Post-Prandial Philosophy

ence in education, not

ery good thing it is in its way, and I hope they may get as much as they want of it. But compared to t

d we can't all be painters in water-colours. There is a dim West Country legend to the effect that the inhabitants of the Scilly Isles eke out a precarious livelihood by taking in one another's washing. As a matter of practical political economy, such a source of income is worse than precarious-it's frankly impossible. "It takes all sorts to make a world." A community

at large, and especially of human anatomy; of physiology at large, and especially of human physiology. We don't all want to be analytical chemists: but what we do all want is to know as much about oxygen and carbon as will enable us to understand the commonest phenomena of combustion, of chemical combination, of animal or vegetable life. We don't all want to be zo

list, with his familiar sne

sts in future; and as a rule he is thinking what sort of education will produce men capable in future of advancing science. Now to advance science, to discover new snails, or invent new ethyl compounds, is not and cannot be the main object of the mass of humanity. What the mass wants is just unspecialised knowledge-the

ir latitude and longitude. Knowledge of the map is a good thing in itself, though it is a very different thing indeed from the technical knowledge which enables a man to make a chart of an unknown region, or to explore and survey it. Furthermore, it is a form of knowledge far more generally useful. A fair acquaintance with the results embodied in the atlas, in the gazetteer, in Baedeker, and in Bradshaw, is much oftener useful to us on our way through the world than a special acquaintance with the methods of map-making. It would be absurd to say that because a man is not going to be a Stanley or a Nansen, therefore it is no good for him to learn geography. It would be

bark on anatomical researches which would justify us in coming to original conclusions about them. I know the mass of scientific opinion has always gone the other way; but then scientific opinion means only the opinion of men of science, who are themselves specialists, and who think most of the education needed to make men specialists, not of the education needed to fit them for the general exigencies and

s, especially (by which phrase we never mean real public schools like the board schools at all, but merely schools for the upper and the middle classes) are in their existing stage primarily great gymnasiums-very good things, too, in their way, against which I have not a word of blame; and, secondarily, places for imparting a sham and imperfect knowledge of some few philological facts about two extinct languages. Pupils get a smattering of Homer and C

ed to admit the utter uselessness of the pretended knowledge they impart, they fall back upon the plea of its supposed occult value as intellectual discipline. They say in effect:-"This sawdust we offer you contains no food, we know: bu

he public school system is that "after