57 



Then the system advocated must be taken as a whole. It would 

 be unfair to give a boy an early training under the not unusual 

 method of repression, cajolery, and bribery, and then expect 

 him to fit perfectly the methods advocated for school systems. 

 We do not gather " grapes of thorns, or figs of thistles." The 

 essay touches a few points only, which, however, I have tried to 

 make parts of a consistent system, and only in so far are they 

 at their best. Nevertheless, there are, as pointed out already, 

 actual Schools in America and England, and there is also one 

 in Ireland, where some of the methods advocated are employed 

 with the happiest results. 



The remark of Professor Letts regarding " older folks" gives 

 me the opportunity of expressing a hope that I have not used 

 language of unnecessary strength. I wrote as I felt, and I do 

 feel that under the conventional systems there lurks much 

 unnoticed traditional evil. Of other shortcomings in the essay 



I am very conscious ; yet, if it draw some attention to the need 

 of reform on matters so important, its existence will be justified. 

 With the views expressed in Professor Meissner's graphic refer- 

 ence to the effects of the Intermediate Education Act I 

 cordially agree. Respecting the difficulty in changing the present 

 system which he points out, we may hope that the present 

 system will change when it no longer receives public support. 



II The schools of England will be good or bad according to the 

 wishes of the homes of England," — so will the schools of Ireland. 

 The observations of Mr. James O'Neill show that he concurs in 

 this view, in connection with which I would refer to some 

 excellent passages towards the end of Mr. Auberon Herbert's 

 summing up in The Sacrifice of Education to Examination, 

 especially where speaking of attempts to devise State controlled 

 systems he says " at last the irresistible truth will break upon 

 us, that not in one thing but in all things, good work and the 

 compulsion of each other lie at opposite poles ; " and he goes on 

 very ably to advocate free trade in education (as in commerce) 

 based on general intelligence born of the activity of the people 

 themselves, as opposed to protection and authoritative systems. 



The adoption of Mr, O'Neill's suggestion that cramming 



