98/John Stuart Mill
Unless, indeed, when society in general is in so backward a state that it
could not or would not provide for itself any proper institutions of edu-
cation unless the government undertook the task: then, indeed, the gov-
ernment may, as the less of two great evils, take upon itself the business
of schools and universities, as it may that of joint stock companies,
when private enterprise, in a shape fitted for undertaking great works of
industry, does not exist in the country. But in general, if the country
contains a sufficient number of persons qualified to provide education
under government auspices, the same persons would be able and willing
to give an equally good education on the voluntary principle, under the
assurance of remuneration afforded by a law rendering education com-
pulsory, combined with State aid to those unable to defray the expense.
The instrument for enforcing the law could be no other than public
examinations, extending to all children, and beginning at an early age.
An age might be fixed at which every child must be examined, to ascer-
tain if he (or she) is able to read. If a child proves unable, the father,
unless he has some sufficient ground of excuse, might be subjected to a
moderate fine, to be worked out, if necessary, by his labour, and the
child might be put to school at his expense. Once in every year the
examination should be renewed, with a gradually extending range of
subjects, so as to make the universal acquisition, and what is more,
retention, of a certain minimum of general knowledge virtually compul-
sory. Beyond that minimum there should be voluntary examinations on
all subjects, at which all who come up to a certain standard of profi-
ciency might claim a certificate. To prevent the State from exercising,
through these arrangements, an improper influence over opinion, the
knowledge required for passing an examination (beyond the merely in-
strumental parts of knowledge, such as languages and their use) should,
even in the higher classes of examinations, be confined to facts and
positive science exclusively. The examinations on religion, politics, or
other disputed topics, should not turn on the truth or falsehood of opin-
ions, but on the matter of fact that such and such an opinion is held, on
such grounds, by such authors, or schools, or churches.
Under this system, the rising generation would be no worse off in
regard to all disputed truths than they are at present; they would be
brought up either churchmen or dissenters as they now are, the State
merely taking care that they should be instructed churchmen, or instructed
dissenters. There would be nothing to hinder them from being taught
religion, if their parents chose, at the same schools where they were