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Having dealt with these serious disadvantages to education, let me hasten to say a little more about that grave disadvantage to education, the schoolmaster himself. The schoolmaster is generally a man who, having learnt to teach, has long ago ceased to learn. It is the past education of the schoolmaster that generally stands in his way. He believes in education, and thinks it a good thing in itself; he believes in rules and orders and lessons as desirable, whereas they are only the necessary outcome of Adam’s misconduct in the Garden of Eden. I cannot quite agree with Tolstoi’s suggestion that all rules in a school are illegitimate, and that the child’s liberty is inviolable. I do not think anarchy in a school is more possible to-day than anarchy in a state. But I do think that the schoolmaster of to-day should rule as far as possible by the creation of a healthy public opinion among his scholars and make the largest use of that public opinion as a moral and educational force. Looking back on my own experience, it is not what I learnt from my schoolmasters but what I learnt from my companions that has been of any real value to me in after life.