IV
The passing of the Act did not heal the wound. The nonconformist revolt was supported in a great conference at Manchester in 1872, representing eight hundred churches and other organizations. Baptist unions and congregational unions were unrelenting. We may as well finish the story. It was in connection with this struggle that Mr. Chamberlain first came prominently into the arena of public life—bold, intrepid, imbued with the keen spirit of political nonconformity, and a born tactician. The issue selected for the attack was the twenty-fifth section of the Education Act, enabling school boards to pay in denominational [pg 309] schools the fees of parents who, though not paupers, were unable to pay them. This provision suddenly swelled into dimensions of enormity hitherto unsuspected. A caustic onlooker observed that it was the smallest ditch in which two great political armies ever engaged in civil war. Yet the possibility under cover of this section, of a sectarian board subsidising church schools was plain, and some cases, though not many, actually occurred in which appreciable sums were so handed over. The twenty-fifth section was a real error, and it made no bad flag for an assault upon a scheme of error.
Bright's Return To Government
Great things were hoped from Mr. Bright's return to the government in the autumn of 1873. The correspondence between Mr. Gladstone and him sheds some interesting light upon the state into which the Education Act, and Mr. Forster's intractable bearing in defence of it, had brought important sections of the party:—
Mr. Bright to Mr. Gladstone.
Aug. 12, 1873.—So far as I can hear, there is no intention to get up an opposition at Birmingham, which is a comfort, as I am not in force to fight a contested election. I am anxious not to go to the election, fearing that I shall not have nerve to speak to the 5000 men who will or may crowd the town hall. Before I go, if I go, I shall want to consult you on the difficult matter—how to deal frankly and wisely with the education question. I cannot break with my “noncon.” friends, the political friends of all my life; and unless my joining you can do something to lessen the mischief now existing and still growing, I had better remain as I have been since my illness, a spectator rather than an actor on the political field.... I hope you are better, and that your troubles, for a time, are diminished. I wish much you could have announced a change in the education department; it would have improved the tone of feeling in many constituencies.
Mr. Gladstone himself had touched “the watchful jealousy” of Bright's nonconformist friends by a speech made at the time at Hawarden. This speech he explained in writing to Bright from Balmoral (Aug. 21):—
The upshot, I think, is this. My speech could not properly have [pg 310] been made by a man who thinks that boards and public rates ought to be used for the purpose of putting down as quickly as may be the voluntary schools. But the recommendation which I made might have been consistently and properly supported by any one whose opinions fell short of this, and did not in the least turn upon any preference for voluntary over compulsory means.[194]
As he said afterwards to Lord Granville, “I personally have no fear of the secular system; but I cannot join in measures of repression against voluntary schools.”
“There is not a word said by you at Hawarden,” Bright replied (Aug. 25), “that would fetter you in the least in considering the education question; but at present the general feeling is against the idea of any concession on your part.... What is wanted is some definite willingness or resolution to recover the goodwill and confidence of the nonconformist leaders in the boroughs; for without this, reconstruction is of no value.... Finance is of great moment, and people are well pleased to see you in your old office again; but no budget will heal the soreness that has been created—it is not of the pocket but of the feelings.... I want you just to know where I am and what I feel; but if I could talk to you, I could say what I have to say with more precision, and with a greater delicacy of expression. I ask you only to put the best construction on what I write.”
If Forster could only have composed himself to the same considerate spirit, there might have been a different tale to tell. Bright made his election speech at Birmingham, and Forster was in trouble about it. “I think,” said the orator to Mr. Gladstone, “he ought rather to be thankful for it; it will enable him to get out of difficulties if he will improve the occasion. There is no question of changing the policy of the government, but of making minor concessions.... I would willingly change the policy of irritation into one of soothing and conciliation.” Nothing of great importance in the way even of temporary reconciliation was effected by Mr. Bright's return. The ditch of the twenty-fifth clause still yawned. The prime minister fell back into [pg 311] the position of August. The whole situation of the ministry had become critical in every direction. “Education must be regarded as still to a limited extent an open question in the government.”
When the general election came, the party was still disunited. Out of 425 liberal candidates in England, Scotland, and Wales, 300 were pledged to the repeal of the 25th clause. Mr. Gladstone's last word was in a letter to Bright (Jan. 27, 1874):—
The fact is, it seems to me, that the noncons. have not yet as a body made up their minds whether they want unsectarian religion, or whether they want simple secular teaching, so far as the application of the rate is concerned. I have never been strong against the latter of these two which seems to me impartial, and not, if fairly worked, of necessity in any degree unfriendly to religion. The former is in my opinion glaringly partial, and I shall never be a party to it. But there is a good deal of leaning to it in the liberal party. Any attempt to obtain definite pledges now will give power to the enemies of both plans of proceeding. We have no rational course as a party but one, which is to adjourn for a while the solution of the grave parts of the education problem; and this I know to be in substance your opinion.
V
Endowed Schools
The same vigorous currents of national vitality that led to new endeavours for the education of the poor, had drawn men to consider the horrid chaos, the waste, and the abuses in the provision of education for the directing classes beyond the poor. Grave problems of more kinds than one came into view. The question, What is education? was nearly as hard to answer as the question of which we have seen so much, What is a church? The rival claims of old classical training and the acquisition of modern knowledge were matters of vivacious contest. What is the true place of classical learning in the human culture of our own age? Misused charitable trusts, and endowments perverted by the fluctuations of time, by lethargy, by selfishness, from the objects of pious founders, touched wakeful jealousies in the privileged sect, and called into action that adoration of [pg 312] the principle of property which insists upon applying all the rules of individual ownership to what rightfully belongs to the community. Local interests were very sensitive, and they were multitudinous. The battle was severely fought, and it extended over several years, while commission upon commission explored the issues.
In a highly interesting letter (1861) to Lord Lyttelton Mr. Gladstone set out at length his views upon the issue between ancient and modern, between literary training and scientific, between utilitarian education and liberal. The reader will find this letter in an appendix, as well as one to Sir Stafford Northcote.[195] While rationally conservative upon the true basis of attainments in “that small proportion of the youth of any country who are to become in the fullest sense educated men,” he is rationally liberal upon what the politics of the time made the burning question of the sacrosanctity of endowments. “It is our habit in this country,” he said, “to treat private interests with an extravagant tenderness. The truth is that all laxity and extravagance in dealing with what in a large sense is certainly public property, approximates more or less to dishonesty, or at the least lowers the moral tone of the persons concerned.”
The result of all this movement, of which it may perhaps be said that it was mainly inspired and guided by a few men of superior energy and social weight like Goldwin Smith, Temple, Jowett, Liddell, the active interest of the classes immediately concerned being hardly more than middling—was one of the best measures in the history of this government of good measures (1869). It dealt with many hundreds of schools, and with an annual income of nearly six hundred thousand pounds. As the Endowed Schools bill was one of the best measures of the government, so it was Mr. Forster's best piece of legislative work. That it strengthened the government can hardly be said; the path of the reformer is not rose-strewn.[196]
VI
University Tests
In one region Mr. Gladstone long lagged behind. He had done a fine stroke of national policy in releasing Oxford from some of her antique bonds in 1854;[197] but the principle of a free university was not yet admitted to his mind. In 1863 he wrote to the vice-chancellor how entirely the government concurred in the principle of restricting the governing body of the university and the colleges to the church. The following year he was willing to throw open the degree; but the right to sit in convocation he guarded by exacting a declaration of membership of the church of England.[198] In 1865 Mr. Goschen—then beginning to make a mark as one of the ablest of the new generation in parliament, combining the large views of liberal Oxford with the practical energy of the city of London, added to a strong fibre given him by nature—brought in a bill throwing open all lay degrees. Mr. Gladstone still stood out, conducting a brisk correspondence with dissenters. “The whole controversy,” he wrote to one of them, “is carried on aggressively, as if to disturb and not to settle. Abstract principles urged without stint or mercy provoke the counter-assertion of abstract principles in return. There is not power to carry Mr. Goschen's speech either in the cabinet, the parliament, or the country. Yet the change in the balance of parties effected by the elections will cast upon the liberal majority a serious responsibility. I would rather see Oxford level with the ground, than its religion regulated in the manner which would please Bishop Colenso.”
Year by year the struggle was renewed. Even after the Gladstone government was formed, Coleridge, the solicitor-general, was only allowed in a private capacity to introduce a bill removing the tests. When he had been two years at the head of administration, Mr. Gladstone warned Coleridge: “For me individually it would be beyond anything [pg 314] odious, I am almost tempted to say it would be impossible, after my long connection with Oxford, to go into a new controversy on the basis of what will be taken and alleged to be an absolute secularisation of the colleges; as well as a reversal of what was deliberately considered and sanctioned in the parliamentary legislation of 1854 and 1856. I incline to think that this work is work for others, not for me.”
It was not until 1871 that Mr. Gladstone consented to make the bill a government measure. It rapidly passed the Commons and was accepted by the Lords, but with amendments. Mr. Gladstone when he had once adopted a project never loitered; he now resolutely refused the changes proposed by the Lords, and when the time came and Lord Salisbury was for insisting on them, the peers declined by a handsome majority to carry the fight further. It is needless to add that the admission of dissenters to degrees and endowments did not injuriously affect a single object for which a national university exists. On the other hand, the mischiefs of ecclesiastical monopoly were long in disappearing.
VII
Opening Of Civil Service
We have already seen how warmly the project of introducing competition into the civil service had kindled Mr. Gladstone's enthusiasm in the days of the Crimean war.[199] Reform had made slow progress. The civil service commission had been appointed in 1855, but their examinations only tested the quality of candidates sent before them on nomination. In 1860 a system was set up of limited competition among three nominated candidates, who had first satisfied a preliminary test examination. This lasted until 1870. Lowe had reform much at heart. At the end of 1869, he appealed to the prime minister: “As I have so often tried in vain, will you bring the question of the civil service before the cabinet to-day? Something must be decided. We cannot keep matters in this discreditable state of abeyance. If the cabinet will not entertain the idea of open competition, might we not at any rate require a [pg 315] larger number of competitors for each vacancy? five or seven or ten?”
Resistance came from Lord Clarendon and, strange to say, from Mr. Bright. An ingenious suggestion of Mr. Gladstone's solved the difficulty. All branches of the civil service were to be thrown open where the minister at the head of the department approved. Lowe was ready to answer for all the departments over which he had any control,—the treasury, the board of works, audit office, national debt office, paymaster-general's office, inland revenue, customs and post-office. Mr. Cardwell, Mr. Childers, Mr. Goschen, and Lord de Grey were willing to do the same, and finally only Clarendon and the foreign office were left obdurate. It was true to say of this change that it placed the whole educated intellect of the country at the service and disposal of the state, that it stimulated the acquisition of knowledge, and that it rescued some of the most important duties in the life of the nation from the narrow class to whom they had hitherto been confided.