XVI.—OUGHT EDUCATION TO BE FREE?
A question which is intimately connected in many minds with the Church is that of national education. It stood next to it in order in that early programme of Mr. Chamberlain which demanded “Free Church, free schools, free land, and free labour.”
This matter of free schools is not likely to create as much opposition as it would have done even a short time since, for no question awaiting settlement is ripening so rapidly. Experience is teaching in an ever-increasing ratio that certain defects exist in our system of national education which hinder its full development, some of which, at least, could be avoided by the abolition of fees.
The progress which has been made in public opinion within only half a century regarding the amount of aid that should be given to elementary schools, encourages the hope that more will yet be given, and that very speedily. It is but a little more than fifty years ago that a Liberal Ministry led the way in devoting a portion of the national funds to this purpose; and no one unacquainted with the history of that period could guess the number and the weight of the obstacles thrown in the way of even such a modest proposal as that Ministry made. The Tories, while not particularly anxious that the mass of the people should be educated at all, were decidedly desirous that such teaching as was given should be under the direct control of the Church. Archbishops and bishops, Tories, high and low, joined to continually hamper the development of any system of national education which afforded the Nonconformists the least privilege; but despite their every effort the movement spread. The annual grant of £20,000, which was commenced in 1834, grew by leaps and bounds. In a little more than twenty years it had become nearly half a million for Great Britain alone; in thirty years it had increased by close upon another quarter of a million; and in fifty years (and the growth in the meantime had been mainly the fruit of the Education Act, passed by the Liberal Ministry in 1870) it had touched three millions. And that sum, vast as it was, represented only the amount granted from the national exchequer, being supplemented by an even larger total raised by local rates.
So far has the nation gone in the path of State-aided and rate-aided education, and the question is whether it is not worth while to go the comparatively little way further which is needed to make elementary education free. For the fees which are now paid do not represent a quarter of the amount which the teaching costs. And not only so, but the existence of these fees is a continual hindrance to the working of the Act. The effect of the fee is to keep out of the board schools thousands of children who ought to be in them; and the attempt to enforce its payment increases the odium which almost necessarily attends upon compulsion.
“But,” it will be said, “where a parent is too poor to pay, the fee can be remitted.” That is true, and the extent to which the system of such remission is carried in some districts is one of the strongest arguments in favour of free education. It is desirable to get the children into the schools, but it is highly undesirable to do this by practically pauperizing the parents. If elementary education were free to all, all could partake of it without any appearance of favour on the one hand or shame on the other. But the independent poor have now the choice of making themselves still poorer by paying the fee for the education they are bound to have administered, or of losing their independence by asking the school board or the poor-law guardians for relief. And the consequence, of course, is that many who have no independence to lose, and are the least deserving of help, receive the assistance they are never backward to ask.
“What is worth having is worth paying for” is a remark sometimes made in this connection, but is it not as applicable to the State as to the individual? For it is for no philanthropic but for a decidedly practical reason that the country assists education. All men in these days admit that the most cultivated people, like the most cultivated individual man, has the best chance of success. With educated Germany, and educated France, and educated America pressing us hard, it is a necessity of existence for England to be equally educated. And seeing that the school board rate and the Government grant mount higher and higher and the fees become lower and lower, the only practical question is whether the State had not better boldly step in, abolish fees which are a hindrance to educational progress, pay the whole amount instead of three-quarters, and provide free teaching for all.
If such a consummation were secured, the status of what are now called voluntary schools would of necessity be materially altered. As at present applied, the name “voluntary” affixed to the schools of the National Society and similar bodies is very much a misnomer. It conveys that the schools are supported by voluntary subscriptions; but this is true in only a limited degree, for it is the Government grant—that is, money taken out of the pocket of every one who pays taxes, direct or indirect—which keeps them in existence. And, therefore, when Churchmen complain, as some of them are occasionally ill-advised enough to do, that they not only subscribe to their own schools but have to pay the rate as well, ought it not to be enough to remind them that their schools are supported not alone for educational but for sectarian purposes, and that, if they wish to proselytize, they must pay, in however inadequate a degree, for the privilege? The real hardship is that those who do not believe in the clerical system of education have to pay heavily by means of taxation to keep up establishments over which they have not the least control, and which are used by the clergy for denominational ends.
One result, then, of free education would be, not to destroy the voluntary schools, but to put them under the control of those who really and not nominally pay for keeping them up. If Churchmen demand schools of their own, they must support them out of their own pocket and not out of other people’s, though it may be well that, under a stringent “conscience clause” and with direct popular control, they should still share in the taxpayers’ grants. As matters stand, the national schoolmaster is too often treated as if he were a mere servant of the clergyman, an idea which, with free education and popular government of all State-aided schools, would be bound to cease.
The cry raised by some clergymen when the Education Act was passed, that the undenominational system would be fruitful only in producing “astute scoundrels and clever devils,” has died away. It is doubtful whether anybody ever really believed it; it is certain that no man with a reputation to lose would now repeat it. And, that being the case, the excuse for keeping up at the public expense two rival sets of schools—one sectarian and the other undenominational—has so largely disappeared that the onus of proving its necessity lies upon its advocates, and the burden of paying for it should be shifted upon the right shoulders.
Of course it is said that this proposal of free education is only another step towards Socialism, but no one should be frightened by phrases. Socialism has as many varieties as religion—some as bad and some as good—and from them must be selected those worth having. If, upon consideration of the whole case, free education be thought to be one of these, the fact that it is called Socialistic will not weigh to its disadvantage with a single sensible man.
What, then, is it that is asked, and why is it demanded? It is asked that elementary schools shall be freed from fees, and entirely supported out of the public funds, local and imperial; that advanced and technical education shall be made cheap and accessible, in order that those who want to progress can do so with as few hindrances as possible; and that all schools supported by public money shall be placed under popular control, and the schoolrooms, out of educational hours, made available for public use.
These things are demanded because by the present arrangements the progress of compulsion is hampered, the deserving and independent poor are inequitably dealt with, and the cost of collecting the fees is out of all proportion to their value when received. Already the public pay three-quarters of the cost of elementary education, and they do it for the benefit of the community; if payment of the remaining quarter would increase the efficiency of the system, even only to a corresponding degree, it would be worth making. “Vested interests” might object; but the national welfare must override them, though there is no intention of dealing with them otherwise than fairly. Due allowance would be made for the subscriptions which have been raised towards the erection and support of the voluntary schools; but the nation has rights as well as individuals, and, in considering any compensation which may be demanded by the managers of such institutions, if free education be adopted, the public money which has been expended upon them must be taken into account equally with the private.
This much is certain: although England will not be able to hold her own simply with “the three R’s,” and advanced and technical education should, therefore, be widely spread, it is our duty to make “the three R’s” as widely known as we can. It is not a question of principle, but of policy. Opposition to any education at all for the masses has disappeared; the State and the parish already pay most of the cost; if the system can be made more perfect by the abolition of fees, fees will have to be abolished.