Critiques and Addresses Part 2

But the eye of man has not beheld that State, and is not likely to behold it for some time to come. What we do see, in fact, is that States are made up of a considerable number of the ignorant and foolish, a small proportion of genuine knaves, and a sprinkling of capable and honest men, by whose efforts the former are kept in a reasonable state of guidance, and the latter of repression. And, such being the case, I do not see how any limit whatever can be laid down as to the extent to which, under some circ.u.mstances, the action of Government may be rightfully carried.

Was our own Government wrong in suppressing Thuggee in India? If not, would it be wrong in putting down any enthusiast who attempted to set up the wors.h.i.+p of Astarte in the Haymarket? Has the State no right to put a stop to gross and open violations of common decency? And if the State has, as I believe it has, a perfect right to do all these things, are we not bound to admit, with Locke, that it may have a right to interfere with "Popery" and "Atheism," if it be really true that the practical consequences of such beliefs con be proved to be injurious to civil society? The question where to draw the line between those things with which the State ought, and those with which it ought not, to interfere, then, is one which must be left to be decided separately for each individual case. The difficulty which meets the statesman is the same as that which meets us all in individual life, in which our abstract rights are generally clear enough, though it is frequently extremely hard to say at what point it is wise to cease our attempts to enforce them.

The notion that the social body should be organized in such a manner as to advance the welfare of its members, is as old as political thought; and the schemes of Plato, More, Robert Owen, St. Simon, Comte, and the modern socialists, bear witness that, in every age, men whose capacity is of no mean order, and whose desire to benefit their fellows has rarely been excelled, have been strongly, nay, enthusiastically, convinced that Government may attain its end--the good of the people--by some more effectual process than the very simple and easy one of putting its hands in its pockets, and letting them alone.

It may be, that all the schemes of social organization which have hitherto been propounded are impracticable follies. But if this be so, the fact proves, not that the idea which underlies them is worthless, but only that the science of politics is in a very rudimentary and imperfect state. Politics, as a science, is not older than astronomy; but though the subject-matter of the latter is vastly less complex than that of the former, the theory of the moon's motions is not quite settled yet.

Perhaps it may help us a little way towards getting clearer notions of what the State may and what it may not do, if, a.s.suming the truth of Locke's maxim that "the end of Government is the good of mankind," we consider a little what the good, of mankind is.

I take it that the good of mankind means the attainment, by every man, of all the happiness which he can enjoy without diminis.h.i.+ng the happiness of his fellow-men.[1]

[Footnote 1: "Hie est itaque finis ad quem tendo, talem scilicet Naturam acquirere, et ut multi mec.u.m eam acquirant, conari hoc est de mea felicitate etiam operam dare, ut alii multi idem atque ego intelligant, ut eorum intellectus et cupiditas prorsus c.u.m meo intellectu et cupiditate convenient: atque hoc fiat, necesse est tantum de Natura intelligere, quantum sufficit ad talem naturam acquirendam; deinde formare talem societatem qualis est desideranda, ut quam plurimi quam facillime et secure eo perveniant."--B. SPINOZA, _De Intellectus Emendatione Tractatus._]

If we inquire what kinds of happiness come under this definition, we find those derived from the sense of security or peace; from wealth, or commodity, obtained by commerce; from Art--whether it be architecture, sculpture, painting, music, or literature; from knowledge, or science; and, finally, from sympathy or friends.h.i.+p. No man is injured, but the contrary, by peace. No man is any the worse off because another acquires wealth by trade, or by the exercise of a profession; on the contrary, he cannot have acquired his wealth, except by benefiting others to the full extent of what they considered to be its value; and his wealth is no more than fairy gold if he does not go on benefiting others in the same way. A thousand men may enjoy the pleasure derived from a picture, a symphony, or a poem, without lessening the happiness of the most devoted connoisseur. The investigation of nature is an infinite pasture-ground, where all may graze, and where the more bite, the longer the gra.s.s grows, the sweeter is its flavour, and the more it nourishes. If I love a friend, it is no damage to me, but rather a pleasure, if all the world also love him and think of him as highly as I do.

It appears to be universally agreed, for the reasons already mentioned, that it is unnecessary and undesirable for the State to attempt to promote the acquisition of wealth by any direct interference with commerce. But there is no such agreement as to the further question whether the State may not promote the acquisition of wealth by indirect means. For example, may the State make a road, or build a harbour, when it is quite clear that by so doing it will open up a productive district, and thereby add enormously to the total wealth of the community? And if so, may the State, acting for the general good, take charge of the means of communication between its members, or of the postal and telegraph services? I have not yet met with any valid, argument against the propriety of the State doing what our Government does in this matter; except the a.s.sumption, which remains to be proved, that Government will manage these things worse than private enterprise would do. Nor is there any agreement upon the still more important question whether the State ought, or ought not, to regulate the distribution of wealth. If it ought not, then all legislation which regulates inheritance--the statute of Mortmain, and the like--is wrong in principle; and, when a rich man dies, we ought to return to the state of nature, and have a scramble for his property. If, on the other hand, the authority of the State is legitimately employed in regulating these matters, then it is an open question, to be decided entirely by evidence as to what tends to the highest good of the people, whether we keep our present laws, or whether we modify them. At present the State protects men in the possession and enjoyment of their property, and defines what that property is. The justification for its so doing is that its action promotes the good of the people. If it can be clearly proved that the abolition of property would tend still, more to promote the good of the people, the State will have the same justification for abolis.h.i.+ng property that it now has for maintaining it.

Again, I suppose it is universally agreed that it would be useless and absurd for the State to attempt to promote friends.h.i.+p and sympathy between man and man directly. But I see no reason why, if it be otherwise expedient, the State may not do something towards that end indirectly. For example, I can conceive the existence of an Established Church which should be a blessing to the community. A Church in which, week by week, services should be devoted, not to the iteration of abstract propositions in theology, but to the setting before men's minds of an ideal of true, just, and pure living; a place in which those who are weary of the burden of daily cares, should find a moment's rest in the contemplation of the higher life which is possible for all, though attained by so few; a place in which the man of strife and of business should have time to think how small, after all, are the rewards he covets compared with peace and charity. Depend upon it, if such a Church existed, no one would seek to disestablish it.

Whatever the State may not do, however, it is universally agreed that it may take charge of the maintenance of internal and external peace.

Even the strongest advocate of administrative nihilism admits that Government may prevent aggression of one man on another. But this implies the maintenance of an army and navy, as much as of a body of police; it implies a diplomatic as well as a detective force; and it implies, further, that the State, as a corporate whole, shall have distinct and definite views as to its wants, powers, and obligations.

For independent States stand in the same relation to one another as men in a state of nature, or unlimited freedom. Each endeavours to get all it can, until the inconvenience of the state of war suggests either the formation of those express contracts we call treaties, or mutual consent to those implied contracts which are expressed by international law. The moral rights of a State rest upon the same basis as those of an individual. If any number of States agree to observe a common set of international laws, they have, in fact, set up a sovereign authority or supra-national government, the end of which, like that of all governments, is the good of mankind; and the possession of as much freedom by each State, as is consistent with the attainment of that end. But there is this difference: that the government thus set up over nations is ideal, and has no concrete representative of the sovereign power; whence the only way of settling any dispute finally is to fight it out. Thus the supra-national society is continually in danger of returning to the state of nature, in which contracts are void; and the possibility of this contingency justifies a government in restricting the liberty of its subjects in many ways that would otherwise be unjustifiable.

Finally, with respect to the advancement of science and art. I have never yet had the good fortune to hear any valid reason alleged why that corporation of individuals we call the State may not do what voluntary effort fails in doing, either from want of intelligence or lack of will. And here it cannot be alleged that the action of the State is always hurtful. On the contrary, in every country in Europe, universities, public libraries, picture galleries, museums, and laboratories, have been established by the State, and have done infinite service to the intellectual and moral progress and the refinement of mankind.

A few days ago I received from one of the most eminent members of the Inst.i.tut of France a pamphlet ent.i.tled "Pourquoi la France n'a pas trouve d'hommes superieurs au moment du peril." The writer, M.

Pasteur, has no doubt that the cause of the astounding collapse of his countrymen is to be sought in the miserable neglect of the higher branches of culture, which has been one of the many disgraces of the Second Empire, if not of its predecessors.

"Au point ou nous sommes arrives de ce qu'on appelle la _civilisation moderne_, la culture des sciences dans leur expression la plus elevee est peut-etre plus necessaire encore a l'etat moral d'une nation qu'a sa prosperite materielle.

"Les grandes decouvertes, les meditations de la pensee dans les arts, dans les sciences et dans les lettres, en un mot les travaux desinteresses de l'esprit dans tous les genres, les centres d'enseignement propres a les faire connaitre, introduisent dans le corps social tout entier l'esprit philosophique ou scientifique, cet esprit de discernement qui soumet tout a une raison severe, cond.a.m.ne l'ignorance, dissipe les prejuges et les erreurs. Ils elevent le niveau intellectuel, le sentiment moral; par eux, l'idee divine elle-meme se repand et s'exalte.... Si, au moment du peril supreme, la France n'a pas trouve des hommes superieurs pour mettre en oeuvre ses ressources et le courage de ses enfants, il faut l'attribuer, j'en ai la conviction, a ce que la France EST desinteressee, depuis un demi-siecle, des grands travaux de la pensee, particulierement dans les sciences exactes."

Individually, I have no love for academies on the continental model, and still less for the system of decorating men of distinction in science, letters, or art, with orders and t.i.tles, or enriching them with sinecures. What men of science want is only a fair day's wages for more than a fair day's work; and most of us, I suspect, would be well content if, for our days and nights of unremitting toil, we could secure the pay which a first-cla.s.s Treasury clerk earns without any obviously trying strain upon his faculties. The sole order of n.o.bility which, in my judgment, becomes a philosopher, is that rank which he holds in the estimation of his fellow-workers, who are the only competent judges in such matters. Newton and Cuvier lowered themselves when the one accepted an idle knighthood, and the other became a baron of the empire. The great men who went to their graves as Michael Faraday and George Grote seem to me to have understood the dignity of knowledge better when they declined all such meretricious trappings.

But it is one thing for the State to appeal to the vanity and ambition which are to be found in philosophical as in other b.r.e.a.s.t.s, and another to offer men who desire to do the hardest of work for the most modest of tangible rewards, the means of making themselves useful to their age and generation. And this is just what the State does when it founds a public library or museum, or provides the means of scientific research by such grants of money as that administered by the Royal Society.

It is one thing, again, for the State to take all the higher education of the nation into its own hands; it is another to stimulate and to aid, while they are yet young and weak, local efforts to the same end. The Midland Inst.i.tute, Owens College in Manchester, the newly inst.i.tuted Science College in Newcastle, are all n.o.ble products of local energy and munificence. But the good they are doing is not local--the commonwealth, to its uttermost limits, shares in the benefits they confer; and I am at a loss to understand upon what principle of equity the State, which admits the principle of payment on results, refuses to give a fair equivalent for these benefits; or on what principle of justice the State, which admits the obligation of sharing the duty of primary education with a locality, denies the existence of that obligation when the higher education is in question.

To sum up: If the positive advancement of the peace, wealth, and the intellectual and moral development of its members, are objects which the Government, as the representative of the corporate authority of society, may justly strive after, in fulfilment of its end--the good of mankind; then it is clear that the Government may undertake to educate the people. For education promotes peace by teaching men the realities of life and the obligations which are involved in the very existence of society; it promotes intellectual development, not only by training the individual intellect, but by sifting out from the ma.s.ses of ordinary or inferior capacities, those who are competent to increase the general welfare by occupying higher positions; and, lastly, it promotes morality and refinement, by teaching men to discipline themselves, and by leading them to see that the highest, as it is the only permanent, content is to be attained, not by grovelling in the rank and steaming valleys of sense, but by continual striving towards those high peaks, where, resting in eternal calm, reason discerns the undefined but bright ideal of the highest Good--"a cloud by day, a pillar of fire by night."

II.

THE SCHOOL BOARDS: WHAT THEY CAN DO, AND WHAT THEY MAY DO.

An electioneering manifesto would be out of place in the pages of this Review; but any suspicion that may arise in the mind of the reader that the following pages partake of that nature, will be dispelled, if he reflect that they cannot be published[1] until after the day on which the ratepayers of the metropolis will have decided which candidates for seats upon the Metropolitan School Board they will take, and which they will leave.

[Footnote 1: Notwithstanding Mr. Huxley's intentions, the Editor took upon himself, in what seemed to him to be the public interest, to send an extract from this article to the newspapers--before the day of the election of the School Board.--EDITOR of the _Contemporary Review_.]

As one of those candidates, I may be permitted to say, that I feel much in the frame of mind of the Irish bricklayer's labourer, who bet another that he could not carry him to the top of the ladder in his hod. The challenged hodman won his wager, but as the stakes were handed over, the challenger wistfully remarked, "I'd great hopes of falling at the third round from the top." And, in view of the work and the worry which awaits the members of the School Boards, I must confess to an occasional ungrateful hope that the friends who are toiling upwards with me in their hod, may, when they reach "the third round from the top," let me fall back into peace and quietness.

But whether fortune befriend me in this rough method, or not, I should like to submit to those of whom I am a potential, but of whom I may not be an actual, colleague, and to others who may be interested in this most important problem--how to get the Education Act to work efficiently--some considerations as to what are the duties of the members of the School Boards, and what are the limits of their power.

I suppose no one will be disposed to dispute the proposition, that the prime duty of every member of such a Board is to endeavour to administer the Act honestly; or in accordance, not only with its letter, but with its spirit. And if so, it would seem that the first step towards this very desirable end is, to obtain a clear notion of what that letter signifies, and what that spirit implies; or, in other words, what the clauses of the Act are intended to enjoin and to forbid. So that it is really not admissible, except for factious and abusive purposes, to a.s.sume that any one who endeavours to get at this clear meaning is desirous only of raising quibbles and making difficulties.

Reading the Act with this desire to understand it, I find that its provisions may be cla.s.sified, as might naturally be expected, under two heads: the one set relating to the subject-matter of education; the other to the establishment, maintenance, and administration of the schools in which that education is to be conducted.

Now it is a most important circ.u.mstance, that all the sections of the Act, except four, belong to the latter division; that is, they refer to mere matters of administration. The four sections in question are the seventh, the fourteenth, the sixteenth, and the ninety-seventh. Of these, the seventh, the fourteenth, and the ninety-seventh deal with the subject-matter of education, while the sixteenth defines the nature of the relations which are to exist between the "Education Department" (an euphemism for the future Minister of Education) and the School Boards. It is the sixteenth clause which is the most important, and, in some respects, the most remarkable of all. It runs thus:--

"If the School Board do, or permit, any act in contravention of, or fail to comply with, the regulations, according to which a school provided by them is required by this Act to be conducted, the Education Department may declare the School Board to be, and such Board shall accordingly be deemed to be, a Board in default, and the Education Department may proceed accordingly; and every act, or omission, of any member of the School Board, or manager appointed by them, or any person under the control of the Board, shall be deemed to be _permitted_ by the Board, unless the contrary be proved.

"If any dispute arises as to whether the School Board have done, or permitted, any act in contravention of, or have failed to comply with, the said regulations, _the matter shall be referred to the Education Department, whose decision thereon shall be final_."

It will be observed that this clause gives the Minister of Education absolute power over the doings of the School Boards. He is not only the administrator of the Act, but he is its interpreter. I had imagined that on the occurrence of a dispute, not as regards a question of pure administration, but as to the meaning of a clause of the Act, a case might be taken and referred to a court of justice. But I am led to believe that the Legislature has, in the present instance, deliberately taken this power out of the hands of the judges and lodged it in those of the Minister of Education, who, in accordance with our method of making Ministers, will necessarily be a political partisan, and who may be a strong theological sectary into the bargain. And I am informed by members of Parliament who watched the progress of the Act, that the responsibility for this unusual state of things rests, not with the Government, but with the Legislature, which exhibited a singular disposition to acc.u.mulate power in the hands of the future Minister of Education, and to evade the more troublesome difficulties of the education question by leaving them to be settled between that Minister and the School Boards.

I express no opinion whether it is, or is not, desirable that such powers of controlling all the School Boards in the country should be possessed by a person who may be, like Mr. Forster, eminently likely to use these powers justly and wisely, but who also may be quite the reverse. I merely wish to draw attention to the fact that such powers are given to the Minister, whether he be fit or unfit. The extent of these powers becomes apparent when the other sections of the Act referred to are considered. The fourth clause of the seventh section says:--

"The school shall be conducted in accordance with the conditions required to be fulfilled by an elementary school in order to obtain an annual Parliamentary grant."

What these conditions are appears from the following clauses of the ninety-seventh section:--

"The conditions required to be fulfilled by an elementary school in order to obtain an annual Parliamentary grant shall be those contained in the minutes of the Education Department in force for the time being.... Provided that no such minute of the Education Department, not in force at the time of the pa.s.sing of this Act, shall be deemed to be in force until it has lain for not less than one month on the table of both Houses of Parliament."

Let us consider how this will work in practice. A school established by a School Board may receive support from three sources--from the rates, the school fees, and the Parliamentary grant. The latter may be as great as the two former taken together; and as it may be a.s.sumed, without much risk of error, that a constant pressure will be exerted by the ratepayers on the members who represent them, to get as much out of the Government, and as little out of the rates, as possible, the School Boards will have a very strong motive for shaping the education they give, as nearly as may be, on the model which the Education Minister offers for their imitation, and for the copying of which he is prepared to pay.

The Revised Code did not compel any schoolmaster to leave off teaching anything; but, by the very simple process of refusing to pay for many kinds of teaching, it has practically put an end to them. Mr. Forster is said to be engaged in revising the Revised Code; a successor of his may re-revise it--and there will be no sort of check upon these revisions and counter-revisions, except the possibility of a Parliamentary debate, when the revised, or added, minutes are laid upon the table. What chance is there that any such debate will take place on a matter of detail relating to elementary education--a subject with which members of the Legislature, having been, for the most part, sent to our public schools thirty years ago, have not the least practical acquaintance, and for which they care nothing, unless it derives a political value from its connection with sectarian politics?

I cannot but think, then, that the School Boards will have the appearance, but not the reality, of freedom of action, in regard to the subject-matter of what is commonly called "secular" education.

As respects what is commonly called "religious" education, the power of the Minister of Education is even more despotic. An interest, almost amounting to pathos, attaches itself, in my mind, to the frantic exertions which are at present going on in almost every school division, to elect certain candidates whose names have never before been heard of in connection with education, and who are either sectarian partisans, or nothing. In my own particular division, a body organized _ad hoc_ is moving heaven and earth to get the seven seats filled by seven gentlemen, four of whom are good Churchmen, and three no less good Dissenters. But why should this seven times heated fiery furnace of theological zeal be so desirous to shed its genial warmth over the London School Board? Can it be that these zealous sectaries mean to evade the solemn pledge given in the Act?

"No religious catechism or religious formulary which is distinctive of any particular denomination shall be taught in the school."

I confess I should have thought it my duty to reject any such suggestion, as dishonouring to a number of worthy persons, if it had not been for a leading article and some correspondence which appeared in the _Guardian_ of November 9th, 1870.

The _Guardian_ is, as everybody knows, one of the best of the "religious" newspapers; and, personally. I have every reason to speak highly of the fairness, and indeed kindness, with which the editor is good enough to deal with a writer who must, in many ways, be so objectionable to him as myself. I quote the following pa.s.sages from a leading article on a letter of mine, therefore, with all respect, and with a genuine conviction that the course of conduct advocated by the writer must appear to him in a very different light from that under which I see it:--

"The first of these points is the interpretation which Professor Huxley puts on the 'Cowper-Temple clause.' It is, in fact, that which we foretold some time ago as likely to be forced upon it by those who think with him. The clause itself was one of those compromises which it is very difficult to define or to maintain logically. On the one side was the simple freedom to School Boards to establish what schools they pleased, which Mr. Forster originally gave, but against which the Nonconformists lifted up their voices, because they conceived it likely to give too much power to the Church. On the other side there was the proposition to make the schools secular--intelligible enough, but in the consideration of public opinion simply impossible--and there was the vague impracticable idea, which Mr. Gladstone thoroughly tore to pieces, of enacting that the teaching of all schoolmasters in the new schools should be strictly 'undenominational.' The Cowper-Temple clause was, we repeat, proposed simply to tide over the difficulty. It was to satisfy the Nonconformists and the 'unsectarian,' as distinct from the secular party of the League, by forbidding all distinctive 'catechisms and formularies,' which might have the effect of openly a.s.signing the schools to this or that religious body. It refused, at the same time, to attempt the impossible task of defining what was undenominational; and its author even contended, if we understood him correctly, that it would in no way, even indirectly, interfere with the substantial teaching of any master in any school. This a.s.sertion we always believed to be untenable; we could not see how, in the face of this clause, a distinctly denominational tone could be honestly given to schools nominally general. But beyond this mere suggestion of an attempt at a general tone of comprehensiveness in religious teaching it was not intended to go, and only because such was its limitation was it accepted by the Government and by the House.

"But now we are told that it is to be construed as doing precisely that which it refused to do. A 'formulary,' it seems, is a collection of formulas, and formulas are simply propositions of whatever kind touching religious faith. All such propositions, if they cannot be accepted by all Christian denominations, are to be proscribed; and it is added significantly that the Jews also are a denomination, and so that any teaching distinctively Christian is perhaps to be excluded, lest it should interfere with their freedom and rights. Are we then to fall back on the simple reading of the letter of the Bible? No! this, it is granted, would be an 'unworthy pretence.' The teacher is to give 'grammatical, geographical, or historical explanations;' but he is to keep clear of 'theology proper,' because, as Professor Huxley takes great pains to prove, there is no theological teaching which is not opposed by some sect or other, from Roman Catholicism on the one hand to Unitarianism on the other. It was not, perhaps, hard to see that this difficulty would be started; and to those who, like Professor Huxley, look at it theoretically, without much practical experience of schools, it may appear serious or unanswerable. But there is very little in it practically; when it is faced determinately and handled firmly, it will soon shrink into its true dimensions. The cla.s.s who are least frightened at it are the school-teachers, simply because they know most about it. It is quite clear that the school-managers must be cautioned against allowing their schools to be made places of proselytism: but when this is done, the case is simple enough. Leave the masters under this general understanding to teach freely; if there is ground of complaint, let it be made, but leave the _onus pro-bandi_ on the objectors. For extreme peculiarities of belief or unbelief there is the Conscience Clause; as to the ma.s.s of parents, they will be more anxious to have religion taught than afraid of its a.s.suming this or that particular shade. They will trust the school-managers and teachers till they have reason to distrust them, and experience has shown that they may trust them safely enough.

Any attempt to throw the burden of making the teaching undenominational upon the managers must be sternly resisted: it is simply evading the intentions of the Act in an elaborate attempt to carry them out. We thank Professor Huxley for the warning. To be forewarned is to be forearmed."

A good deal of light seems to me to be thrown on the practical significance of the opinions expressed in the foregoing extract by the following interesting letter, which appeared in the same paper:--

"Sir,--I venture to send to you the substance of a correspondence with the Education Department upon the question of the lawfulness of religious teaching in rate schools under section 14 (2) of the Act. I asked whether the words 'which is distinctive,' &c., taken grammatically as limiting the prohibition of any religious formulary, might be construed as allowing (subject, however, to the other provisions of the Act) any religious formulary common to any two denominations anywhere in England to be taught in such schools; and if practically the limit could not be so extended, but would have to be fixed according to the special circ.u.mstances of each district, then what degree of general acceptance in a district would exempt such a formulary from the prohibition? The answer to this was as follows:--'It was understood, when clause 14 of the Education Act was discussed in the House of Commons, that, according to a well-known rule of interpreting Acts of Parliament, "denomination" must be held to include "denominations." When any dispute is referred to the Education Department under the last paragraph of section 16, it will be dealt with according to the circ.u.mstances of the case.'