THE PLACE OF RESEARCH IN EDUCATION. 755 



B to appear behind Polytechnic A in regard to the number of cer- 

 tificates gained — governors might object! Unfortunately, we know 

 that such arguments are held, that quantity counts for more than qual- 

 ity. The English manufacturer can appreciate a big order, but will 

 not undertake to carry out a small one ; and here the foreigner steps 

 in, and having made a beginning, gradually improves his position uutil 

 finally he is left in practical possession of the field. Perhaps if we 

 attended more to quality in education there would soon be a large 

 increase in its quantity. A large proportion of those who at preseut 

 come forward to be prepared belong to Professor Herkomer's great 

 class of those who ought not to be taught at all. Among these are the 

 certificate hunters brought into existence by school boards and other 

 authorities. There is more than sufficient work to be done among those 

 who are deserving and capable. 



To quote Professor Herkomer: "No system could act more perni- 

 ciously on the morals than payment on results. A few schools have 

 through their strong masters and in some cases strong local help 

 shaken off all the trammels of danger. The fact is, it has all grown 

 into an unwieldy piece of machinery with all the deadening effect of 

 impersonality in teaching. The whole system, when it is not practically 

 upset by a strong and independent master, is lifeless, humdrum, and, 

 above all, soul-deadening. It is the despair of the masters and the 

 disappointment of the brighter pupils." To all which I say, Amen ! 



The system was established at a time when the many schools to 

 which I have referred were unknown, and it was largely because the 

 desired result was not obtained under the system that these new schools 

 became necessary and were founded. How futile, then, must be any 

 attempt to base the instruction in these new institutions on discredited 

 methods — such old wine can not be put into such new bottles. Time 

 does not allow of my fully discussing this matter. I can only point 

 out that the programmes of instruction on which the examinations are 

 based are of such a nature as to make real instruction impossible — 

 even if no other objection could be raised, the extent of ground to be 

 gone over is so great as to make cram an absolute necessity. We have 

 to bear in mind that Germany has prospered without such examina- 

 tions ; Japan also. I believe China is the only country in which a simi- 

 lar system meets with national support. Eecent events do not encour- 

 age us, however, to derive any consolation from this circumstance. 



As Professor Herkomer points out: "Granted that the Kensington 

 system was of use once upon a time, and that without it schools of art 

 would not have been established at all, we must look the matter straight 

 in the face and acknowledge that we have now arrived at a point when 

 it must change its form in order to fulfill a great duty and to be of use, 

 or else be disbanded." Undoubtedly this is so, and is as equally true 

 of science as of art. The department has at last perforce itself recog- 

 nized the necessity of change, but all too slowly, and by appointing a 



