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One of the great disadvantages of modern education is that few of its professors and teachers, and fewer of its elected managers, have the least idea where they are going to. The authorities shoot out codes and prospectuses and minutes and rules and orders, and change their systems with the inspired regularity of a War Office.

Another of the disadvantages of education to-day is that there is too much of it, and that what there is is in the hands of well-meaning directors, who are either middle-aged and ignorant, or, what is worse, middle-aged and academic. If we cannot reach the ideal of Tony Weller and let the child shift for himself, let us at all events unshackle the schoolmaster and allow him to shift for himself. The head master of a great English school is a despot. He has at his back—and I use the phrase “at his back” with deliberate care, not meaning “upon his shoulders”—he has at his back a powerful board of citizens of position who are wise enough and strong enough to leave the question of education to the man at the wheel, and to remember that it is dangerous to speak to him whilst he is steering the ship. Any system of education that is to be of any avail at all must be a personal system in a great measure, and the elementary head master should be in the same position as the head master of our great public schools. The boards and committees should interfere as little as possible with the schoolmasters they employ. A schoolmaster, of all workmen, wants freedom and liberty to do his work his own way. And who can teach anything, worth teaching, who is being constantly worried and harassed by inspectors and committees? Education is not sewage, and you cannot judge of its results by a chemical analysis of the mental condition of the human effluent that pours out of the school gates into the rivers of life.