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 the poor we have always had with us, but this misery and discontent was divided and scattered. It became inaudible.

In the earlier period the common people had had an idea to crystallize upon, the idea of Christian communism. They had found an educated leadership in the dissentient priests and doctors of the Wycliffe type. As the movement for a revival in Christianity spent its force, as Lutheranism fell back for leadership from Jesus upon the Protestant Princes, this contact and reaction of the fresher minds of the educated class upon the illiterate mass was interrupted. However numerous a downtrodden class may be, and however extreme its miseries, it will never be able to make an effective protest until it achieves solidarity by the development of some common general idea. Educated men and men of ideas are more necessary to a popular political movement than to any other political process. A monarchy learns by ruling, and an oligarchy of any type has the education of affairs; but the common man, the peasant or toiler, has no experience in large matters, and can exist politically only through the services, devotion, and guidance of educated men. The Reformation, the Reformation that succeeded, the Reformation that is of the Princes, by breaking up educational facilities, largely destroyed the poor scholar and priest class whose persuasion of the crowd had rendered the Reformation possible.

The Princes of the Protestant countries when they seized upon the national churches early apprehended the necessity of gripping the universities also. Their idea of education was the idea of capturing young clever people for the service of their betters. Beyond that they were disposed to regard education as a mischievous thing. The only way to an education, therefore, for a poor man was through patronage. Of course there was a parade of encouragement towards learning in all the Grand Monarchies, a setting up of Academies and Royal Societies, but these benefited only a small class of subservient scholars. The church also had learnt to distrust the educated poor man. In the great aristocratic "crowned republic" of Britain there was the same shrinkage of educational opportunity. "Both the ancient universities," says Hammond, in his account of the eighteenth century, "were the universities of the rich. There is a passage in Macaulay describing