And, finally, these people inquire whether it is the masses alone who
need a reformed and improved education. They ask whether the richest of
our public schools might not well be made to supply knowledge, as well
as gentlemanly habits, a strong class feeling, and eminent proficiency
in cricket. They seem to think that the noble foundations of our old
universities are hardly fulfilling their functions in their present
posture of half-clerical seminaries, half racecourses, where men are
trained to win a senior wranglership,[51] or a double-first,[52] as
horses are trained to win a cup, with as little reference to the needs
of after-life in 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.
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