One of the worst moral evils that grow up in democratic countries is the excessive tendency to time-serving and popularity hunting, and the danger is all the greater because in a certain sense both of these things are a necessity and even a duty. Their moral quality depends mainly on their motive. The question to be asked is whether a politician is acting from personal or merely party objects or from honourable public ones. Every statesman must form in his own mind a conception whether a prevailing tendency is favourable or opposed to the real interests of the country. It will depend upon this judgment whether he will endeavour to accelerate or retard it; whether he will yield slowly or readily to its pressure, and there are cases in which, at all hazards of popularity and influence, he should inexorably oppose it. But in the long run, under free governments, political systems and measures must be adjusted to the wishes of the various sections of the people, and this adjustment is the great work of statesmanship. In judging a proposed measure a statesman must continually ask himself whether the country is ripe for it--whether its introduction, however desirable it might be, would not be premature, as public opinion is not yet prepared for it?--whether, even though it be a bad measure, it is not on the whole better to vote for it, as the nation manifestly desires it? The same kind of reasoning applies to the difficult question of education, and especially of religious education. Every one who is interested in the subject has his own conviction about the kind of education which is in itself the best for the people, and also the best for the Government to undertake. He may prefer that the State should confine itself to purely secular education, leaving all religious teaching to voluntary agencies; or he may approve of the kind of undenominational religious teaching of the English School Board; or he may be a strong partisan of one of the many forms of distinctly accentuated denominational education. But when he comes to act as a responsible legislator, he should feel that the question is not merely what _he_ considers the best, but also what the parents of the children most desire. It is true that the authority of parents is not absolutely recognised. The conviction that certain things are essential to the children, and to the well-being and vigour of the State, and the conviction that parents are often by no means the best judges of this, make legislators, on some important subjects, override the wishes of the parents. The severe restrictions imposed on child labour; the measure--unhappily now greatly relaxed--providing for children's vaccination; and the legislation protecting children from ill treatment by their parents, are illustrations, and the most extensive and far-reaching of all exceptions is education. After much misgiving, both parties in the State have arrived at the conclusion that it is essential