(Vol. viii., pp. 220. 395. 498.)
When I mentioned the above subject in "N. & Q.," I admit that my meaning
may have taken too wide a signification. I, however, wrote advisedly, my
object being to draw the attention of those schools that were in fault, and
in the hope of benefiting those that desired to do more. I suppose I must
exonerate Tonbridge, therefore, from any aspersion; and as it appears they
are well provided, from Bacon and Newton to _Punch_ and the _Family
Friend_, I am at a loss to know how I can be of service.
Of the defects in popular education I am as sensible as the rest of the
multitude appear to be, and my particular view of the case would, I fear,
be too lengthy a subject for these columns. It is quite clear, however,
that education is partial, and in some sort a monopoly; its valuable
branches being altogether out of the reach of more than half the
population, and the staple industry of the people not sufficiently
represented,--as, for instance, the steam-engine. In them there is not
sufficient concentration, if I may use the term, of instruction; and the
requirements of many arts and trades insufficiently carried out; the old
schools and old colleges much too classical and mathematical. If this
position is untrue, no popular scheme can be adopted at present; but it
appears more than probable that before long the subject will be brought
before the House of Commons, and education made accessible to all. As to
the money for the purpose, the country will never grudge that. The obstacle
appears to lie more in persuading the endless religious sects into which we
are divided to shake hands over the matter.
At present my only desire is, that boys at public schools should have
plenty of books, being assured that reading while we are young leaves a
very strong and permanent impression, and cannot be estimated too highly;
besides which, if a youth has access to works suited to his natural bent,
he will unconsciously lay in a store of valuable information adapted to his
future career.