But this impression of my wanting to found a colony was founded on page 23 of Letter V., and page 15 of Letter VIII. Read them over again now, altogether. If the help I plead for come, we will indeed try to make some small piece of English ground beautiful; and if sufficient help come, many such pieces of ground; and on those we will put cottage dwellings, and educate the labourers’ children in a certain manner. But that is not founding a colony. It is only agreeing to work on a given system. Any English gentleman who chooses to forbid the use of steam machinery—be it but over a few acres,—and to make the best of them he can by human labour, or who will secure a piece of his mountain ground from dog, gun, and excursion party, and let the wild flowers and wild birds live there in peace;—any English gentleman, I say, who will so command either of these things, is doing the utmost I would ask of him;—if, seeing the result of doing so much, he felt inclined to do more, field may add itself to field, cottage rise after cottage,—here and there the sky begin to open again above us, and the rivers to run pure. In a very little while, also, the general interest in education will assuredly discover that healthy habits, and not mechanical drawing nor church catechism, are the staple of it; and then, not in my model colony only, but as best it can be managed in any unmodelled place or way—girls will be taught to cook, boys to plough, and both to behave; and that with the heart,—which is the first piece of all the body that has to be instructed. A village clergyman, (an excellent farmer, and very kind friend of my earliest college days,) sent me last January a slip out of the ‘Daily Telegraph,’ written across in his own hand with the words “Advantage of Education.” The slip described the eloquence and dexterity in falsehood of the Parisian Communist prisoners on their trial for the murder of the hostages. But I would fain ask my old friend to tell me himself whether he thinks instruction in the art of false eloquence should indeed receive from any minister of Christ the title of ‘education’ at all; and how far display of eloquence, instead of instruction in behaviour, has become the function, too commonly, of these ministers themselves. I was asked by one of my Oxford pupils the other day why I had never said any serious word of what it might seem best for clergymen to do in a time of so great doubt and division.