If we assume in our staff a general inclination towards freedom of opinion, everything becomes possible. A hundred questions of organisation arise, essentially practical questions, and more easily solved by concrete experiment than by literary methods. It may, however, be worthy while to glance at a few of these.
Masters will always be human; and political education must be so organised as to suggest in every way that the masters of divergent views are co-operating in a general scheme of political education such as no one of them alone could impart, not competing for the political allegiance of the boys. A school is not a bye-election in permanent session. Thus, though a controversial element is bound to come into political education, we would mitigate this element by not allowing any one form to go to more than one master for political work. The boy will pass from form to form, and thus the conservatism of a summer term will be tempered by the radicalism of the following winter. But these political compartments will not be particularly air-tight in any case. The house master will be a permanent influence, and when a keen-witted boy has just got out of the form of a sympathetic master, it is unlikely that they will altogether lose touch with one another.
At the top of the school, however, the controversial element should be more frankly accepted. We believe in the permanent institution of a voluntary _Politics Class_ in which the best boys will hear again the best of the masters who have taught them on their way up the school. Between such a _Politics Class_ and a really efficient school Debating Society it might be hard to draw a precise line. One would play into the hands of the other.
The "judicial" teacher, the man who from an Olympian elevation surveys the political strivings of past and present alike, and analyses, catalogues, and defines, creating all the while an impression of luminous impartiality, may, of course, do much good work. The present writer would be the last man to deny it when he remembers his own debt to a teacher of that kind. None the less, we believe that it is the other kind of teaching that is really needed in the schools of the well-to-do to-day.[2] The political problems of our time are of intense and terrible importance: on their solution this way or that depends the happiness or the misery of uncounted millions; and it is so largely on the way that the young of the privileged classes learn to look at them that their solution depends. "Judicial" teaching creates the impression that so long as you "know the case" for or against a policy, it does not matter whether you believe it, and as for acting upon it, or making sacrifices for it, there is no question of doing anything so "extreme." Education _must_ create enthusiasm.