352 SCIENCE PROGRESS. 



But what have the Polytechnics done ? To what extent 

 have they made a clean beginning in all subjects ; and to 

 what extent have they been suborned to worship at the 

 examination shrine to earn the unholy money bribe called 

 payment on results ? 



I am told that the latter course is adopted in some cases, 

 not because it is felt to be the right one, but because it 

 would not do for Polytechnic B to appear behind Polytech- 

 nic A in regard to the number of certificates gained — 

 Governors might object! Unfortunately we know that 

 such arguments are held, that quantity counts for more than 

 quality. The English manufacturer can appreciate a big 

 order, but will not undertake to carry out a small one ; and 

 here the foreigner steps in and having made a beginning 

 gradually improves his position until finally he is left in 

 practical possession of the field. Perhaps if we attended 

 more to quality in education there would soon be a large 

 increase in its quantity. A large proportion of those who 

 at present come forward to be prepared belong to Professor 

 Herkomer's great class of those who ought not to be taught 

 at all. Among these are the certificate hunters brought 

 into existence by School Boards and other authorities. 

 There is more than sufficient work to be done among those 

 who are deserving and capable. 



To quote Professor Herkomer : "No system could act 

 more perniciously on the morals than payment on results. 

 A few schools have through their strong masters, and in 

 some cases, strong local help, shaken off all the trammels of 

 danger. The fact is, it has all grown into an unwieldy 

 piece of machinery with all the deadening effect of imper- 

 sonality in the teaching. The whole system, when it is not 

 practically upset by a strong and independent master, is 

 lifeless, humdrum, and above all soul-deadening. It is 

 the despair of the masters and the disappointment of the 

 brighter pupils." To all which, I say, Amen ! 



The system was established at a time when the many 

 schools to which I have referred were unknown, and it was 

 largely because the desired result was not obtained under 

 the system that these new schools became necessary and 



