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The capabilities of a true teacher are born with him — and they 

 are rarely born. The true teacher must be searched for as for 

 hidden treasure. It is useless to fish for him with the examination 

 net. He is of far too fine and spiritual a nature to be caught in 

 its gross meshes. We must try some other means of capture. 

 The true teacher feels as it were with one hand the mind of 

 his pupil, the other is on the subject he is communicating. The 

 lecturer grasps with both his subject. The grinder of "results" 

 has one hand on the examiner's mind, the other in the 

 pocket of the State. 



It is an absolute need that there be a sufficient number of 

 masters. Thring gives twenty-five boys as the limit for one 

 master to attend to. Beyond this lecturing takes the place 

 of teaching. 



Next to the human influence is the influence of inanimate 

 things. The school and its surroundings should be beautiful. 

 The idea is as old as Horace, — " Soak the new jar in sweetness 

 then long years will not exhaust the perfume that it bears." 

 The school arrangements should be all towards the convenience 

 and natural happiness of the pupils. Good work and good 

 growth are incompatible with discomfort and misery in any 

 form. Making boys unhappy without cause may ruin them, 

 cannot make men of them. You might as well, as Canon 

 Farrar expresses it, " throw a piece of Brussels lace into the fire 

 with the intention of changing it into open iron work." 



The qualities to be educed in our school have already been 

 enumerated in groups, beginning with Bodily health, Strength, 

 Dexterity. Considering how great is the admiration for personal 

 beauty and strength, as compared with the similar mental 

 qualities, it is somewhat remarkable that the first attention 

 is not given in schools to the cultivation of the highest 

 bodily health which is doubtless the ultimate producer of both. 



Mr. James MacAlister in his address on Physical Training in 

 Education says truly — " A school should not be a hot-bed for 

 forcing mind by artificial processes. It should be a garden in 

 which the child grows into the healthful exercise of all its 



