252 
NATURE 
[OcToBER 23, 1913 
pulsory further education appear to think that all 
men are on an equality as regards mental equipment. 
Democracy in its control of education counts noses 
rather than brains, I observe, for example, that 
the education committees, on which I have, or have 
had, the honour of serving, are unwilling to continue 
those higher technical classes in science in which the 
numbers are necessarily small. A class of four in 
higher mathematics will probably be discontinued, 
whereas a class of one hundred in shorthand will be 
regarded as a highly successful achievement. 
Such education committees, however, are only 
carrying out what is apparently the policy of those 
sitting in the seats of authority. A nation which 
expends but four millions for the encouragement of 
higher education and research and thirty millions on 
the rudiments cannot be said to lend that recognition, 
assistance, and encouragement to the best brains of 
the country which is the one form of educational 
outlay which is certain to bring, as Mr. Wells has 
truly indicated, not only the best return industrially, 
but also an immunity from invasion otherwise un- 
obtainable. 
It is possible that the views taken by Mr. Dixon and 
the employers and business men whose opinions I 
have attempted to gather are unduly pessimistic. I 
have, therefore, turned naturally to the teachers, with 
many of whom I am brought into contact. 
I find, on the whole, much the same spirit of 
pessimism prevailing. I can only recollect one gentle- 
man—a teacher of long experience and high standing 
—who takes a brighter view of the position. Ac- 
cording to him, the children leave our schools better 
instructed, more intelligent, and better mannered than 
was the case some twenty years ago. 
It is true that teachers as a body agree that there 
has been one real advance—viz., the abolition of the 
system of payment by results—but many of them 
admit that during the past ten years progress, if any, 
has been slight. They plead in extenuation that the 
large size of the classes is in itself a barrier to real 
efficiency, and that the teacher is so fettered by 
regulations, so bothered by the fads of individual 
inspectors, that we ought to be gratified, rather than 
disappointed, by the results achieved. It is a signi- 
ficant fact that the supply of teachers for our primary 
schools is diminishing, and that, as a necessary con- 
sequence, the proportion of fully trained and qualified 
teachers, although increasing, is unduly small. The 
attractions of the profession are undoubtedly in- 
sufficient. When we consider the meagre salaries, 
the slow, very slow, promotion, the few prizes and 
the slight social recognition, it is a surprising fact 
that so many able men and women are prepared to 
accept the lot of teachers in our primary schools. 
The teaching profession, if profession it can rightly 
be termed, compares unfavourably with the so-called 
learned professions. It is noticeable that but few of 
our primary school teachers are prominent in civic 
affairs. Their representation on education com- 
mittees, for example, is quite inadequate; during the 
discharge of their duties they are unable to mix with 
their fellow-citizens, and thus gain experience in the 
same manner as the clergyman, the doctor, or the 
solicitor. The regulations practically forbid participa- 
tion in public life, and the teachers’ activities are 
regarded as bounded by the walls of the schoolroom. 
If the results of our educational system are dis- 
appointing, it is not for us to throw the blame on 
the teachers. Until we learn that satisfactory results 
can be obtained only when the life and emoluments 
of the schoolmaster are such as to offer avenues to 
distinction comparable with those of the learned profes- 
sions, we cannot hope to attract into what should be, 
NO. 2295, VOL. 92] 
after all, the most important of all professions, the 
best brains and energies of the community.* 
Undoubtedly, however, we have made advances 
within the last generation. Our outlook is different, 
but we are expecting higher achievement without 
affording that inducement which entitles us to demand 
it. Our industrial needs have impressed upon us the 
necessity of a wider view of the meaning of the word 
“education."” We are slowly learning that we should 
aim at the awakening of the intelligence, rather than 
at the mere imparting of knowledge by what I might 
term force-pump methods. Forcible feeding is not 
proving a success either physically or mentally. 
Some fifty years ago a leading name in the educa- 
tional world was that of Todhunter—a name which | 
admit was regarded with terror rather than affection 
by many of us in our school days. As a correction 
to pessimism I venture to inflict upon you the fol- 
lowing extract from -Todhunter’s ‘Conflict of 
Studies,”’ published in 1873 :— 
“It may be said that the fact makes a stronger 
impression on the boy through the medium of his 
sight, that he believes it more confidently. I say that 
this ought not to be the case. If he does not believe 
the statement of his teacher—probably a clergyman 
of mature knowledge, recognised ability, and blame- 
less character—his suspicion is irrational and mani- 
fests a want of the power of appreciating evidence, a 
want fatal to his success in that branch of science he 
is supposed to be cultivating.” : 
I take a singular pleasure in this extract. In times 
of depression it serves as a tonic and drives one to the 
conclusion that, after all, our progress, however slow, 
is real, although I have an impression that the Tod- 
hunter school is not entirely extinct. 
So far, the only result of my inquiries has been the 
discovery, if discovery it was, that dissatisfaction with 
our present system was the prevailing sentiment. 
decided, therefore, to take the somewhat bold step 
of endeavouring to ascertain the attitude of those who 
have most to do with the administration thereof. T 
ventured to send to all the directors of education in 
England and Wales a series of questions, the answers 
to which I hoped might throw light on the matter. 
In order to elicit, if possible, free expression of opinion 
I stated that their replies would in general be used 
only for statistical purposes, and in no case would 
indication be given of the authority with which the 
writer was concerned. 
I take this opportunity of most sincerely thanking 
the many directors who have been so good as to assist 
me in this inquiry. No fewer than 121 of these 
gentlemen have undertaken the task of returning 
replies, and when I reflect upon the extent to which 
their energies are employed in compiling returns for 
their various authorities and for the Board of Educa- 
tion, I realise my temerity in thus adding to their 
labours. 
In analysing the replies it has been necessary to 
divide them into the following classes, viz.: (1) 
Counties, (2) county boroughs, and (3) boroughs and 
urban districts, as the conditions in these areas, under 
the Act of 1902, differ considerably. 
We must remember that as the directors of educa- 
tion have to work the machinery, they are perhaps in 
a better position than any others to form a judgment 
as to excellences and defects. True, they look on 
the matter through official spectacles, which are 
always more or less tinted, and they may, like many 
owners of motor-cars, have a tendency to hide im- 
perfections. 
_} It appears that our average expenditure per child per working week 
(including interest on buildings, &c.) is about 1s. 8d. Perhaps we are getting 
in return as much as we deserve at the price. 
i i ee eee 
