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 Conservative began to see a danger in this plea that the community must see to the full development of all its children, and new phrases were invented. “Industrial efficiency” was the most plausible of these checks on education. The manual workers were to have their intellects awakened to the slight extent which was needed to make them better instruments of production, but no further: lest they should become dissatisfied with their position of inferiority and disturb our excellent industrial order. Educators, however, refused to be restrained by this kind of sociology. It was their business to develop the child’s intelligence, and they had a fine ambition to do it thoroughly. They built infant-schools, which took the tender young away from their mothers, to the great advantage of both. They found that large numbers of children were too poorly fed or too defective in body to receive real education, and they instituted drill and demanded cheap or free meals and medical inspection. They abolished the half-timer, and raised the age of compulsory attendance. They began to resent the idea that lessons from the Bible were a training of character. These developments have alarmed many. They begin to see that in the long-run these things will impose on the State the duty of developing the child’s whole being—body, mind, and character—before the boy or girl is allowed to enter the industrial world. We hesitate, as we do in face of all large and fully developed ideals, and look round for ways of escape.