490 THE POPULAR SCIENCE MONTHLY 
individuality and strengthening that personal influence, which is the 
real mainspring of all successful education. 
Personal influence is, of course, not only a matter of intellectual at- 
tainments ; it appears to me, however, that at the present time so much 
is made of the duty of schools to aim at the formation of character that 
there is an unfortunate tendency to regard this duty as something dis- 
tinct from the other functions of a master, and as independent of in- 
tellectual qualifications. Among the first qualities now demanded of a 
master in a public school for boys are manliness, athletic skill and a 
hearty and healthy personality, and these are often regarded as com- 
pensating for some lack of intellectual equipment. I suspect that there 
is a similar tendency in schools for girls. And yet I think it will be 
found that the only permanent personal influence is really wielded by 
teachers who exercise it through intellectual channels, and that those 
who acquire intellectual authority will generally succeed in training 
the characters as well as the minds of their pupils. 
On the other hand, the master who is not up to the proper intellec- 
tual standard will soon be found out by his cleverer pupils, and will 
lose influence, whatever may be the charm of his character. 
The formation of character, so far as it can be distinguished from 
intellectual training, is largely worked out by the boys themselves in 
any public school in which healthy tradition and a sound moral atmos- 
phere are maintained, although it is true that these traditions depend 
upon the character and personality of the teachers. 
The educational value of the personal and intimate association with 
one and the same teacher throughout the school or university career 1s 
officially recognized in the tutorial system at Eton, Oxford and Cam- 
bridge. It has generally led to excellent results, provided that the 
tutor possesses the right qualities and that pupil and tutor do not 
happen to be two incompatible personalities; but the results may be 
well-nigh disastrous where there happens to be antagonism between 
the two, or where the tutor does not realize his opportunities and re- 
sponsibilities. I have known some tutors who only excited a distaste 
for learning in their pupils, and others who entirely neglected or 
abused the high trust which had been committed to them ; but far more, 
I am glad to say, who have not only exercised the most profound influ- 
ence for good on their better and cleverer pupils, but also inspired in- 
tellectual interest in the most unpromising of them. Although such a 
tutorial system does not enter fully into the scheme of other schools 
and universities, and therefore a student does not usually remain long 
under any one teacher, it must be within the experience of most persons 
to have come for a time at least under the influence of a teacher who 
has inspired real enthusiasm for learning and from whose lips the in- 
struction, that might from others have been a trial, has become an in- 
tellectual treat. 
