250 PETER GUTHRIE TAIT 



to the ordeal. One of the chief subjects on which he was examined was the Mandingo 

 language. The attempt proved unsuccessful; the student was "remitted" that is 

 the correct phrase; they are very dainty and delicate in their phrases in Yvetot. 

 Yet, as it happened, that youth had been for some years in an office in the capital 

 of Mandingo itself; and had acquired, not, indeed, a pedantic knowledge, but, what 

 is far better, a thorough working knowledge of the language ! He was remitted 

 because his examiner was unable to test that kind of knowledge. 



Again, the Professor had an old serving-man who desired Government employ- 

 ment as a door-porter and messenger. He had done that kind of work extremely 

 well for years in private houses. But even posts like these are never given by 

 Government (in Yvetot) except after examination. No one has yet found out how 

 to examine in the art of door-keeping, so the would-be porter had to be examined 

 in physical geography and continued fractions ! Of course he also was remitted, and 

 he died of shame a few days later. But (in Yvetot) all Government door-keepers 

 must know physical geography ! 



My friend the Professor has an almost morbid hatred of cram, and his Rfyetiteur 

 thinks with him. But one day there came to him an unfortunate man who had 

 been remitted in a Government examination, and who desired to try his fate once 

 more. There were but a few days before the awful tribunal of examiners was again 

 to meet. To teach the victim in the available time was impossible ; so my friend 

 thought that for once he would try whether the art of cramming comes by nature, 

 or has to be painfully acquired. The Rfye'titeur entered into the scheme with 

 hearty goodwill, and conducted the process. When the examination was over the 

 lately remitted one was almost at the head of the list. The Professor's only remark 

 was, " I should like to examine these examiners ! " 



To return to our own land. While the present state of things continues, the 

 universities have no option. They must give degrees, and in consequence they must 

 examine. With human beings, as with guns and girders, testing is a very delicate 

 process. You may double-shot your gun, or load your girder far beyond what it 

 will thenceforth be required to bear, and both may stand the test ; yet the very- 

 testing may have produced a flaw in the metal, some day to finish its career by 

 what will then be called (euphemistically, of course) a terrible accident. 



In presence of these painful realities, it is your duty, alike to the University 

 and to your fellow-men, to endeavour, as far as you have opportunity, to extend the 

 inestimable blessings and privileges of education. But, in doing so, never for a 

 moment forget what education really is. It is not Latin, nor Greek, nor philosophy, 

 whether natural or unnatural 1 . It is not even the three R's. These are indispensable 

 preliminaries to education, but preliminaries only. He who possesses them has been 

 taught; it does not at all follow that he has been educated. The confusion of 

 teaching with education is a common but monstrous fallacy. You may know Liddell 

 and Scott by heart without becoming Greek scholars. You may be able to differentiate, 



1 I remember that when Tail uttered these words with characteristic emphasis he turned 

 with triumphant glee toward his colleague, Campbell Fraser, professor of Logic and Metaphysics, 

 as much as to say, " I've got you this time there is no reply ! " 



