efficient in quantity and poor in quality.

Lastly, Mill lays down that in the matter of education the intervention
of Government is necessary, because neither the interest nor the
judgment of the consumer is a sufficient security for the goodness of
the commodity.

But at the same time he strenuously insists that there should be no
monopoly of education by the State. It is not desirable, he declares,
that a government should have complete control over the education of the
people. To possess such a control and actually to exert it would be
despotic. The State may, however, require that all its people shall have
received a certain measure of education, but it may not prescribe from
whom or where they may obtain it.

At the present day, and under the changed economic conditions which now
prevail, it can no longer be asserted that the imparting of the mere
elements of knowledge is adequate either to secure the future social
efficiency of the children of the lower classes of society or that such
a modicum of instruction as is provided by our Elementary Schools is
sufficient to protect the community from the ignorance of its ill
educated and badly trained members. The "hooliganism" of many of our
large cities is due to our system of half educating, half training the
children of the slums, of laying too much stress on the acquisition of
certain mechanical arts in our Primary Schools and in conceiving them as
ends in themselves. Further, our system of primary education fails on
its moral side, and this in two ways. It seems unaware of the fact that
all moral education is an endeavour to implant in the minds of the young
desires that shall impel them hereafter to good rather than to evil, and
that this end can only be attained in so far as the natural instinctive
tendencies of the child's nature which make for good are cultivated and
trained, and in so far as those other instinctive tendencies which make
for social destruction are inhibited by having their character altered
so as to be directed into channels which make for the social welfare. In
the second place, we leave off the education of the children at too
early an age. We hand over the children of the poorer classes during the
most critical period of their lives to the influences of the streets and
of the bad home, counteracted only by the efforts of the slum visitor or
the missionary. After furnishing them with the mere instruments of
knowledge, we entrust either to t