widely understood, of any realisation of what would have to be done and
where it would have to be done, and of any attempts to create an
instrument for that novel unprecedented undertaking, I discover no
trace.

In my capacity of devil's advocate pleading against national
over-confidence, I might go on to the quality of our social and
political movements. One hears nowadays a vast amount of chatter about
efficiency--that magic word--and social organisation, and there is no
doubt a huge expenditure of energy upon these things and a widespread
desire to rush about and make showy and startling changes. But it does
not follow that this involves progress if the enterprise itself is dully
conceived and most of it does seem to me to be dully conceived. In the
absence of penetrating criticism, any impudent industrious person may
set up as an "expert," organise and direct the confused good intentions
at large, and muddle disastrously with the problem in hand. The "expert"
quack and the bureaucratic intriguer increase and multiply in a
dull-minded, uncritical, strenuous period as disease germs multiply in
darkness and heat.

I find the same doubts of our quality assail me when I turn to the
supreme business of education. It is true we all seem alive nowadays to
the need of education, are all prepared for more expenditure upon it and
more, but it does not follow necessarily in a period of stagnating
imagination that we shall get what we pay for. The other day I
discovered my little boy doing a subtraction sum, and I found he was
doing it in a slower, clumsier, less businesslike way than the one I was
taught in an old-fashioned "Commercial Academy" thirty odd years ago.
The educational "expert," it seems, has been at work substituting a bad
method for a good one in our schools because it is easier of exposition.