3° 



then the University career fulfils its end, but if real work be 

 contemplated I am rather of Huxley's opinion that the advance- 

 ment of knowledge is not the object of Fellows of Colleges : 

 that "in the philosophic calm and meditative stillness of their 

 greenswarded courts, philosophy does not thrive and meditation 

 bears few fruits." The men who keep alive the old tradition of 

 our intellectual eminence " are not trained in the courts of the 

 temple of science, but storm the walls of that edifice in all sorts 

 of irregular ways, and with much loss of time and power in 

 order to obtain their legitimate positions. Our Universities 

 not only do not encourage such men, .... but as far as 

 possible university training shuts out of the minds of those 

 among them, who are subjected to it, the prospect that there 

 is anything in the world for which they are specially fitted." 

 We must, however, do the best we can and hope for a reform 

 of the university system, — perhaps in the direction indicated in 

 the pamphlet issued by the authors of the University extension 

 movement, wherein the statement that "their method treats 

 examinations only as a means for assisting the effectiveness 

 of teaching" looks like a condemnation of the system with 

 which they are most familiar. 



The object of the school cannot be better stated than in the 

 words which describe that of the Manual Training School of 

 Philadelphia, in some ways perhaps the nearest approach to an 

 ideal school which has come within my observation. " The 

 object of the school is the education of all the faculties. The 

 whole boy is put to school. He is trained mentally, physically, 

 ethically, and is fitted to enter upon his life work without 

 loss of time, and without error in the choice of occupation." 

 Included in this is the axiom that in a good school the pupils 

 should learn how to learn. This is broadly our object. 



As to the method. As I have said before, we must work by love 

 and trust, and cast out fear and suspicion. The greatest need is 

 sympathy between master and boys. This is the touchstone, by 

 which all designs, all acts, all proposals must stand or fall. As 

 Thring says : — " The teacher must be full of human 

 sympathy, inwardly exhaustless in kindness and patience ;" and 



