M. J. KENDALL^ ESQ., M.A., ON THE TEACHER^S VOCATION. 97 



without a map, or with a map so placed as practically to be in- 

 accessible to the reader, without breaking his thread of ideas. 



I have also met many from our greatest Public Schools, almost 

 incapable of following the simplest chain of reasoning ; and I am 

 inclined to attribute this density that I have found in all classes of 

 society to our system of education — so-called — which may be 

 summed up broadly as synthetic instead of analytic. 



The former system discourages thought, the latter encourages 

 it ; the former is a blind-alley, the latter leads to the open country. 



To the vast majority, a knowledge of certain ancient languages 

 is — in itself — of little or no use, nor, for the matter of that, is a 

 knowledge of historical facts ; as a means of leading out the mind, 

 both — rightly taught — may be of the greatest use ; but then they 

 must be taught rightly, not wrongly. 



I commend these few remarks to the consideration of the reader 

 of the paper, trusting that he may use his influence with those bodies 

 of which he is a member to have a radical reform instituted in those 

 branches of learning to which I have especially alluded. 



Miss Constance L. Maynard (first Principal of Westfield College, 

 University of London) : It is always a pleasure to hear one's own 

 individual thoughts worded afresh by an able mind, and I thank the 

 Lecturer heartily for so clearly expressing the principles I have 

 endeavoured to act upon all my life. 



This year is the Jubilee of the inception of Women's Education, 

 for Girton was opened in October, 1869. I entered in 1872, and so 

 was one of the earliest students. Men had always had some kind 

 of education, rough as it was, but women, on the intellectual side, 

 had had none. It was therefore very natural that at first the merely 

 intellectual side should be over-emphasised, and all the rest of the 

 being left to develop itself as it might. Facts, accurate facts, and 

 plenty of them, was the demand, as this had been the most obvious 

 lack in times past. Young as I was, I began to see that though 

 this was good, it was not all that was required, and when my time 

 came to shoulder responsibility, I made it my first aim to try to 

 unite the two strongest forces in the world, Christianity and 

 Education. 



The principles to be acted on were two. Both were new forty 

 years ago, but I believe now every man worthy to be a teacher would 



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