726 TRANSACTIONS OF SECTION L. 
proportion of fully trained and qualified teachers, although increasing, is unduly 
small. The attractions of the profession are undéubtedly insufficient. 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 called, 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 repre- 
sentation on Education Committees, 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 participation 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 disappointing, 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 professions, 
we cannot hope to attract into what should be, 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 educational world was that of 
Todhunter—a name which I 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 following 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 blameless 
character—his suspicion is irrational and manifests a want of the power of appre- 
ciating 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 Todhunter school is not 
entirely extinct. 
So far, the only result of my inquiries had been the discovery, if discovery 
it was, that dissatisfaction with our present system was the prevailing sentiment. 
I 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. I 
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 Education I realise my temerity in 
thus adding to their labours. 
In analysing the replies it has been necessary to divide them into the 
_ + It appears that our average expenditure per child per working week (includ- 
ing interest on buildings, &c.) is about 1s. 8d. Perhaps we are getting in return 
a3 much as we deserve at the price. 
