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decision of those who are best able to judge. I think it highly probable that 

 there should be a considerable alteration of curriculum at the critical age. But, 

 if a break and change of subject are required at this age, I believe that a yet 

 more complete change is required at the later stage when the boy goes to the 

 University, and that school methods should then be entirely replaced by Univer- 

 sity methods — not because there is then a natural change in the mental powers 

 of the student, but because it is the obvious stage at which to make the change 

 if we are to abandon preparatory training at all. Should it be proposed that the 

 change ought to be made at sixteen, and that after that age something of the 

 nature of University methods should be gradually introduced, my fear is that 

 this would only lead to the perpetuation of school methods at the University. 



An interesting question which deserves to be very seriously considered is the 

 question, What sort of school education affords the best preparatory training 

 for the University? I have often heard it asserted that, if a boy is capable of 

 taking up at the University a course which is entirely different from his school 

 course, he will generally be found to have come from the classical side and not 

 from the modern side. An ordinary modern-side boy is rarely able to pursue 

 profitably a literary career at the University, whereas it often happens that 

 ordinary classical-side boys make excellent scientific students after they have 

 left school. I am bound to say that this is, on the whole, my own experience. 

 It suggests that a literary education at school is at present a better intellectual 

 training for general University work than a scientific education. If this be so 

 what is the reason ? 



There are no doubt many causes which may contribute. In some schools the 

 brighter boys are still retained on the classical side while those who are more 

 slow are left to find their way to other subjects ; and some whose real tastes have 

 been suppressed by the uniformity of the school curriculum turn with relief to 

 new studies at the University and pursue them with zeal. But the facts do also, 

 I think, point to some defect in the present teaching of school science whereby a 

 certain narrowness and rigidity of mind are rendered possible. This may be 

 partly due to the lack of human interest in the teaching of elementary science ; 

 the story of discovery has a personal side which is too much neglected, though 

 it is more attractive to the beginner and might with advantage be used to give 

 some insight into the working of the human mind and character. Moreover, it 

 would form an introduction to the philosophy of science which is at present so 

 strangely ignored by most teachers. 



But another noteworthy defect is the absence of that mental exercise which is 

 provided by the thoughtful use and analysis of language. 



I believe that the practice of expressing thoughts in carefully chosen words, 

 which forms so large a part of a good literary education, constitutes a mental 

 training which can scarcely be surpassed, and it is unfortunately true that in 

 the non-literary subjects too little attention is paid to this practice. In school 

 work and examinations a pupil who appears to understand a problem is nfjen 

 allowed full credit, although his spoken or written answer may be far from clear. 

 This is a great mistake. A statement which is not intelligibly expressed indicates 

 some confusion of thought; and, if scientific teaching is to maintain its proper 

 position as a mental training, far more attention must be paid to the cultivation 

 of a lucid style in writing and speaking. 



The various Universities seem fairly agreed upon the subjects which they 

 regard as essential to an entrance examination — subjects which may be taken to 

 imply the groundwork of a liberal education. Among these is English : and 

 yet of all the subjects which children are taught at school there is none in 

 which such poor results are achieved. It may be taught by earnest and zealous 

 teachers ; the examination papers are searching, and seem to require a consider- 

 able knowledge of English literature and considerable skill in the manipulation 

 of the language, and yet the fact remains that the power of simple intelligible 

 expression is not one that is possessed by the average schoolboy and schoolgirl. 

 It is the most necessary part of what should be an adequate equipment for the 

 affairs of life whether the pupil passes to the University or not, and yet it is on 

 the whole that which is least acquired. 



Although it is true that the intelligent reading and study of the great masters 

 should assist in the acquisition of a good style, it is equally true that, if they 



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