REFORMS IN THE TEACHING OF ELECTRICITY 535 



processes. Such text-books and apparatus are of value to the 

 older student but do not appeal to the immature boy. His mind 

 works inductively and he is interested in and treats with respect 

 instruments which he knows are made for use and not merely for 

 getting him through examinations. 



It is true that the suggested changes in the course lead to a 

 more directly utilitarian result but they are recommended not 

 on those grounds but in the firm belief that they are more 

 educational. We are apt to think that our duty as teachers is 

 to turn out a finished product but it is a higher aim to turn out 

 men who will never cease to improve. We are more likely to 

 achieve this aim if we refuse the easy alternative of creating a 

 special world wherein to develop our logical and abstract 

 courses and accept the more difficult task of employing the 

 conditions of real life as the medium of education. 



It is of course easy to press a theory of this kind too far 

 and difficult to reduce it to practicable working details ; it is 

 hoped that the constructive proposals here put forward will not 

 be found either extreme or unworkable. 



