The old Liberal principle of equality between sects, implied in the Irish Church Act, was expressed more simply in an Act of 1871, which abolished all theological tests for professors, fellows, tutors, and scholars of Oxford and Cambridge, except in the Theological Faculties. The exception was a characteristic revelation of Mr. Gladstone's influence. If absolute freedom of religious thinking is required more in one place than in another, it is in a school of divinity. But the Churchman was still involved in the Liberal Prime Minister, and the theological honours and offices were left to the dominant creed. The exception was not of much general importance, and the Act removed the principal disabilities which had fettered the mind of the Universities no less than they had hindered the education of Nonconformists. This Act was passed with little opposition, even from the Lords. The great conflict of religious principle took place over the Education Act, which, like most of its predecessors and successors, might have been more aptly styled the "Religious Difficulty in Schools Act." The problem was not educational at all. A substantial majority of all parties would have agreed upon a scheme of national secular education in a few hours. But the course of events had determined that the children's minds should appear less important to Parliament than their souls. A logical Liberal, faced with the task of establishing a national system of education, could take only the course which was {243} advocated by the Birmingham League. That was to make education free, compulsory, and secular. No one should pay for education except as a taxpayer, all should be compelled to send their children to school, and no form of religious opinion should be taught. This would have secured all the benefits of secular learning and discipline, without compelling the member of one sect to contribute to the propagation of the opinions of another, and without compelling a child to be instructed in opinions which were obnoxious to its parents. But it was impossible for logic to have its way. Schools had been established in some districts for many years. The majority taught the doctrines of the Establishment. Others were Wesleyan, others Unitarian, others Catholic, others Jewish. Most of these had already enjoyed State aid, though they had been built by voluntary subscription. It was impossible to ignore their existence. It was impossible also to ignore the fact that the majority of the English people, in a rough and ready way, desired that some sort of religion should be taught in the schools. There was no way out except in a compromise, and the difficulty thus acknowledged has never yet been removed. State aid was given to sectarian schools as well as Board Schools, and by the since famous Cowper Temple clause it was provided that no distinctive religious formulary should be taught in a Board School. This was not pure Liberalism. Nonconformists might object, as