Cambridge Essays on Education. Various

he loves Shakespeare and revels in Macaulay, who has a special affinity for the eternal schoolboy.

      My other principle is that since we are training young Englishmen, whom we hope to turn into true and loyal citizens, we shall presumably find them most responsive to the language, literature, and history of their own country. This would be a commonplace, not worth uttering, in any other country; in England it is, unfortunately, far from being generally accepted Nothing sets in a stronger light the inertia and thoughtlessness, not to say stupidity, of the British character in all matters outside the domain of material and moral interests, than our neglect of the magnificent spiritual heritage which we possess in our own history and literature. Wordsworth, in one of those noble sonnets which are now, we are glad to hear, being read by thousands in the trenches and by myriads at home, proclaims his faith in the victory of his country over Napoleon because he thinks of her glorious past.

      We must be free or die, who speak the tongue

       That Shakespeare spake, the faith and morals hold

       That Milton held. In everything we are sprung

       Of Earth's best blood, have titles manifold.

      It is a high boast, but it is true. But what have we done to fire the imagination of our boys and girls with the vision of our great and ancient nation, now struggling for its existence? What have we taught them of Shakespeare and Milton, of Elizabeth and Cromwell, of Nelson and Wellington? Have we ever tried to make them understand that they are called to be the temporary custodians of very glorious traditions, and the trustees of a spiritual wealth compared with which the gold mines of the Rand are but dross? Do we even teach them, in any rational manner, the fine old language which has been slowly perfected for centuries, and which is now being used up and debased by the rubbishy newspapers which form almost the sole reading of the majority? We have marvelled at the slowness with which the masses realised that the country was in danger, and at the stubbornness with which some of the working class clung to their sectional interests and ambitions when the very life of England was at stake. In France the whole people saw at once what was upon them; the single word patrie was enough to unite them in a common enthusiasm and stern determination. With us it was hardly so; many good judges think that but for the "Lusitania" outrage and the Zeppelins, part of the population would have been half-hearted about the war, and we should have failed to give adequate support to our allies. The cause is not selfishness but ignorance and want of imagination; and what have we done to tap the sources of an intelligent patriotism? We are being saved not by the reasoned conviction of the populace, but by its native pugnacity and bull-dog courage. This is not the place to go into details about English studies; but can anyone doubt that they could be made the basis of a far better education than we now give in our schools? We have especially to remember that there is a real danger of the modern Englishman being cut off from the living past. Scientific studies include the earlier phases of the earth, but not the past of the human race and the British people. Christianity has been a valuable educator in this way, especially when it includes an intelligent knowledge the Bible. But the secular education of the masses is now so much severed from the stream of tradition and sentiment which unites us with the older civilisations, that the very language of the Churches is becoming unintelligible to them, and the influence of organised religion touches only a dwindling minority. And yet the past lives in us all; lives inevitably in its dangers, which the accumulated experience of civilisation, valued so slightly by us on its spiritual side, can alone help us to surmount. A nation like an individual, must "wish his days to be bound each to each by natural piety." It too must strive to keep its memory green, to remember the days of old and the years that are past. The Jews have always had, in their sacred books, a magnificent embodiment of the spirit of their race; and who can say how much of their incomparable tenacity and ineradicable hopefulness has been due to the education thus imparted to every Jewish child? We need a Bible of the English race, which shall be hardly less sacred to each succeeding generation of young Britons than the Old Testament is to the Jews. England ought to be, and may be, the spiritual home of one quarter of the human race, for ages after our task as a world-power shall have been brought to a successful issue, and after we in this little island have accepted the position of mother to nations greater than ourselves. But England's future is precious only to those to whom her past is dear.