786 PROCEEDINGS OF SECTION J. 
his pupils to do without him. Oral teaching, of which there 
was far too little 50 years ago, is in danger of being carried 
too far, and lessons are degenerating into lectures. As a 
result, the pupils tend to become mere parasites, feeding on 
the brains of others, and lack that mental discipline which 
comes of grinding away at a subject until they have 
mastered it and made it their own. Education, properly 
regarded, is both a science and an art. A science because 
it is dependent upon a systematised set of valid principles, 
dnd an art because it contains general directions as to how 
to do things. But the science of education does not stand 
alone; if it did, it would be unique, and concern nothing 
else in the world. All sciences are connected more or less 
closely with one another, and the science of education, deal- 
ing as it does with the formation of men’s characters, and 
general moral, mental, and physical well-being, is intimately 
allied to all those sciences concerned with the life of man- 
kind. It is related, for example, to (1) Physiology, 7.e., the 
connection of mind and body; (2) to Ethics, the science of 
men’s actions and motives, telling man what he should aim 
at being; (3) to Psychology, wherein we learn how man 
thinks, feels, reasons, and desires. Then, since man is gre- 
garious, there is his social life to consider ; and the science of 
education appeals to such sciences as Sociology, History, and 
Politics. The question of proper food for the mind has to 
be considered and discussed, and the science regulating this 
is that of Logic, which deals with systematised instruction 
and correct thinking. From this brief summary, it is evi- 
dent that the mental equipment of a good teacher is, to say 
the least, not inferior to that required to produce a good 
doctor or lawyer. 
Opinions have differed, and still differ, as to the aim of 
education; but all true educationalists will agree that the 
noblest aim a teacher can set before him is the harmonious 
development of his pupils (morally, mentally, and physically) 
to the highest perfection possible. Every man’s duty is, 
primarily, to live in character as well as in body; and it is 
partly in the proper cultivation of the character that man 
is to be raised above the brute creation. It is really only 
the cultured man who can be said to live. The end of 
education, then, is to form a good character. This implies— 
(1) The will bent on doing good. 
(2) The knowledge of what is right. 
It implies the power to think properly, and decide rightly. 
A teacher who insists on lessons being well learnt is training 
