In considering the ethics and politics of this interference, we must not be bluffed or blinded by critics who fasten on the palpable dishonesty of many practices of the gospel of “the dignity of labour” and “the mission of civilisation.” The real issue is whether, and under what circumstances, it is justifiable for Western nations to use compulsory government for the control and education in the arts of industrial and political civilisation of the inhabitants of tropical countries and other so-called lower races. Because Rhodesian mine-owners or Cuban sugar-growers stimulate the British or American Government to Imperialism by parading motives and results which do not really concern them, it does not follow that these motives under proper guidance are unsound, or that the results are undesirable.
There is nothing unworthy, quite the contrary, in the notion that nations which, through a more stimulative environment, have advanced further in certain arts of industry, politics, or morals, should communicate these to nations which from their circumstances were more backward, so as to aid them in developing alike the material resources of their land and the human resources of their people. Nor is it clear that in this work some “inducement, stimulus, or pressure” (to quote a well-known phrase), or in a single word, “compulsion,” is wholly illegitimate. Force is itself no remedy, coercion is not education, but it may be a prior condition to the operation of educative forces. Those, at any rate, who assign any place to force in the education or the political government of individuals in a nation can hardly deny that the same instrument may find a place in the civilisation of backward by progressive nations.
Assuming that the arts of “progress,” or some of them, are communicable, a fact which is hardly disputable, there can be no inherent natural right in a nation to refuse that measure of compulsory education which shall raise it from childhood to manhood in the order of nationalities. The analogy furnished by the education of a child is primâ facie a sound one, and is not invalidated by the dangerous abuses to which it is exposed in practice.