be indicated in the diagram as °° (infinite) activity. The 

 feeling that he trusts, and is trusted, fructifies in wealth of 

 natural individual -responsibility for his own actions ; and the 

 teacher's power of sympathetic leading conveys to him wealth 

 of impressions (knowledge and skill) of a permanent character. 

 It will probably be admitted that an education implying the 

 practice of °° activity, the habit of °o natural responsibility, 

 and the acquirement of <*> permanent good impressions, would 

 produce a near approach to Ideal Man. 



In scheme II. we have the antithesis of all this. The pupil is 

 regarded as a mere void to be filled, his attitude mere unwilling, 

 inactive receptiveness=0 (zero) activity. The teacher is a mere 

 master, full of force, but without sympathy, and consequently 

 ignorantjof his pupil's needs, and so unable to convey assimilable 

 good impressions to him ; or those he does manage to 

 produce are a mere varnish of apparent goodness, without 

 any real education of good principles or sentiment below it. 

 He produces permanent good impressions. In his excellent 

 little work, Theory and Practice of Teaching, the efforts 

 of such would-be teachers are quaintly satirized by Edward 

 Thring, once Head Master of the famous Uppingham School, 

 and, in some ways, one of the truest of practical educators, and 

 to whose work and life I shall have frequent occasion to refer. 



" It is," he says " useless pumping on a kettle with the lid on. 

 Pump, pump, pump. The pump-handle goes vigorously — the 

 water pours — a virtuous glow of righteous satisfaction and sweat 

 beams on the countenance of the pumper, but — the kettle 

 remains empty." 



The distrust necessarily accompanying such a relation engen- 

 ders a habitual suspicion which destroys all manly feeling of 

 natural responsiblity on the pupil's part, and we have natural 

 responsibility. A product possessing no habit of activity, no 

 responsibility, and no permanent impressions is evidently not 

 far from a Paralytic Idiot. 



The two diagrams represent the extremes of opposite methods. 

 It is not meant that any present system of so-called education 

 produces paralytic idiots any more than that any possible system 



