The persons who agreed to the compromise did exactly what all sincere men who agree to compromise do. For the sake of the enormous advantage of giving the rudiments of a decent education to several generations of the people, they accepted what was practically an armistice in respect of certain matters about which the contending parties were absolutely irreconcilable.

To return to his activity on the School Board. His vigorous work as chairman of the committee appointed to frame an educational scheme was marked by great breadth of view. He desired the elementary schools to be linked at the one end with infant schools; at the other with continuation schools and some scheme for technical education. A perfect scheme would provide what he first called a ladder from the gutter to the university, whereby children of exceptional capacity might reach the places for which nature had fitted them. His sense of fitness would have welcomed even more warmly some system whereby the incompetent born into the higher strata of the social organism should be automatically graded down to the positions more appropriate to their wits and character. But this is an ideal only possible in Plato's State, where philosophers are kings and possess superhuman power of intuition.

Sincerity is sometimes impracticable. But here sincerity was combined with common-sense practicality, and even an opponent like Lord Shaftesbury was impelled to write in his journal:—"Professor Huxley has this definition of morality and religion: 'Teach a child what is wise: that is morality. Teach him what is wise and beautiful: that is religion!' Let no one henceforth despair of making things clear and of giving explanations!"

He did not, however, disguise his fundamental opposition to Ultramontanism, that intellectual and social imperium in imperio, with its basic hostility to the free scientific spirit. This he had already expressed in his "Scientific Education" (Coll. Ess., iii, 111), an address of 1869, and he repeated it towards the end of his service on the School Board when opposing a bye-law that the Board should pay over direct to denominational schools the fees for poor children—to schools, that is, outside the Board's control. He opposed it partly because it would assuredly lead to repeated contests on the Board; partly because it would give a handle to that party whose system, as set forth in the syllabus, of securing complete possession of the minds of their flock, was destructive of all that was highest in the nature of mankind and inconsistent with intellectual and political liberty.

The committee did excellent work in systematizing important matters and leaving minor arrangements to the local managers; in apportioning essential and discretionary subjects, and—what was of special interest to its chairman—the teaching of elementary geography and elementary social economy, and in particular the systematized object-lessons, embracing a course of elementary construction in physical science, and serving as an introduction to the courses for the examinations under the Science and Art Department. Science, as he declared, was assuming such a position alike in practical life and in thought that any one totally ignorant of it would be at a disadvantage in both spheres. Moreover, the proposed technical schools—for applied science, that is—must suffer if they had to deal with pupils who had no preliminary grounding in the principles of physical science. His early advocacy of music and drawing, not to produce artists, but to develop personality, also bore some fruit. The man of science, too, was found defending Latin as a discretionary subject, alternatively with a modern language. Latin was the gate to many things, and, apart from the question of overloading the curriculum, there was great danger if educational possibilities were not thrown open to all without restriction. There is no more frightful "sitting on the safety valve" than in denying men of ability the means of rising to the positions for which their talents and industry might qualify them.

As for the compulsory element in education and the justification for levying rates and taxes for what objectors called "educating other people's children," his answer was: "Every ignorant person tends to become a burden upon, and, so far, an infringer of the liberty of, his fellows, and an obstacle to their success. Under such circumstances an education rate is, in fact, a war tax, levied for purposes of defence."

In all this it was his attitude towards the child which deeply impressed his colleagues in whom child-sympathy was strongest. As the Rev. Benjamin Waugh put it, he was on the Board to establish schools for the children. He wanted to turn them into sound men and women, and resented the idea that schools were to train either congregations for churches or hands for factories. "What he sought to do for the child was for the child's sake, that it might live a fuller, truer, worthier life."

After fifteen months of service on the School Board superadded to the heavy strain of his ordinary work, his health broke down utterly, and he resigned. But after his retirement his successors found that their duty was "to put into practice the scheme of instruction which Huxley was mainly instrumental in settling. We were thus able indirectly to improve both the means and methods of teaching…. The most important developments and additions have been in the direction of educating the hand and eye…. Thus the impulse given by Huxley in the first months of the Board's existence has been carried forward by others." So wrote Dr. J. H. Gladstone in 1896. The tide of education has swelled since then and is still swelling, but its main direction is the same.

NOTE

As these pages are passing through the press, I note an appeal for money by the Religious Tract Society, which is running short of funds to keep up the number and quality of the 6-7,000 Bibles annually awarded as prizes to elementary school children. This advertisement fills more than half a column of the Times of March 25, 1920. It is headed in bold type, PROFESSOR HUXLEY ON THE BIBLE, and, opening with the words "All who value the teaching of the Holy Bible will appreciate this wonderful description of the Bible by Professor Huxley," proceeds to quote the eloquent passage, referred to above on p. 54, from "The School Boards, etc." (Coll. Ess., iii, 396).