And yet it is impossible for any one among us to do otherwise than acquiesce in this vicious circle. Why? Just because no man can dissociate himself outright from the social organism of which he forms a component member. He can no more do so than the eye can dissociate itself from the heart and lungs, or than the legs can shake themselves free from the head and stomach. We have all to learn, and to let our boys learn, what authority decides for us. We can't give them a better education than the average, even if we know what it is and desire to impart it, because the better education, though abstractly more valuable, is now and here the inlet to nothing. Every door is barred with examinations, and opens but to the golden key of the crammer. Not what is of most real use and importance in life, but what "pays best" in examination, is the test of desirability. We are the victims of a system; and our only hope of redress is not by sporadic individual action but by concerted rebellion. We must cry out against the abuse till at last we are heard by dint of our much speaking. In a world so complex and so highly organised as ours, the individual can only do anything in the long run by influencing the mass--by securing the co-operation of many among his fellows. Meanwhile, I believe it is gradually becoming the fact that our girls, who till lately were so very ill-taught, are beginning to know more of what is really worth knowing than their public-school-bred brothers. For the public school still goes on with the system of teaching it has derived direct from the thirteenth century; while the girls' schools, having started fair and fresh, are beginning to assimilate certain newer ideas belonging to the seventeenth and even the eighteenth. In time they may conceivably come down to the more elementary notions of the present generation. Less hampered by professions and examinations than the boys, the girls are beginning to know something now, not indeed of the universe in which they live, its laws and its properties, but of literature and history, and the principal facts about human development. Yet all the time, the boys go on as ever with Musa, Musae, like so many parrots, and are turned out at last, in nine cases out of ten, with just enough smattering of Greek and Latin grammar to have acquired a life-long distaste for Horace and an inconquerable incapacity for understanding AEschylus. One year in Italy with their eyes open would be worth more than three at Oxford; and six months in the fields with a platyscopic lens would teach them strange things about the world around them that all the long terms at Harrow and Winchester have failed to discover to them. But that would involve some trouble to the teacher. What a misfortune it is that we should thus be compelled to let our boys' schooling interfere with their education! XVI. _THE POLITICAL PUPA._