IV
THETRUTHABOUTEDUCATION
Whenamanisaskedtowritedownwhathereallythinksoneducation，acertaingravitygripsandstiffenshissoul，whichmightbemistakenbythesuperficialfordisgust。Ifitbereallytruethatmensickenedofsacredwordsandweariedoftheology，ifthislargelyunreasoningirritationagainst\"dogma\"didariseoutofsomeridiculousexcessofsuchthingsamongpriestsinthepast，thenIfancywemustbelayingupafinecropofcantforourdescendantstogrowtiredof。
Probablytheword\"education\"willsomedayseemhonestlyasoldandobjectlessastheword\"justification\"nowseemsinaPuritanfolio。
Gibbonthoughtitfrightfullyfunnythatpeopleshouldhavefoughtaboutthedifferencebetweenthe\"Homoousion\"andthe\"Homoiousion。\"ThetimewillcomewhensomebodywilllaughloudertothinkthatmenthunderedagainstSectarianEducationandalsoagainstSecularEducation；
thatmenofprominenceandpositionactuallydenouncedtheschoolsforteachingacreedandalsofornotteachingafaith。ThetwoGreekwordsinGibbonlookratheralike；buttheyreallymeanquitedifferentthings。
Faithandcreeddonotlookalike，buttheymeanexactlythesamething。
CreedhappenstobetheLatinforfaith。
Nowhavingreadnumberlessnewspaperarticlesoneducation，andevenwrittenagoodmanyofthem，andhavinghearddeafeningandindeterminatediscussiongoingonallaroundmealmosteversinceIwasborn，aboutwhetherreligionwaspartofeducation，aboutwhetherhygienewasanessentialofeducation，aboutwhethermilitarismwasinconsistentwithtrueeducation，Inaturallyponderedmuchonthisrecurringsubstantive，andIamashamedtosaythatitwascomparativelylateinlifethatIsawthemainfactaboutit。
Ofcourse，themainfactabouteducationisthatthereisnosuchthing。Itdoesnotexist，astheologyorsoldieringexist。
Theologyisawordlikegeology，soldieringisawordlikesoldering；thesesciencesmaybehealthyornoashobbies；
buttheydealwithstoneandkettles，withdefinitethings。
Buteducationisnotawordlikegeologyorkettles。
Educationisawordlike\"transmission\"or\"inheritance\"；itisnotanobject，butamethod。Itmustmeantheconveyingofcertainfacts，viewsorqualities，tothelastbabyborn。
Theymightbethemosttrivialfactsorthemostpreposterousviewsorthemostoffensivequalities；butiftheyarehandedonfromonegenerationtoanothertheyareeducation。
Educationisnotathingliketheology，itisnotaninferiororsuperiorthing；itisnotathinginthesamecategoryofterms。
Theologyandeducationaretoeachotherlikealove-lettertotheGeneralPostOffice。Mr。FaginwasquiteaseducationalasDr。Strong；inpracticeprobablymoreeducational。
Itisgivingsomething——perhapspoison。Educationistradition，andtradition（asitsnameimplies）canbetreason。
Thisfirsttruthisfranklybanal；butitissoperpetuallyignoredinourpoliticalprosingthatitmustbemadeplain。
Alittleboyinalittlehouse，sonofalittletradesman，istaughttoeathisbreakfast，totakehismedicine，tolovehiscountry，tosayhisprayers，andtowearhisSundayclothes。
ObviouslyFagin，ifhefoundsuchaboy，wouldteachhimtodrinkgin，tolie，tobetrayhiscountry，toblasphemeandtowearfalsewhiskers。
ButsoalsoMr。Saltthevegetarianwouldabolishtheboy\'sbreakfast；
Mrs。Eddywouldthrowawayhismedicine；CountTolstoiwouldrebukehimforlovinghiscountry；Mr。Blatchfordwouldstophisprayers，andMr。EdwardCarpenterwouldtheoreticallydenounceSundayclothes，andperhapsallclothes。Idonotdefendanyoftheseadvancedviews，notevenFagin\'s。ButIdoaskwhat，betweenthelotofthem，hasbecomeoftheabstractentitycallededucation。Itisnot（ascommonlysupposed）
thatthetradesmanteacheseducationplusChristianity；Mr。Salt，educationplusvegetarianism；Fagin，educationpluscrime。Thetruthis，thatthereisnothingincommonatallbetweentheseteachers，exceptthattheyteach。Inshort，theonlythingtheyshareistheonethingtheyprofesstodislike：thegeneralideaofauthority。
Itisquaintthatpeopletalkofseparatingdogmafromeducation。
Dogmaisactuallytheonlythingthatcannotbeseparatedfromeducation。
Itiseducation。Ateacherwhoisnotdogmaticissimplyateacherwhoisnotteaching。
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V
ANEVILCRY
Thefashionablefallacyisthatbyeducationwecangivepeoplesomethingthatwehavenotgot。Tohearpeopletalkonewouldthinkitwassomesortofmagicchemistry，bywhich，outofalaborioushotchpotchofhygienicmeals，baths，breathingexercises，freshairandfreehanddrawing，wecanproducesomethingsplendidbyaccident；
wecancreatewhatwecannotconceive。Thesepageshave，ofcourse，noothergeneralpurposethantopointoutthatwecannotcreateanythinggooduntilwehaveconceivedit。Itisoddthatthesepeople，whointhematterofheredityaresosullenlyattachedtolaw，inthematterofenvironmentseemalmosttobelieveinmiracle。
Theyinsistthatnothingbutwhatwasinthebodiesoftheparentscangotomakethebodiesofthechildren。Buttheyseemsomehowtothinkthatthingscangetintotheheadsofthechildrenwhichwerenotintheheadsoftheparents，or，indeed，anywhereelse。
Therehasariseninthisconnectionafoolishandwickedcrytypicaloftheconfusion。Imeanthecry，\"Savethechildren。\"
Itis，ofcourse，partofthatmodernmorbiditythatinsistsontreatingtheState（whichisthehomeofman）
asasortofdesperateexpedientintimeofpanic。
ThisterrifiedopportunismisalsotheoriginoftheSocialistandotherschemes。Justastheywouldcollectandshareallthefoodasmendoinafamine，sotheywoulddividethechildrenfromtheirfathers，asmendoinashipwreck。
Thatahumancommunitymightconceivablynotbeinaconditionoffamineorshipwreckneverseemstocrosstheirminds。
Thiscryof\"Savethechildren\"hasinitthehatefulimplicationthatitisimpossibletosavethefathers；
inotherwords，thatmanymillionsofgrown-up，sane，responsibleandself-supportingEuropeansaretobetreatedasdirtordebrisandsweptawayoutofthediscussion；
calleddipsomaniacsbecausetheydrinkinpublichousesinsteadofprivatehouses；calledunemployablesbecausenobodyknowshowtogetthemwork；calleddullardsiftheystilladheretoconventions，andcalledloafersiftheystillloveliberty。
NowIamconcerned，firstandlast，tomaintainthatunlessyoucansavethefathers，youcannotsavethechildren；thatatpresentwecannotsaveothers，forwecannotsaveourselves。
Wecannotteachcitizenshipifwearenotcitizens；wecannotfreeothersifwehaveforgottentheappetiteoffreedom。
Educationisonlytruthinastateoftransmission；andhowcanwepassontruthifithasnevercomeintoourhand？Thuswefindthateducationisofallthecasestheclearestforourgeneralpurpose。
Itisvaintosavechildren；fortheycannotremainchildren。
Byhypothesisweareteachingthemtobemen；andhowcanitbesosimpletoteachanidealmanhoodtoothersifitissovainandhopelesstofindoneforourselves？
Iknowthatcertaincrazypedantshaveattemptedtocounterthisdifficultybymaintainingthateducationisnotinstructionatall，doesnotteachbyauthorityatall。Theypresenttheprocessascoming，notfromtheoutside，fromtheteacher，butentirelyfrominsidetheboy。Education，theysay，istheLatinforleadingoutordrawingoutthedormantfacultiesofeachperson。
SomewherefardowninthedimboyishsoulisaprimordialyearningtolearnGreekaccentsortowearcleancollars；andtheschoolmasteronlygentlyandtenderlyliberatesthisimprisonedpurpose。
SealedupinthenewbornbabearetheintrinsicsecretsofhowtoeatasparagusandwhatwasthedateofBannockburn。Theeducatoronlydrawsoutthechild\'sownunapparentloveoflongdivision；
onlyleadsoutthechild\'sslightlyveiledpreferenceformilkpuddingtotarts。IamnotsurethatIbelieveinthederivation；
Ihaveheardthedisgracefulsuggestionthat\"educator，\"ifappliedtoaRomanschoolmaster，didnotmeanleadingouryoungfunctionsintofreedom；butonlymeanttakingoutlittleboysforawalk。
ButIammuchmorecertainthatIdonotagreewiththedoctrine；
Ithinkitwouldbeaboutassanetosaythatthebaby\'smilkcomesfromthebabyastosaythatthebaby\'seducationalmeritsdo。
Thereis，indeed，ineachlivingcreatureacollectionofforcesandfunctions；buteducationmeansproducingtheseinparticularshapesandtrainingthemtoparticularpurposes，oritmeansnothingatall。
Speakingisthemostpracticalinstanceofthewholesituation。
Youmayindeed\"drawout\"squealsandgruntsfromthechildbysimplypokinghimandpullinghimabout，apleasantbutcruelpastimetowhichmanypsychologistsareaddicted。ButyouwillwaitandwatchverypatientlyindeedbeforeyoudrawtheEnglishlanguageoutofhim。
Thatyouhavegottoputintohim；andthereisanendofthematter。
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VI
AUTHORITYTHEUNAVOIDABLE
Buttheimportantpointhereisonlythatyoucannotanyhowgetridofauthorityineducation；itisnotsomuch（aspoorConservativessay）thatparentalauthorityoughttobepreserved，asthatitcannotbedestroyed。Mr。BernardShawoncesaidthathehatedtheideaofformingachild\'smind。
InthatcaseMr。BernardShawhadbetterhanghimself；
forhehatessomethinginseparablefromhumanlife。
Ionlymentionededucereandthedrawingoutofthefacultiesinordertopointoutthateventhismentaltrickdoesnotavoidtheinevitableideaofparentalorscholasticauthority。
Theeducatordrawingoutisjustasarbitraryandcoerciveastheinstructorpouringin；forhedrawsoutwhathechooses。
Hedecideswhatinthechildshallbedevelopedandwhatshallnotbedeveloped。Hedoesnot（Isuppose）drawouttheneglectedfacultyofforgery。Hedoesnot（sofaratleast）
leadout，withtimidsteps，ashytalentfortorture。
Theonlyresultofallthispompousandprecisedistinctionbetweentheeducatorandtheinstructoristhattheinstructorpokeswherehelikesandtheeducatorpullswherehelikes。
Exactlythesameintellectualviolenceisdonetothecreaturewhoispokedandpulled。Nowwemustallaccepttheresponsibilityofthisintellectualviolence。Educationisviolent；
becauseitiscreative。Itiscreativebecauseitishuman。
Itisasrecklessasplayingonthefiddle；asdogmaticasdrawingapicture；asbrutalasbuildingahouse。
Inshort，itiswhatallhumanactionis；itisaninterferencewithlifeandgrowth。Afterthatitisatriflingandevenajocularquestionwhetherwesayofthistremendoustormentor，theartistMan，thatheputsthingsintouslikeanapothecary，ordrawsthingsoutofus，likeadentist。
ThepointisthatMandoeswhathelikes。HeclaimstherighttotakehismotherNatureunderhiscontrol；
heclaimstherighttomakehischildtheSuperman，inhisimage。
Onceflinchfromthiscreativeauthorityofman，andthewholecourageousraidwhichwecallcivilizationwaversandfallstopieces。Nowmostmodernfreedomisatrootfear。
Itisnotsomuchthatwearetooboldtoendurerules；
itisratherthatwearetootimidtoendureresponsibilities。
AndMr。Shawandsuchpeopleareespeciallyshrinkingfromthatawfulandancestralresponsibilitytowhichourfatherscommitteduswhentheytookthewildstepofbecomingmen。
Imeantheresponsibilityofaffirmingthetruthofourhumantraditionandhandingitonwithavoiceofauthority，anunshakenvoice。Thatistheoneeternaleducation；
tobesureenoughthatsomethingistruethatyoudaretotellittoachild。Fromthishighaudaciousdutythemodernsarefleeingoneveryside；andtheonlyexcuseforthemis，（ofcourse，）thattheirmodernphilosophiesaresohalf-bakedandhypotheticalthattheycannotconvincethemselvesenoughtoconvinceevenanewbornbabe。This，ofcourse，isconnectedwiththedecayofdemocracy；andissomewhatofaseparatesubject。SufficeittosayherethatwhenIsaythatweshouldinstructourchildren，Imeanthatweshoulddoit，notthatMr。SullyorProfessorEarlBarnesshoulddoit。
ThetroubleintoomanyofourmodernschoolsisthattheState，beingcontrolledsospeciallybythefew，allowscranksandexperimentstogostraighttotheschoolroomwhentheyhaveneverpassedthroughtheParliament，thepublichouse，theprivatehouse，thechurch，orthemarketplace。Obviously，itoughttobetheoldestthingsthataretaughttotheyoungestpeople；
theassuredandexperiencedtruthsthatareputfirsttothebaby。
Butinaschoolto-daythebabyhastosubmittoasystemthatisyoungerthanhimself。Thefloppinginfantoffouractuallyhasmoreexperience，andhasweatheredtheworldlonger，thanthedogmatowhichheismadetosubmit。Manyaschoolboastsofhavingthelastideasineducation，whenithasnoteventhefirstidea；forthefirstideaisthateveninnocence，divineasitis，maylearnsomethingfromexperience。
Butthis，asIsay，isallduetothemerefactthatwearemanagedbyalittleoligarchy；mysystempresupposesthatmenwhogovernthemselveswillgoverntheirchildren。To-dayweallusePopularEducationasmeaningeducationofthepeople。
IwishIcoulduseitasmeaningeducationbythepeople。
Theurgentpointatpresentisthattheseexpansiveeducatorsdonotavoidtheviolenceofauthorityaninchmorethantheoldschoolmasters。Nay，itmightbemaintainedthattheyavoiditless。
Theoldvillageschoolmasterbeataboyfornotlearninggrammarandsenthimoutintotheplaygroundtoplayanythingheliked；
oratnothing，ifhelikedthatbetter。Themodernscientificschoolmasterpursueshimintotheplaygroundandmakeshimplayatcricket，becauseexerciseissogoodforthehealth。ThemodernDr。Busbyisadoctorofmedicineaswellasadoctorofdivinity。
Hemaysaythatthegoodofexerciseisself-evident；buthemustsayit，andsayitwithauthority。Itcannotreallybeself-evidentoritnevercouldhavebeencompulsory。Butthisisinmodernpracticeaverymildcase。Inmodernpracticethefreeeducationistsforbidfarmorethingsthantheold-fashionededucationists。
Apersonwithatasteforparadox（ifanysuchshamelesscreaturecouldexist）mightwithsomeplausibilitymaintainconcerningallourexpansionsincethefailureofLuther\'sfrankpaganismanditsreplacementbyCalvin\'sPuritanism，thatallthisexpansionhasnotbeenanexpansion，buttheclosinginofaprison，sothatlessandlessbeautifulandhumanethingshavebeenpermitted。
ThePuritansdestroyedimages；theRationalistsforbadefairytales。
CountTostoipracticallyissuedoneofhispapalencyclicalsagainstmusic；andIhaveheardofmoderneducationistswhoforbidchildrentoplaywithtinsoldiers。IrememberameeklittlemadmanwhocameuptomeatsomeSocialistsoireeorother，andaskedmetousemyinfluence（haveIanyinfluence？）againstadventurestoriesforboys。
Itseemstheybreedanappetiteforblood。Butnevermindthat；
onemustkeepone\'stemperinthismadhouse。Ineedonlyinsistherethatthesethings，evenifajustdeprivation，areadeprivation。
Idonotdenythattheoldvetoesandpunishmentswereoftenidioticandcruel；thoughtheyaremuchmoresoinacountrylikeEngland（whereinpracticeonlyarichmandecreesthepunishmentandonlyapoormanreceivesit）thanincountrieswithaclearerpopulartradition——
suchasRussia。InRussiafloggingisofteninflictedbypeasantsonapeasant。InmodernEnglandfloggingcanonlyinpracticebeinflictedbyagentlemanonaverypoorman。ThusonlyafewdaysagoasIwriteasmallboy（asonofthepoor，ofcourse）
wassentencedtofloggingandimprisonmentforfiveyearsforhavingpickedupasmallpieceofcoalwhichtheexpertsvalueat5d。
Iamentirelyonthesideofsuchliberalsandhumanitariansashaveprotestedagainstthisalmostbestialignoranceaboutboys。
ButIdothinkitalittleunfairthatthesehumanitarians，whoexcuseboysforbeingrobbers，shoulddenouncethemforplayingatrobbers。
Idothinkthatthosewhounderstandaguttersnipeplayingwithapieceofcoalmight，byasuddenspurtofimagination，understandhimplayingwithatinsoldier。Tosumitupinonesentence：
Ithinkmymeeklittlemadmanmighthaveunderstoodthatthereismanyaboywhowouldratherbeflogged，andunjustlyflogged，thanhavehisadventurestorytakenaway。
***
VII
THEHUMILITYOFMRS。GRUNDY
Inshort，theneweducationisasharshastheold，whetherornoitisashigh。Thefreestfad，asmuchasthestrictestformula，isstiffwithauthority。Itisbecausethehumanefatherthinkssoldierswrongthattheyareforbidden；thereisnopretense，therecanbenopretense，thattheboywouldthinkso。
Theaverageboy\'simpressioncertainlywouldbesimplythis：
\"IfyourfatherisaMethodistyoumustnotplaywithsoldiersonSunday。IfyourfatherisaSocialistyoumustnotplaywiththemevenonweekdays。\"Alleducationistsareutterlydogmaticandauthoritarian。Youcannothavefreeeducation；
forifyouleftachildfreeyouwouldnoteducatehimatall。
Isthere，then，nodistinctionordifferencebetweenthemosthide-boundconventionalistsandthemostbrilliantandbizarreinnovators？
Istherenodifferencebetweentheheaviestheavyfatherandthemostrecklessandspeculativemaidenaunt？Yes；thereis。Thedifferenceisthattheheavyfather，inhisheavyway，isademocrat。
Hedoesnoturgeathingmerelybecausetohisfancyitshouldbedone；but，because（inhisownadmirablerepublicanformula）
\"Everybodydoesit。\"Theconventionalauthoritydoesclaimsomepopularmandate；theunconventionalauthoritydoesnot。
ThePuritanwhoforbidssoldiersonSundayisatleastexpressingPuritanopinion；notmerelyhisownopinion。
Heisnotadespot；heisademocracy，atyrannicaldemocracy，adingyandlocaldemocracyperhaps；butonethatcoulddoandhasdonethetwoultimatevirilethings——fightandappealtoGod。ButthevetooftheneweducationistislikethevetooftheHouseofLords；itdoesnotpretendtoberepresentative。
TheseinnovatorsarealwaystalkingabouttheblushingmodestyofMrs。Grundy。IdonotknowwhetherMrs。Grundyismoremodestthantheyare；butIamsuresheismorehumble。
Butthereisafurthercomplication。Themoreanarchicmodernmayagainattempttoescapethedilemmabysayingthateducationshouldonlybeanenlargementofthemind，anopeningofalltheorgansofreceptivity。Light（hesays）shouldbebroughtintodarkness；blindedandthwartedexistencesinallouruglycornersshouldmerelybepermittedtoperceiveandexpand；inshort，enlightenmentshouldbeshedoverdarkestLondon。Nowhereisjustthetrouble；that，insofarasthisisinvolved，thereisnodarkestLondon。Londonisnotdarkatall；notevenatnight。
Wehavesaidthatifeducationisasolidsubstance，thenthereisnoneofit。Wemaynowsaythatifeducationisanabstractexpansionthereisnolackofit。Thereisfartoomuchofit。
Infact，thereisnothingelse。
Therearenouneducatedpeople。EverybodyinEnglandiseducated；
onlymostpeopleareeducatedwrong。Thestateschoolswerenotthefirstschools，butamongthelastschoolstobeestablished；
andLondonhadbeeneducatingLondonerslongbeforetheLondonSchoolBoard。Theerrorisahighlypracticalone。
Itispersistentlyassumedthatunlessachildiscivilizedbytheestablishedschools，hemustremainabarbarian。Iwishhedid。
EverychildinLondonbecomesahighlycivilizedperson。
Butherearesomanydifferentcivilizations，mostofthemborntired。
Anyonewilltellyouthatthetroublewiththepoorisnotsomuchthattheoldarestillfoolish，butratherthattheyoungarealreadywise。
Withoutgoingtoschoolatall，thegutter-boywouldbeeducated。
Withoutgoingtoschoolatall，hewouldbeover-educated。Therealobjectofourschoolsshouldbenotsomuchtosuggestcomplexityassolelytorestoresimplicity。Youwillhearvenerableidealistsdeclarewemustmakewarontheignoranceofthepoor；
but，indeed，wehaverathertomakewarontheirknowledge。
Realeducationistshavetoresistakindofroaringcataractofculture。Thetruantisbeingtaughtallday。Ifthechildrendonotlookatthelargelettersinthespelling-book，theyneedonlywalkoutsideandlookatthelargelettersontheposter。
Iftheydonotcareforthecoloredmapsprovidedbytheschool，theycangapeatthecoloredmapsprovidedbytheDailyMail。Iftheytireofelectricity，theycantaketoelectrictrams。
Iftheyareunmovedbymusic，theycantaketodrink。
Iftheywillnotworksoastogetaprizefromtheirschool，theymayworktogetaprizefromPrizyBits。Iftheycannotlearnenoughaboutlawandcitizenshiptopleasetheteacher，theylearnenoughaboutthemtoavoidthepoliceman。Iftheywillnotlearnhistoryforwardsfromtherightendinthehistorybooks，theywilllearnitbackwardsfromthewrongendinthepartynewspapers。
Andthisisthetragedyofthewholeaffair：thattheLondonpoor，aparticularlyquick-wittedandcivilizedclass，learneverythingtailforemost，learnevenwhatisrightinthewayofwhatiswrong。
Theydonotseethefirstprinciplesoflawinalawbook；
theyonlyseeitslastresultsinthepolicenews。
Theydonotseethetruthsofpoliticsinageneralsurvey。
Theyonlyseetheliesofpolitics，ataGeneralElection。
ButwhateverbethepathosoftheLondonpoor，ithasnothingtodowithbeinguneducated。Sofarfrombeingwithoutguidance，theyareguidedconstantly，earnestly，excitedly；onlyguidedwrong。
Thepoorarenotatallneglected，theyaremerelyoppressed；
nay，rathertheyarepersecuted。TherearenopeopleinLondonwhoarenotappealedtobytherich；theappealsoftherichshriekfromeveryhoardingandshoutfromeveryhustings。
Foritshouldalwaysberememberedthatthequeer，abruptuglinessofourstreetsandcostumesarenotthecreationofdemocracy，butofaristocracy。TheHouseofLordsobjectedtotheEmbankmentbeingdisfiguredbytrams。Butmostoftherichmenwhodisfigurethestreet-wallswiththeirwaresareactuallyintheHouseofLords。Thepeersmakethecountryseatsbeautifulbymakingthetownstreetshideous。This，however，isparenthetical。
Thepointis，thatthepoorinLondonarenotleftalone，butratherdeafenedandbewilderedwithraucousanddespoticadvice。
Theyarenotlikesheepwithoutashepherd。Theyaremorelikeonesheepwhomtwenty-sevenshepherdsareshoutingat。Allthenewspapers，allthenewadvertisements，allthenewmedicinesandnewtheologies，alltheglareandblareofthegasandbrassofmoderntimes——
itisagainstthesethatthenationalschoolmustbearupifitcan。
Iwillnotquestionthatourelementaryeducationisbetterthanbarbaricignorance。Butthereisnobarbaricignorance。
Idonotdoubtthatourschoolswouldbegoodforuninstructedboys。
Buttherearenouninstructedboys。AmodernLondonschooloughtnotmerelytobeclearer，kindlier，morecleverandmorerapidthanignoranceanddarkness。Itmustalsobeclearerthanapicturepostcard，clevererthanaLimerickcompetition，quickerthanthetram，andkindlierthanthetavern。Theschool，infact，hastheresponsibilityofuniversalrivalry。Weneednotdenythateverywherethereisalightthatmustconquerdarkness。
Butherewedemandalightthatcanconquerlight。
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VIII
THEBROKENRAINBOW
Iwilltakeonecasethatwillservebothassymbolandexample：
thecaseofcolor。Weheartherealists（thosesentimentalfellows）
talkingaboutthegraystreetsandthegraylivesofthepoor。
Butwhateverthepoorstreetsaretheyarenotgray；
butmotley，striped，spotted，piebaldandpatchedlikeaquilt。
Hoxtonisnotaestheticenoughtobemonochrome；andthereisnothingoftheCeltictwilightaboutit。Asamatteroffact，aLondongutter-boywalksunscathedamongfurnacesofcolor。
Watchhimwalkalongalineofhoardings，andyouwillseehimnowagainstglowinggreen，likeatravelerinatropicforest；
nowblacklikeabirdagainsttheburningblueoftheMidi；
nowpassantacrossafieldgules，likethegoldenleopardsofEngland。HeoughttounderstandtheirrationalraptureofthatcryofMr。StephenPhillipsabout\"thatbluerblue，thatgreenergreen。\"
ThereisnobluemuchbluerthanReckitt\'sBlueandnoblackingblackerthanDayandMartin\'s；nomoreemphaticyellowthanthatofColman\'sMustard。If，despitethischaosofcolor，likeashatteredrainbow，thespiritofthesmallboyisnotexactlyintoxicatedwithartandculture，thecausecertainlydoesnotlieinuniversalgraynessorthemerestarvingofhissenses。Itliesinthefactthatthecolorsarepresentedinthewrongconnection，onthewrongscale，and，aboveall，fromthewrongmotive。
Itisnotcolorshelacks，butaphilosophyofcolors。
Inshort，thereisnothingwrongwithReckitt\'sBlueexceptthatitisnotReckitt\'s。BluedoesnotbelongtoReckitt，buttothesky；
blackdoesnotbelongtoDayandMartin，buttotheabyss。
Eventhefinestpostersareonlyverylittlethingsonaverylargescale。Thereissomethingspeciallyirritantinthiswayabouttheiterationofadvertisementsofmustard：acondiment，asmallluxury；athinginitsnaturenottobetakeninquantity。
Thereisaspecialironyinthesestarvingstreetstoseesuchagreatdealofmustardtosuchverylittlemeat。
Yellowisabrightpigment；mustardisapungentpleasure。
Buttolookattheseseasofyellowistobelikeamanwhoshouldswallowgallonsofmustard。Hewouldeitherdie，orlosethetasteofmustardaltogether。
Nowsupposewecomparethesegigantictrivialitiesonthehoardingswiththosetinyandtremendouspicturesinwhichthemediaevalsrecordedtheirdreams；littlepictureswheretheblueskyishardlylongerthanasinglesapphire，andthefiresofjudgmentonlyapigmypatchofgold。
Thedifferencehereisnotmerelythatposterartisinitsnaturemorehastythanilluminationart；itisnotevenmerelythattheancientartistwasservingtheLordwhilethemodernartistisservingthelords。Itisthattheoldartistcontrivedtoconveyanimpressionthatcolorsreallyweresignificantandpreciousthings，likejewelsandtalismanicstones。
Thecolorwasoftenarbitrary；butitwasalwaysauthoritative。
Ifabirdwasblue，ifatreewasgolden，ifafishwassilver，ifacloudwasscarlet，theartistmanagedtoconveythatthesecolorswereimportantandalmostpainfullyintense；
alltheredred-hotandallthegoldtriedinthefire。
Nowthatisthespirittouchingcolorwhichtheschoolsmustrecoverandprotectiftheyarereallytogivethechildrenanyimaginativeappetiteorpleasureinthething。
Itisnotsomuchanindulgenceincolor；itisrather，ifanything，asortoffierythrift。Itfencedinagreenfieldinheraldryasstraitlyasagreenfieldinpeasantproprietorship。
Itwouldnotflingawaygoldleafanymorethangoldcoin；
itwouldnotheedlesslypouroutpurpleorcrimson，anymorethanitwouldspillgoodwineorshedblamelessblood。
Thatisthehardtaskbeforeeducationistsinthisspecialmatter；
theyhavetoteachpeopletorelishcolorslikeliquors。
Theyhavetheheavybusinessofturningdrunkardsintowinetasters。
Ifeventhetwentiethcenturysucceedsindoingthesethings，itwillalmostcatchupwiththetwelfth。
Theprinciplecovers，however，thewholeofmodernlife。
MorrisandthemerelyaestheticmediaevalistsalwaysindicatedthatacrowdinthetimeofChaucerwouldhavebeenbrightlycladandglittering，comparedwithacrowdinthetimeofQueenVictoria。Iamnotsosurethattherealdistinctionishere。Therewouldbebrownfrocksoffriarsinthefirstsceneaswellasbrownbowlersofclerksinthesecond。
Therewouldbepurpleplumesoffactorygirlsinthesecondsceneaswellaspurplelentenvestmentsinthefirst。
Therewouldbewhitewaistcoatsagainstwhiteermine；goldwatchchainsagainstgoldlions。Therealdifferenceisthis：
thatthebrownearth-colorofthemonk\'scoatwasinstinctivelychosentoexpresslaborandhumility，whereasthebrowncoloroftheclerk\'shatwasnotchosentoexpressanything。
Themonkdidmeantosaythatherobedhimselfindust。
Iamsuretheclerkdoesnotmeantosaythathecrownshimselfwithclay。Heisnotputtingdustonhishead，astheonlydiademofman。Purple，atoncerichandsomber，doessuggestatriumphtemporarilyeclipsedbyatragedy。
Butthefactorygirldoesnotintendherhattoexpressatriumphtemporarilyeclipsedbyatragedy；farfromit。Whiteerminewasmeanttoexpressmoralpurity；whitewaistcoatswerenot。
Goldlionsdosuggestaflamingmagnanimity；goldwatchchainsdonot。
Thepointisnotthatwehavelostthematerialhues，butthatwehavelostthetrickofturningthemtothebestadvantage。
Wearenotlikechildrenwhohavelosttheirpaintboxandareleftalonewithagraylead-pencil。Wearelikechildrenwhohavemixedallthecolorsinthepaint-boxtogetherandlostthepaperofinstructions。Eventhen（Idonotdeny）
onehassomefun。
Nowthisabundanceofcolorsandlossofacolorschemeisaprettyperfectparableofallthatiswrongwithourmodernidealsandespeciallywithourmoderneducation。Itisthesamewithethicaleducation，economiceducation，everysortofeducation。
ThegrowingLondonchildwillfindnolackofhighlycontroversialteacherswhowillteachhimthatgeographymeanspaintingthemapred；
thateconomicsmeanstaxingtheforeigner，thatpatriotismmeansthepeculiarlyun-EnglishhabitofflyingaflagonEmpireDay。InmentioningtheseexamplesspeciallyIdonotmeantoimplythattherearenosimilarcruditiesandpopularfallaciesupontheotherpoliticalside。Imentionthembecausetheyconstituteaveryspecialandarrestingfeatureofthesituation。
Imeanthis，thattherewerealwaysRadicalrevolutionists；
butnowthereareToryrevolutionistsalso。ThemodernConservativenolongerconserves。Heisavowedlyaninnovator。
ThusallthecurrentdefensesoftheHouseofLordswhichdescribeitasabulwarkagainstthemob，areintellectuallydonefor；
thebottomhasfallenoutofthem；becauseonfiveorsixofthemostturbulenttopicsoftheday，theHouseofLordsisamobitself；
andexceedinglylikelytobehavelikeone。
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IX
THENEEDFORNARROWNESS
Throughallthischaos，thenwecomebackoncemoretoourmainconclusion。Thetruetaskofcultureto-dayisnotataskofexpansion，butverydecidedlyofselection——andrejection。
Theeducationistmustfindacreedandteachit。Evenifitbenotatheologicalcreed，itmuststillbeasfastidiousandasfirmastheology。Inshort，itmustbeorthodox。TheteachermaythinkitantiquatedtohavetodecidepreciselybetweenthefaithofCalvinandofLaud，thefaithofAquinasandofSwedenborg；
buthestillhastochoosebetweenthefaithofKiplingandofShaw，betweentheworldofBlatchfordandofGeneralBooth。Callit，ifyouwill，anarrowquestionwhetheryourchildshallbebroughtupbythevicarortheministerorthepopishpriest。
Youhavestilltofacethatlarger，moreliberal，morehighlycivilizedquestion，ofwhetherheshallbebroughtupbyHarmsworthorbyPearson，byMr。EustaceMileswithhisSimpleLifeorMr。PeterKearywithhisStrenuousLife；whetherheshallmosteagerlyreadMissAnnieS。SwanorMr。BartKennedy；inshort，whetherheshallendupinthemereviolenceoftheS。D。F。，orinthemerevulgarityofthePrimroseLeague。Theysaythatnowadaysthecreedsarecrumbling；Idoubtit，butatleastthesectsareincreasing；andeducationmustnowbesectarianeducation，merelyforpracticalpurposes。
Outofallthisthrongoftheoriesitmustsomehowselectatheory；
outofallthesethunderingvoicesitmustmanagetohearavoice；
outofallthisawfulandachingbattleofblindinglights，withoutoneshadowtogiveshapetothem，itmustmanagesomehowtotraceandtotrackastar。
Ihavespokensofarofpopulareducation，whichbegantoovagueandvastandwhichthereforehasaccomplishedlittle。
ButasithappensthereisinEnglandsomethingtocompareitwith。
Thereisaninstitution，orclassofinstitutions，whichbeganwiththesamepopularobject，whichhassincefollowedamuchnarrowerobject，butwhichhadthegreatadvantagethatitdidfollowsomeobject，unlikeourmodernelementaryschools。
InalltheseproblemsIshouldurgethesolutionwhichispositive，or，assillypeoplesay，\"optimistic。\"Ishouldsetmyface，thatis，againstmostofthesolutionsthataresolelynegativeandabolitionist。
Mosteducatorsofthepoorseemtothinkthattheyhavetoteachthepoormannottodrink。Ishouldbequitecontentiftheyteachhimtodrink；
foritismereignoranceabouthowtodrinkandwhentodrinkthatisaccountableformostofhistragedies。Idonotpropose（likesomeofmyrevolutionaryfriends）thatweshouldabolishthepublicschools。
Iproposethemuchmoreluridanddesperateexperimentthatweshouldmakethempublic。IdonotwishtomakeParliamentstopworking，butrathertomakeitwork；nottoshutupchurches，butrathertoopenthem；
nottoputoutthelampoflearningordestroythehedgeofproperty，butonlytomakesomerudeefforttomakeuniversitiesfairlyuniversalandpropertydecentlyproper。
Inmanycases，letitberemembered，suchactionisnotmerelygoingbacktotheoldideal，butisevengoingbacktotheoldreality。
Itwouldbeagreatstepforwardfortheginshoptogobacktotheinn。Itisincontrovertiblytruethattomediaevalizethepublicschoolswouldbetodemocratizethepublicschools。
Parliamentdidoncereallymean（asitsnameseemstoimply）
aplacewherepeoplewereallowedtotalk。Itisonlylatelythatthegeneralincreaseofefficiency，thatis，oftheSpeaker，hasmadeitmostlyaplacewherepeoplearepreventedfromtalking。
Thepoordonotgotothemodernchurch，buttheywenttotheancientchurchallright；andifthecommonmaninthepasthadagraverespectforproperty，itmayconceivablyhavebeenbecausehesometimeshadsomeofhisown。IthereforecanclaimthatIhavenovulgaritchofinnovationinanythingIsayaboutanyoftheseinstitutions。
CertainlyIhavenoneinthatparticularonewhichIamnowobligedtopickoutofthelist；atypeofinstitutiontowhichIhavegenuineandpersonalreasonsforbeingfriendlyandgrateful：
ImeanthegreatTudorfoundations，thepublicschoolsofEngland。Theyhavebeenpraisedforagreatmanythings，mostly，Iamsorrytosay，praisedbythemselvesandtheirchildren。
Andyetforsomereasonnoonehaseverpraisedthemtheonereallyconvincingreason。
***
X
THECASEFORTHEPUBLICSCHOOLS
Thewordsuccesscanofcoursebeusedintwosenses。
Itmaybeusedwithreferencetoathingservingitsimmediateandpeculiarpurpose，asofawheelgoingaround；oritcanbeusedwithreferencetoathingaddingtothegeneralwelfare，asofawheelbeingausefuldiscovery。ItisonethingtosaythatSmith\'sflyingmachineisafailure，andquiteanothertosaythatSmithhasfailedtomakeaflyingmachine。
NowthisisverybroadlythedifferencebetweentheoldEnglishpublicschoolsandthenewdemocraticschools。
Perhapstheoldpublicschoolsare（asIpersonallythinktheyare）
ultimatelyweakeningthecountryratherthanstrengtheningit，andaretherefore，inthatultimatesense，inefficient。
Butthereissuchathingasbeingefficientlyinefficient。
Youcanmakeyourflyingshipsothatitflies，evenifyoualsomakeitsothatitkillsyou。Nowthepublicschoolsystemmaynotworksatisfactorily，butitworks；thepublicschoolsmaynotachievewhatwewant，buttheyachievewhattheywant。
Thepopularelementaryschoolsdonotinthatsenseachieveanythingatall。Itisverydifficulttopointtoanyguttersnipeinthestreetandsaythatheembodiestheidealforwhichpopulareducationhasbeenworking，inthesensethatthefresh-faced，foolishboyin\"Etons\"doesembodytheidealforwhichtheheadmastersofHarrowandWinchesterhavebeenworking。
Thearistocraticeducationistshavethepositivepurposeofturningoutgentlemen，andtheydoturnoutgentlemen，evenwhentheyexpelthem。Thepopulareducationistswouldsaythattheyhadthefarnoblerideaofturningoutcitizens。
Iconcedethatitisamuchnobleridea，butwherearethecitizens？
Iknowthattheboyin\"Etons\"isstiffwitharathersillyandsentimentalstoicism，calledbeingamanoftheworld。
Idonotfancythattheerrand-boyisrigidwiththatrepublicanstoicismthatiscalledbeingacitizen。Theschoolboywillreallysaywithfreshandinnocenthauteur，\"IamanEnglishgentleman。\"
Icannotsoeasilypicturetheerrand-boydrawinguphisheadtothestarsandanswering，\"Romanuscivissum。\"
Letitbegrantedthatourelementaryteachersareteachingtheverybroadestcodeofmorals，whileourgreatheadmastersareteachingonlythenarrowestcodeofmanners。
Letitbegrantedthatboththesethingsarebeingtaught。
Butonlyoneofthemisbeinglearned。
Itisalwayssaidthatgreatreformersormastersofeventscanmanagetobringaboutsomespecificandpracticalreforms，butthattheyneverfulfilltheirvisionsorsatisfytheirsouls。
Ibelievethereisarealsenseinwhichthisapparentplatitudeisquiteuntrue。Byastrangeinversionthepoliticalidealistoftendoesnotgetwhatheasksfor，butdoesgetwhathewants。
Thesilentpressureofhisideallastsmuchlongerandreshapestheworldmuchmorethantheactualitiesbywhichheattemptedtosuggestit。
Whatperishesistheletter，whichhethoughtsopractical。
Whatenduresisthespirit，whichhefelttobeunattainableandevenunutterable。Itisexactlyhisschemesthatarenotfulfilled；itisexactlyhisvisionthatisfulfilled。
ThusthetenortwelvepaperconstitutionsoftheFrenchRevolution，whichseemedsobusiness-liketotheframersofthem，seemtoustohaveflownawayonthewindasthewildestfancies。
Whathasnotflownaway，whatisafixedfactinEurope，istheidealandvision。TheRepublic，theideaofalandfullofmerecitizensallwithsomeminimumofmannersandminimumofwealth，thevisionoftheeighteenthcentury，therealityofthetwentieth。SoIthinkitwillgenerallybewiththecreatorofsocialthings，desirableorundesirable。
Allhisschemeswillfail，allhistoolsbreakinhishands。
Hiscompromiseswillcollapse，hisconcessionswillbeuseless。
Hemustbracehimselftobearhisfate；heshallhavenothingbuthisheart\'sdesire。
Nowifonemaycompareverysmallthingswithverygreat，onemaysaythattheEnglisharistocraticschoolscanclaimsomethingofthesamesortofsuccessandsolidsplendorastheFrenchdemocraticpolitics。AtleasttheycanclaimthesamesortofsuperiorityoverthedistractedandfumblingattemptsofmodernEnglandtoestablishdemocraticeducation。
SuchsuccessashasattendedthepublicschoolboythroughouttheEmpire，asuccessexaggeratedindeedbyhimself，butstillpositiveandafactofacertainindisputableshapeandsize，hasbeenduetothecentralandsupremecircumstancethatthemanagersofourpublicschoolsdidknowwhatsortofboytheyliked。
Theywantedsomethingandtheygotsomething；insteadofgoingtoworkinthebroad-mindedmannerandwantingeverythingandgettingnothing。
Theonlythinginquestionisthequalityofthethingtheygot。
Thereissomethinghighlymaddeninginthecircumstancethatwhenmodernpeopleattackaninstitutionthatreallydoesdemandreform，theyalwaysattackitforthewrongreasons。
Thusmanyopponentsofourpublicschools，imaginingthemselvestobeverydemocratic，haveexhaustedthemselvesinanunmeaningattackuponthestudyofGreek。IcanunderstandhowGreekmayberegardedasuseless，especiallybythosethirstingtothrowthemselvesintothecutthroatcommercewhichisthenegationofcitizenship；
butIdonotunderstandhowitcanbeconsideredundemocratic。
IquiteunderstandwhyMr。CarnegiehasahatredofGreek。Itisobscurelyfoundedonthefirmandsoundimpressionthatinanyself-governingGreekcityhewouldhavebeenkilled。
ButIcannotcomprehendwhyanychancedemocrat，sayMr。Quelch，orMr。WillCrooks，IorMr。JohnM。Robertson，shouldbeopposedtopeoplelearningtheGreekalphabet，whichwasthealphabetofliberty。
WhyshouldRadicalsdislikeGreek？Inthatlanguageiswrittenalltheearliestand，Heavenknows，themostheroichistoryoftheRadicalparty。WhyshouldGreekdisgustademocrat，whentheveryworddemocratisGreek？
Asimilarmistake，thoughalessseriousone，ismerelyattackingtheathleticsofpublicschoolsassomethingpromotinganimalismandbrutality。Nowbrutality，intheonlyimmoralsense，isnotaviceoftheEnglishpublicschools。
Thereismuchmoralbullying，owingtothegenerallackofmoralcourageinthepublic-schoolatmosphere。
Theseschoolsdo，uponthewhole，encouragephysicalcourage；
buttheydonotmerelydiscouragemoralcourage，theyforbidit。
TheultimateresultofthethingisseenintheegregiousEnglishofficerwhocannotevenenduretowearabrightuniformexceptwhenitisblurredandhiddeninthesmokeofbattle。
This，likealltheaffectationsofourpresentplutocracy，isanentirelymodernthing。Itwasunknowntotheoldaristocrats。
TheBlackPrincewouldcertainlyhaveaskedthatanyknightwhohadthecouragetolifthiscrestamonghisenemies，shouldalsohavethecouragetoliftitamonghisfriends。
Asregardsmoralcourage，thenitisnotsomuchthatthepublicschoolssupportitfeebly，asthattheysuppressitfirmly。
Butphysicalcouragetheydo，onthewhole，support；andphysicalcourageisamagnificentfundamental。Theonegreat，wiseEnglishmanoftheeighteenthcenturysaidtrulythatifamanlostthatvirtuehecouldneverbesureofkeepinganyother。
Nowitisoneofthemeanandmorbidmodernliesthatphysicalcourageisconnectedwithcruelty。TheTolstoianandKiplingitearenowheremoreatonethaninmaintainingthis。Theyhave，Ibelieve，somesmallsectarianquarrelwitheachother，theonesayingthatcouragemustbeabandonedbecauseitisconnectedwithcruelty，andtheothermaintainingthatcrueltyischarmingbecauseitisapartofcourage。Butitisall，thankGod，alie。
Anenergyandboldnessofbodymaymakeamanstupidorrecklessordullordrunkorhungry，butitdoesnotmakehimspiteful。
Andwemayadmitheartily（withoutjoininginthatperpetualpraisewhichpublic-schoolmenarealwayspouringuponthemselves）
thatthisdoesoperatetotheremovalofmereevilcrueltyinthepublicschools。EnglishpublicschoollifeisextremelylikeEnglishpubliclife，forwhichitisthepreparatoryschool。
Itislikeitspeciallyinthis，thatthingsareeitherveryopen，commonandconventional，orelseareverysecretindeed。
Nowthereiscrueltyinpublicschools，justasthereiskleptomaniaandsecretdrinkingandviceswithoutaname。
Butthesethingsdonotflourishinthefulldaylightandcommonconsciousnessoftheschool，andnomoredoescruelty。
Atinytrioofsullen-lookingboysgatherincornersandseemtohavesomeuglybusinessalways；itmaybeindecentliterature，itmaybethebeginningofdrink，itmayoccasionallybecrueltytolittleboys。Butonthisstagethebullyisnotabraggart。
Theproverbsaysthatbulliesarealwayscowardly，butthesebulliesaremorethancowardly；theyareshy。
Asathirdinstanceofthewrongformofrevoltagainstthepublicschools，Imaymentionthehabitofusingthewordaristocracywithadoubleimplication。Toputtheplaintruthasbrieflyaspossible，ifaristocracymeansrulebyarichring，EnglandhasaristocracyandtheEnglishpublicschoolssupportit。
Ifitmeansrulebyancientfamiliesorflawlessblood，Englandhasnotgotaristocracy，andthepublicschoolssystematicallydestroyit。Inthesecirclesrealaristocracy，likerealdemocracy，hasbecomebadform。Amodernfashionablehostdarenotpraisehisancestry；itwouldsooftenbeaninsulttohalftheotheroligarchsattable，whohavenoancestry。
WehavesaidhehasnotthemoralCouragetowearhisuniform；
stilllesshashethemoralcouragetowearhiscoat-of-arms。
Thewholethingnowisonlyavaguehotch-potchofniceandnastygentlemen。Thenicegentlemanneverreferstoanyoneelse\'sfather，thenastygentlemanneverreferstohisown。
Thatistheonlydifference，therestisthepublic-schoolmanner。
ButEtonandHarrowhavetobearistocraticbecausetheyconsistsolargelyofparvenues。Thepublicschoolisnotasortofrefugeforaristocrats，likeanasylum，aplacewheretheygoinandnevercomeout。Itisafactoryforaristocrats；
theycomeoutwithouteverhavingperceptiblygonein。
Thepoorlittleprivateschools，intheirold-world，sentimental，feudalstyle，usedtostickupanotice，\"FortheSonsofGentlemenonly。\"Ifthepublicschoolsstuckupanoticeitoughttobeinscribed，\"FortheFathersofGentlemenonly。\"
Intwogenerationstheycandothetrick。