here upon Mr. Roebuck's celebrated definition of happiness, on which I have so often commented: ’I look around me and ask what is the state of England? Is not every man able to say what he likes? I ask you whether the world over, or in past history, there is anything like it? Nothing. I pray that our unrivalled happiness may last.' This is the old story of our system of checks and every Englishman doing as he likes, which we have already seen to have been convenient enough so long as there were only the Barbarians and the Philistines to do what they liked, but to be getting inconvenient, and productive of anarchy, now that the Populace wants to do what it likes too.
But for all that, I will not at once dismiss this famous doctrine, but will first quote another passage from the Times, applying the doctrine to a matter of which we have just been speaking,—education. 'The difficulty here' (in providing a national system of education), says the Times, 'does not reside in any removable arrangements. It is inherent and native in the actual and inveterate state of things in this country. All these powers and personages, all these conflicting influences and varieties of character, exist, and have long existed among us; they are fighting it out, and will long continue to fight it out, without coming to that happy
