s
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 o