trained to win a senior wranglership, or a double-first, as horses are
trained to win a cup, with as little reference to the needs of
after-life in the case of the 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. There is
a loud cry for compulsory education. We English, in spite of constant
experience to the contrary, preserve a touching faith in the efficacy of
acts of parliament; and I believe we should have compulsory education in
the course of next session, if there were the least probability that
half a dozen leading statesmen of different parties would agree what
that education should be.

Some hold that education without theology is worse than none. Others
maintain, quite as strongly, that education with theology is in the same
predicament. But this is certain, that those who hold the first opinion
can by no means agree what theology should be taught; and that those who
maintain the second are in a small minority.

At any rate "make people learn to read, write, and cipher," say a great
many; and the advice is undoubtedly sensible as far as it goes. But, as
has happened to me in former days, those who, in despair of getting