Endowed public schools (Great Britain); Political science -- Study and teaching
Our account of the collapse of our experiment has to be written, as the
reader will easily understand, with a good deal of reserve. "The rise"
was the work of ourselves and our pupils. "The collapse" was the work of
others. It is not a question of "Dora"; it is not a question of the
common law of libel; there are certain older laws of courtesy and
forbearance which we would fain observe, for he who has not learnt to
observe these has hardly made a beginning with political education. So
let it be said to begin with that no one was to blame. Things followed
their predestined course, and every actor in the drama played the part
that was natural and proper to him. It was natural that the movement
should be destroyed by masters as that its success should be made by
boys. If any one is to blame it is ourselves. It was we who chose to
pour new wine into old bottles--the preference for old bottles is
explained in Chapter VI.--and when the custodians of the bottles awoke to
the fact and hastily poured the wine out again, fearing disaster, they
certainly thought they were acting for the best. Needless to say, we
have often discussed the question whether, had the movement run on other
lines, had we been content with rather less to begin with, had we
considered principle rather less and prudence rather more, had we added
the _role_ of diplomatist to the _role_ of missionary, had we hardened
our hearts against some of the best boys in order to soften the hearts of
some of the more tractable masters--had we done all these things, could
we have postponed or even permanently escaped the collapse? On the
whole, we come to the conclusion that, much as we regret many plain
mistakes of detail, in the main it is best that the bold course was
taken, We rode boldly, and, in the last months, we had to ride for a
fall. An experiment has been made by frontal attack, and with the
slenderest of resources. Now that all that is over, the time has come to
begin the slow and circuitous approach toward political education as a
normal institution.
Public-domain text, read in full here on John Shaqi.
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