TEACHERS AND THEIR PUPILS 499 
of inquiry. Preparatory exercises belong to school life and should be 
abandoned at the university. 
All this seems go obvious that it might appear to be hardly worth 
saying were it not that the methods which actually prevail are so far 
removed from this ideal. 
When, for example, a boy who has not learned Greek or chemistry 
at school comes to the university and proposes to take up one of these 
subjects he is generally put through a course of exercises which differ 
in no essential respect from those which are set before a boy of twelve. 
In other words, our university method for the trained mind does not 
really differ from our school method, which is supposed to be adapted 
to the mind in course of training. Again, boys who have been learn- 
ing certain subjects for years at school, but are weak in them, have their 
education continued at the university in the same subjects by the same 
school methods until they can be brought up to the requirements of a 
first university examination, which in its character does not differ much 
from the examinations held at school. Where in this process is to be 
found the introduction of that spirit of inquiry and investigation which 
ought to characterize the university course? 
It may be asked, In what manner is this change to be introduced, 
and how is it possible under present conditions, where so many students 
are all pursuing ordinary degree courses and have no time or oppor- 
tunity for special work, to provide teachers who can educate them in 
this spirit, if it is also their duty to get pass students through their 
examinations? ‘The answer, I think, is that in a university the pro- 
fessors and higher teachers should be, without exception, men who, 
whatever may be their teaching duties, are also actively engaged in 
investigation. Their assistants should be teachers who, even if the 
whole or part of their time is occupied in routine teaching, have yet had 
some experience in, and possess real sympathy with, modern advanced 
work under such professors. This is only to be secured by insisting 
that teachers in a university should all have had some experience of 
original work, and, just as one of the necessary qualifications for an 
elementary teacher is some education in method, so a necessary qualifi- 
cation for a university teacher should be some education in research. 
Any one desirous of qualifying for university teaching should be com- 
pelled to devote a certain portion of his student career to research, and 
the funds of a university can not be better applied than to the retention 
of the better students at the university for the distinct purpose of en- 
abling them to pursue investigation under the professor for a period 
of one year after they have completed their degree course, if they have 
not been able to do so during their undergraduate period. It is not, 
however, too much to hope that the majority of those who are endeavor- 
ing to qualify for the higher educational posts will be assisted to obtain 
this special experience during their degree course. Under the present 
o 
