On the whole, we English people seem to be solving the national education question _more nostro_. We have got a system not quite symmetrical, not quite logical, not the perfect exponent of the crotchets of any particular school, but nevertheless one which has on the whole produced remarkable results, and seems to have in it sufficient powers of adaptation and development. Of late a new question has been opened--and an important one--namely, that of making elementary education entirely gratuitous. There is something to be said in favour of the proposal, and it is a pity that the merits of the question should have been somewhat obscured by the intolerable, but to some persons perhaps attractive, suggestion that the additional expenditure necessary for making education gratuitous should be supplied by the robbery of the Church, or (in politer phrase) by the appropriation to the purposes of education of the national property hitherto supplied to the support of religion. This cat can scarcely be said to have been let out of the bag, for her head was no sooner seen peeping out than the alarm created was dangerously great, and Puss was concealed again in a twinkling; _but she is inside the bag still_. A much less objectionable proposal was speedily made, namely, that the deficiency created by the remission of school-pence should be supplied by a Parliamentary grant. And this proposal, we presume, may be regarded as at present before the country. Looking upon the matter from a Chancellor of the Exchequer point of view, it is a serious thing to think of having to make an addition of about two millions to the annual national expenditure; and it may be observed that leading statesmen on both sides of politics may be found who are at present unconvinced. Doubtless an expenditure of two millions would not be grudged by the nation for any necessary purpose; but when the proposal is to substitute a payment of two millions by the Exchequer for the two millions paid in driblets by the persons most interested, for the most part gladly and with special provisions for preventing the payment pressing hardly upon the exceptionally poor, it may well be that many sensible persons will ask the question, _Cui bono_? Independently, however, of any fiscal considerations, it seems to us that there are weighty arguments against the proposal of a gratuitous education.