e in recent years of the term "national
education." The leaders of both parties have discussed the subject as
though any system of schools maintained at the public expense formed a
system of national education. But the diffusion of instruction is not
education, and the fact that it is carried on at the public expense does
not make it national. Education is training the child for his life to
come, and his life's value consists in the work which he will do.
National education means bringing up every boy and girl to do his or her
part of the nation's work. A child who is going to do nothing will be of
no use to his country, and a bringing up that leaves him prepared to do
nothing is not an education but a perversion. A British national
education ought to make every man a good workman, every man a gentleman,
every man a servant of his country.

My contention, then, is that this British nation has to perform certain
specific tasks, and that in order to be able to do her work she must
insist that her people--every man, woman, and child--exist not for
themselves but for her. This is the principle of duty. It gives a
standard of personal value, for evidently a man's use to his country
consists in what he does for it, not in what he gets or has for himself,
which, from the national point of view, is of no account except so far
as it either enables him to carry on the work for which he is best
suited or can be applied for the nation's benefit.

How then in practice can the principle of duty be brought into our
national and our individual life? I think that the right way is that we
should join in doing those things which are evidently needed, and should
postpone other things about the necessity of which there may be
disagreement. I shall devote the rest of this volume to considering how
the nation is to prepare itself for the first duty laid upon it, that of
assuring its security and so making good its position as a member of the
European community. But before pursuing that inquiry I must reiterate
once more the principle which it is my main purpose to set before my
countrymen.

The conception of the Nation is the clue to the solution of all the
problems with which the people of Great Britain are confronted. They are
those of foreign and imperial policy, of defence national and imperial,
of education and of social life.

Foreign and imperial policy include all affairs external to Great
Britain, the relations of Great Britain t