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R. H. Tawney

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The full comedy of the situation was revealed in 1900, when, nearly a century after France and Germany had laid the foundations of a public system of secondary education, the Court of Appeal virtually decided that there was no Public Authority in England with legal power to establish and maintain secondary schools.

 
R. H. Tawney

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It is still possible for the largest education authority in the country to propose to erect inequality of educational opportunity into a principle of public policy by solemnly suggesting, with much parade of philosophical arguments, that the interests of the community require that the children of well-to-do parents, who pay fees, should be admitted to public secondary schools on easier intellectual terms than the children of poor parents who can enter them only with free places, and that the children who are so contemptible as to be unable to afford secondary education without assistance in the form of maintenance allowances shall not be admitted unless they reach a higher intellectual standard still!

 
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England has not yet imitated the example set by America and by most of the British Dominions in making public secondary education free.

 
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Apart from the children of the well-to-do, who receive secondary education almost as a matter of course, and whose parents appear usually, though quite mistakenly, to believe that they pay the whole cost of it, secondary education is still commonly regarded as a "privilege" to be conceded only to the exceptionally brilliant or fortunate.

 
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We set up government by consent of the governed, and the Bill of Rights denies those in power any legal opportunity to coerce that consent. Authority here is to be controlled by public opinion, not public opinion by authority.

 
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It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant of almost every branch of useful knowledge; and at these latter establishments … classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition.

 
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