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192 People and Education for Human Rights knew it only by its title and function, nothing could be imagined more venerable and that any enquirer, subdued by the image of virtue and wisdom of a whole people collected into focus, would hesitate to condemn even things of the worst aspect. He also diagnosed why men were as they were: "But no name, no power, no function, no artificial institution whatsoever, can make the men of whom any system of authority is composed, any other than God, and nature, and education, and their habits of life have made them ... After I had read over the list of the persons and descriptions elected into the Tiers Etat, nothing which they afterwards did could appear astonishing ... " 4 Sounding a little like certain English barristers who in 1988 had an apocalyptic vision of the consequences of reorganising the legal profession, Burke lamented: "Judge, Sir, of my surprize, when I found that a very great proportion of the Assembly (a majority I believe, of the members who attended) was composed of practitioners of the law. It was composed not of distinguished magistrates, who had given pledges to their country of their science, prudence, and integrity; not of leading advocates, the glory of the bar; not of renowned professors in universities;—but for the far greater part, as it must in such a number, of the inferior, unlearned, mechanical, merely instrumental members of the profession. There were distinguished exceptions; but the general composition was of obscure provincial advocates, of stewards of petty local jurisdictions, country attornies, notaries, and the whole train of the ministers of municipal litigation, the fomenters and conductors of the petty war of village vexation. From the moment I read the list I saw
Education in Citizenship 193 distinctly, and very nearly as it happened, all that was to follow." 5 Burke's eloquence, despite his lack of love for the lower orders of the legal profession, is rather more persuasive than the ugly jargon of "socialisation" in explaining that men's attitudes and capacities are culturally acquired in the course of family life, school life, social relations, the worlds of work and of political life. Habit, instruction, the moral environment in which we live, the ideas, beliefs, illusions, and prejudices which we encounter—and these are different for different societies at different times—leave us with a set of value-dispositions or beliefs and capacities to reason and to act. From earliest life in the family, throughout preschool education and schooling, thoughts and capacities are being acquired. Pre-school education is the most important shaping factor from which not all benefit equally. The latest year for which reliable statistics were available was 1984 when 45.3 per cent, of children aged three or four were in various forms of school, with a similar percentage for pupils aged between two and four being in maintained or registered day-care places or with registered child minders. People spend a minimum of 11 years of their lives in formal education. For those who enjoy the benefits of pre-school education and tertiary education about 25 per cent, of their lives is likely to be spent being formally trained. Education, Television and the Press Talking about young children leads me into a controversial area, with which a society used to traditions of free speech has been reluctant to grapple. Those attempts
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THE AMLY LECTURES Forty-second seri
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THE HAMLYN LECTURES FORTY-SECOND SE
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THE UNITED KINGDOM AND HUMAN RIGHTS
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CONTENTS The Hamlyn Lectures vii Th
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viii The Hamlyn Lectures 1959 Judge
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x The Hamlyn Lectures 1985 Law and
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xii The Hamlyn Trust London, Leeds,
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xiv The Hamlyn Legacy Torquay. Will
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xvi The Hamlyn Legacy grandfather.
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xviii The Hamlyn Legacy realising a
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xx The Hamlyn Legacy and imaginativ
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2 The United Kingdom and Human Righ
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10 The United Kingdom and Human Rig
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2. Human Rights, Values, Choice and
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52 Human Rights, Values and Choice
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3. Constitutions, Values and Civil
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108 Values and Civil and Political
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Protection of the Public— A New C
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