RURAL EDUCATION 27 



The following extracts from their Reports are in- 

 structive and worth quoting.^ Mr. Jarman says (p. 29) : 



' I think the average child leaves school less 

 thoroughly prepared for the ordinary working person's 

 life. The exceptional child, keen to learn, is better 

 than he used to be, but the average child is more 

 superficially taught. There is a growing spirit of 

 indifference to School Work on the part of the 

 children." 



Mr. E. Roberts reports (p. 59) : — 



" There hardly exists a rural school which is not 

 surrounded by a rich variety of phenomena, growths, 

 and animated life, upon which children can bring their 

 powers of observation to bear with radiant pleasure 

 and delightful profit. These should be sought and 

 studied, and not the stereotyped and hide-bound 

 homilies, however eminent their authors and excellent 

 their contents." 



Mr. Hughes states (p. 64) : — 



" Finally there is one general remark that I should 

 like to make, and that is to emphasize what I have 

 already hinted at, as to the lack of growth of resource- 

 fulness in our pupils. Too often indeed pupils leave 

 school unable to do anything for themselves. . . . 

 There can be no doubt that our trained teachers are 

 apt to teach far too much, — the children are never 

 allowed to surmount an obstacle for themselves — they 

 are not allowed to think a matter out for themselves — 

 the food in front of them is arranged so scientifically, 

 it is so carefully sifted and chosen, that the mastication 

 becomes a most mechanical process. . . . Until we can 

 inscribe Power and not Knowledge as the aim of train- 

 ing we shall suffer from a bad system of education." 



^ General Report on Elementary Schools (Cd, 1 706-1 903). 



