SIR,—The very term "privilege in education" implies an astonishing fact.
There exist in this country two educational systems: one, very , much the greater in size, with the intellectual talent of over ninety per cent. of the nation's children available to it, and backed by the immense financial and legislative resources of the State; the other, often inadequately endowed, always with a limited intake, and at the best of times able to do little more than balance its budget. Yet the pupil under the second system is described, rightly, as " privileged." in particular, he is privileged because his teachers are, on the whole, better than those at State schools: and he is likely to get these teachers because the private schools offer, and the State schools do not, salaries in some measure commensurate with the abilities of the holder of an Honours degree.
It is now suggested that a government which will not pay to have children properly educated, should forbid parents to try to improve on its facilities. A monopoly is to be established in the teaching pro- fession, and teachers must either accept the Government's pay, or find another job. Thus a problem originating in meanness is as meanly resolved: and the most successful part of an unsatisfactory national educational system is to be done away with. Whatever cause this grotesque and unlovely manceuvre serves, it is not that of learning.—
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