consumer” are said not to be “sufficient security for the goodness of the commodity,” and when it is argued that government superintendence is therefore needful, a very questionable assumption is made: the assumption, namely, that “the interest and judgment” of a government are sufficient security. Now there is good reason to dispute this, nay, even to assert that, taking the future into account, they offer much less security.

The problem is, how best to develop minds: a problem amongst the most difficult—may we not say, the most difficult? Two things are needful for its solution. First, to know what minds should be fashioned into. Next, to know how they may be so fashioned. From the work to be done, turn we now to the proposed doers of it. Men of education (as the word goes) they no doubt are; well-meaning, many of them; thoughtful, some; philosophical, a few; men, however, for the most part, born with silver spoons in their mouths, and prone to regard human affairs as reflected in these—somewhat distortedly. Very comfortable lives are led by the majority of them, and hence “things as they are” find favour in their eyes. For their tastes—they are shown in the subordination of national business to the shooting of grouse and the chasing of foxes. For their pride—it is in wide estates or long pedigrees; and should the family coat of arms bear some such ancient motto as “Strike hard,” or, “Furth fortune, and fill the fetters,” it is a great happiness. As to their ideal of society, it is either a sentimental feudalism; or it is a state, something like the present, under which the people shall be respectful to their betters, and “content with that station of life to which it has pleased God to call them;” or it is a state arranged with Edition: current; Page: [340] the view of making each labourer the most efficient producing tool, to the end that the accumulation of wealth may be the greatest possible. Add to this, that their notions of moral discipline are shown in the maintenance of capital punishment, and in the sending of their sons to schools where dogging is practised, and where they themselves were brought up. Now could the judgment of such respecting the commodity—education be safely relied on? Certainly not.

Still less might their “interest” be trusted. Though at variance with that of the people, it would inevitably be followed in preference. The self-seeking which, consciously or unconsciously, sways rulers in other cases, would sway them in this likewise—could not fail to do so, whilst the character of men is what it is. With taxation unequally distributed, with such a glaringly unjust apportionment of representatives to population, with a nepotism that fills lucrative places with Greys and Elliots, with a staff of a hundred admirals more than are wanted, with lavish pensions to the undeserving, with a system of retrenchment which discharges common men and retains officers, and with such votes as those given by the military, the naval, the landed, and the clerically-related members of parliament, we may be quite sure that a state-education would be administered for the advantage of those in power, rather than for the advantage of the nation. To hope for anything else is to fall into the old error of looking for grapes from thorns. Nothing can be more truly Utopian than expecting that, with men and things as they are, the influences which have vitiated all other institutions would not vitiate this one.

Thus, even were it true that in the matter of education “the interest and judgment of the consumer are not sufficient security for the goodness of the commodity,” the wisdom of superseding them by the “interest and judgment” of a government is by no means obvious. It may, indeed, be said that the argument proves only the unfitness of existing governments to become national teachers, and not the unfitness of a government normally constituted: whereas the object of inquiry Edition: current; Page: [341] being to determine what a government should do, the hypothesis must be that the government is what it should be. To this the reply is, that the nature of the allegation to be met necessitates a descent to the level of present circumstances. It is on the defective “interest and judgment” of the people, as they now are, that the plea for legislative superintendence is based; and, consequently, in criticising this plea we must take government as it now is. We cannot reason as though government were what it should be; since, before it can become so, any alleged deficiency of “interest and judgment” on the part of the people must have disappeared.