Lord Rosebery, whom the worthy Mr. Crosland dislikes on purely racial grounds, is usually credited as the originator of what has latterly become the Englishman\'s watchword, "Educate, educate, educate!" Whether it was the Scotch half of Lord Rosebery or the English half that prompted him to this simple human cry, I shall not pretend to say. On the other hand, it is certain that when his Lordship offered the English such a profound piece of advice, he gave them exactly the counsel that they most needed; for, though the English boast of their knowledge, though they are the arrogant possessors of seats of learning out of which can come nothing but perfection,[Pg 172] though they possess ancient universities and ancient public schools, though they have a school-board system and free education, and though their country is overrun with middle-sized men who play billiards and drink bitter beer and call themselves schoolmasters, they are indubitably and unmistakably an uneducated people.

Until the passing of the Elementary Education Act of 1870, learning in England amounted practically to a luxury. Only the rich might be permitted to know things. It was a case of schools, colleges, and universities for the sons of noblemen and gentlemen. The rascally lower classes might look after themselves. It is open to question whether the rascally lower classes were not, on the whole, educationally better off in that day than they are at present. That, however, is by the way. But in the later sixties the reformer got his eagle eye on the rascally lower classes. He perceived that the rascally lower classes were in bad case. They got drunk, they used foul language, they smoked[Pg 173] short pipes, and, Heaven help them! they could not read. Anticipating the English or Scotch half of Lord Rosebery, as the case may be, the reformer said, "Educate, educate, educate!" And it was so. The English have been educating ever since. They educated to such purpose that thirty years later Lord Rosebery felt it incumbent upon himself to bid them educate, educate, educate! In those thirty years the rascally lower classes learned somewhat. They were supposed to discover, inter alia, that knowledge was power. They were told that a hodman who could write his name was a better hodman than the hodman whose sign-manual was a cross. They were led shrewdly to infer that their pastors and masters and general betters owed their supremacy to knowledge; and that if they, the rascally lower classes, would only instruct their children, these same children might wax great in the land and carry burdens no more. The rascally lower classes sent their children to school, some of them cheerfully, some of them[Pg 174] with groans; and the stars began to shine over England\'s darkness.

What has come to pass all men know. Every Englishman gets the smatterings of a literary education, and believes in his heart that he was cut out by the Almighty to be a clerk. The honest trades and handicrafts are no longer desirable in the minds of English youth. To take one\'s coat off with a view to livelihood is a business for dolts and fools. Advertise in England for an office-boy and you shall receive five hundred applications; advertise for a boy to learn plumbing, and you will be offered, perhaps, two daft-looking lads, who after much thrashing have managed to attain the age of fourteen years.

The fact is, that the English do not know what education means. At the public schools, and at the universities of Oxford and Cambridge, education has become, to a great extent, a social matter. You go to these places to learn, certainly; but you also go with a view to the formation of a desirable and influential acquaintance, and to get upon[Pg 175] your forehead the mark which is supposed to make glorious the public-school and university-bred Englishman. As a general rule, that mark is altogether imperceptible to the eyes of the unelect, who, if the truth must be told, discover the university man not so much by his manners or conversation as by his ineptitudes. When one comes to consider the principles upon which the public-school and university system are worked, one is quite prepared to admit that, were it not for the element of snobbery patent in the system, English public schools and universities alike would in the long run have to be disestablished. As it is, they are the conventional resort of aristocratic adolescence, and permitted to exist only on condition that, if a low middle-class person can find the money and keep up the style, he, too, may join the angelic host. To the man of temperament, to the scholar, to the man who loves learning for learning\'s sake, the English universities have precious little to offer.

After Oxford and Cambridge, one turns to[Pg 176] London and the non-resident foundations, all of them, I believe, modern. Here, as it seems to me, the English err again. Broadly speaking, these institutions, wittingly or unwittingly, devote their energies to the preparation of young men for the Civil Service. If you are an English board-school teacher at ￡80 a year and you discover that a second-class clerk in the Circumlocution Department commences at ￡300 a year, and that, roughly, the examination to be passed is the same as for matriculation at London, you naturally go in bald-headed for matriculation at London. For the learning you get by these efforts you have not the smallest respect. If, on presenting yourself for examination by the Civil Service Commissioners, you come out sufficiently high on the list t............