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Elementary education and its schoolmasters have but small opportunities to foster this natural healthy training of the body in which all young people are willing and ready to co-operate with their teachers. Unfortunately, the men who obtain positions on educational committees are too often men who have amassed wealth at the expense of their livers, and who would look askance at the ideas of Plato, Roger Ascham, or Tolstoi. Still, I think a day is coming when playing-fields and playgrounds will be attached to every elementary school, and used not only by existing scholars, but by the old boys and girls, who will thereby keep in touch with the school and its good influences.

But, you will say, nothing has been said hitherto about any lessons. Are reading, writing, and arithmetic to be considered wholly as disadvantages? It would be easy to take up such a position and hold it in argument but it is not necessary. The advantages of educating the masses in the three R’s are obvious and on the surface, but the grave disadvantages are also there. It is no use teaching a person anything that he is likely to make a bad use of, and experience tells us that many people are ruined by learning to read. Since the Education Act of 1870, a mass of low-class literature and journalism has sprung up to cater for the tastes of a population that has undergone a compulsory training in reading. Betting and gambling have been greatly fostered by the power of reading and answering advertisements. In the same way quack remedies for imaginary ailments must have done a lot of harm to the health of the people, and the use of them is the direct result of teaching ignorant people to read and not teaching them to disbelieve most things they may happen to read. Writing in the same way by being made popular and common has become debased. One seldom sees a good handwriting nowadays and spelling is a lost art. Writing, however, must in a few years go out in favour of machine writing. Penmanship will hardly be taught some years hence when everyone will have a telephone and typewriter of his own. I cannot see that the universal habit of writing has done very much for the world. The great mass of written matter that circulates through the post, the vast columns of newspaper reports that are contradicted the next day—these things are the fruits of universal writing. There is no evidence that in the past anything worth writing ever remained unwritten. But there is strong evidence that since 1870 much has been written that had better have remained unwritten, and would have so remained but for State encouragement through its system of education. As to arithmetic—if you saw the books of the small shopkeepers in the County Court—you would recognise its small hold on the people. One chief use of it by the simpler folk seems to be the calculations of the odds on a horse race. In France and other more civilised countries this is done more honestly by a machine called a totaliser, and gambling is thereby kept within more reasonable limits. Elementary arithmetic has been profitable to the bookmaker—but to how many besides? If you teach a boy cooking or carpentering he is very unlikely to make an evil use of these accomplishments in after life because they naturally minister to the right enjoyment of life. Whereas if you teach a boy reading, writing, and arithmetic, the surroundings of youth being what they are, he is at least as likely to misuse these attainments as to use them to the benefit of himself and his fellow creatures. Once recognise this and you must admit not that the three R’s should be discontinued, but that much more should be done to teach the young persons to whom you have imparted these pleasant arts how to make use of them legitimately and honourably. It is no use teaching young people any subject unless you see that in after life they are to have opportunities of using their attainment for the benefit of the State. Our fathers and grandfathers were all for education as an end. We are face to face with the results of a national system of elementary education with no system whatever of helping the educated to make good use of their compulsory equipment. It is as though you gave a boy a rifle and taught him to shoot and turned him out into the world to shoot at anything he felt inclined. Such a boy would be a danger to the community, whereas if you placed him in a cadet corps when he left school he and his rifle might be a national asset.