790 TRANSACTIONS OF SECTION L. 



it through intellectual channels, and that those who acquire intellectual authority 

 will generally succeed in training the characters as well as the minds of their pupils. 



On the other hand, the master who is not up to the proper intellectual standard 

 will soon be found out by his cleverer pupils, and will lose influence, whatever 

 may be the charm of his character. 



The formation of character, ro far as it can be distinguished from intellectual 

 training, is largely worked out by the boys themselves in any public school in 

 which healthy tradition and a sound moral atmosphere are maintained, although it 

 is true that these traditions depend upon the character and personality of the 

 teachers. 



The educational value of the personal and intimate association with one and 

 the same teacher throughout the school or University career is officially recognised 

 in the tutorial system at Eton, Oxford, and Cambridge. It has generally led to 

 excellent results, provided that the tutor possesses the right qualities and that 

 pupil and tutor do not happen to be two incompatible personalities; but the 

 results may be well-nigh disastrous where there hippens to be antagonism 

 between the two, or where the tutor does not realise his opportunities and 

 responsibilities. I have known seme tutors who only excited a distaste for learn- 

 ing in their pupils, and others who entirely neglected or abused the high trust 

 which had been committed to them ; but far more. [ am glad to say. who have 

 not only exercised the most profound influence for good on their better and 

 cleverer pupils, but also inspired intellectual interest in the most unpromising of 

 them. Although such a tutorial system does not enter fully into the scheme of 

 other schools and Universities, and therefore a student does not usually remain 

 long under any one teacher, it must be within the experience of most persons to 

 have come for a time at least under the influence of a teacher who has inspired 

 real enthusiasm for learning and from whose lips the instruction, that might from 

 others have been a trial, has become an intellectual treat. 



It is given lo comparatively few to exert this powerful and subtle influence 

 in a high degree, for it. is a gift confined to a few rare natures. All the more 

 important is it, therefore, to ensure that an effective personal influence may 

 play Kn part in the intercourse between ordinary teachers and ordinary pupils in 

 the customary routine of school and University life. 



How, then, is the propel personal and sympathetic relation to be established 

 between teacher and pupil, so that the individuality of the ono may call out the 

 character and the effort of the other ? Those who enquire of their earliest school 

 reminiscences will probably recollect that the teachers who obtained a real hold 

 upon them did so by virtue of the power which they possessed of arousing their 

 intellectual interest. I would ask you for a moment to analyse the character of 

 this interest. 



In the young child I believe that it will be found to be mainly that of novelty : 

 v/ith him 'this way and that dividing the swift mind,' sustained thought, or 

 even sustained attention, has not yet become possible; the inquisitive and acquisi- 

 tive faculties are strong; and every new impression awakens the interest by its 

 novelty quite apart from its purpose. You have only to watch and see hew 

 impossible it is for a young child to keep its attention fixed even upon a game 

 such as cricket or football to realise how still more difficult it is to keep his 

 attention fixed xvpon an intellectual purpose. 



To quite young children, except to those who are unfortunately precocious, 

 even an impending examination is not a permanent object of anxiety. 



Now contrast the aimless interest which can be aroused in any young child's 

 mind by the pleasure of a new impression, a new activity, or a new idea, with that 

 which appeals, or should appeal, to the more matura intellect of an older student. 

 With him it is not enough that the impression or the idea should be new ; if it is 

 to arouse interest it must also direct his mind to a purpose. This is to him the 

 effective interest of his games or sport; in the game the desire to succeed or to 

 win is the animating purpose, just as the expectation of catching a fish is the 

 interest which keeps the angler's attention fixed for hours upon his line. In both 

 the desire is fostered by the imagination, which maintains a definite purpose before 

 the mind. 



It is sometimes forgotten that as he grows the pupil is no longer ' an infant 

 crying for the light,' but has become a man with ' splendid purpose in his eyes.' 



