CANTELUPE.  Well now ... will you explain to me this project for endowing Education with your surplus?

TREBELL.  Putting Appropriation, the Buildings and the Representation question on one side for the moment?

CANTELUPE.  Candidly, I have yet to master your figures....

TREBELL.  The roughest figures so far.

CANTELUPE.  Still I have yet to master them on the first two points.

TREBELL. [Firmly premising.] We agree that this is not diverting church money to actually secular uses.

CANTELUPE. [As he peeps from under his eyelids.] I can conceive that it might not be.  You know that we hold Education to be a Church function.  But....

TREBELL.  Can you accept thoroughly now the secular solution for all Primary Schools?

CANTELUPE.  Haven’t we always preferred it to the undenominational?  Are there to be facilities for any of the teachers giving dogmatic instruction?

TREBELL.  I note your emphasis on any.  I think we can put the burden of that decision on local authorities.  Let us come to the question of Training Colleges for your teachers.  It’s on that I want to make my bargain.

CANTELUPE. [Alert and cautious.] You want to endow colleges?

TREBELL.  Heavily.

CANTELUPE.  Under public control?

TREBELL.  Church colleges under Church control.

CANTELUPE.  There’d be others?

TREBELL.  To preserve the necessary balance in the schools.

CANTELUPE.  Not founded with church money?

TREBELL.  Think of the grants in aid that will be released.  I must ask the Treasury for a further lump sum and with that there may be sufficient for secular colleges ... if you can agree with me upon the statutes of those over which you’d otherwise have free control.

      TREBELL is weighing his words.

CANTELUPE.  “You” meaning, for instance ... what authorities in the Church?

TREBELL.  Bishops, I suppose ... and others, [CANTELUPE permits himself to smile.] On that point I shall be weakness itself and ... may I suggest ... your seat in the cabinet will give you some control.

CANTELUPE.  Statutes?

TREBELL.  To be framed in the best interests of educational efficiency.

CANTELUPE. [Finding an opening.] I doubt if we agree upon the meaning to be attached to that term.

TREBELL. [Forcing the issue.] What meaning do you attach to it?

CANTELUPE. [Smiling again.] I have hardly a sympathetic listener.

TREBELL.  You have an unprejudiced one ... the best you can hope for.  I was not educated myself.  I learnt certain things that I desired to know ... from reading my first book—­Don Quixote it was—­to mastering Company Law.  You see, as a man without formulas either for education or religion, I am perhaps peculiarly fitted to settle the double question.  I have no grudges ... no revenge to take.