TEACHERS AND THEIR PUPILS 5°05 
There are no doubt many causes which may contribute. In some 
schools the brighter boys are still retained on the classical side while 
those who are more slow are left to find their way to other subjects ; and 
some whose real tastes have been suppressed by the uniformity of the 
school curriculum turn with relief to new studies at the university 
and pursue them with zeal. But the facts do also, I think, point to 
some defect in the present teaching of school science whereby a certain 
narrowness and rigidity of mind are rendered possible. This may be 
partly due to the lack of human interest in the teaching of elementary 
science; the story of discovery has a personal side which is too much 
neglected, though it is more attractive to the beginner and might with 
advantage be used to give some insight into the working of the human 
mind and character. Moreover, it would form an introduction to the 
philosophy of science which is at present so strangely ignored by most 
teachers. 
But another noteworthy defect is the absence of that mental exercise 
which is provided by the thoughtful use and analysis of language. 
I believe that the practise of expressing thoughts in carefully chosen 
words, which forms so large a part of a good literary education, con- 
stitutes a mental training which can scarcely be surpassed, and it is 
unfortunately true that in the non-literary subjects too little attention 
is paid to this practise. In school work and examinations a pupil who 
appears to understand a problem is often allowed full credit, although 
his spoken or written answer may be far from clear. This is a great 
mistake. A statement which is not intelligibly expressed indicates some 
confusion of thought; and, if scientific teaching is to maintain its 
proper position as a mental training, far more attention must be paid 
to the cultivation of a lucid style in writing and speaking. 
The various universities seem fairly agreed upon the subjects which 
they regard as essential to an entrance examination—subjects which 
may be taken to imply the groundwork of a liberal education. Among 
these is English: and yet of all the subjects which children are taught 
at school there is none in which such poor results are achieved. It may 
be taught by earnest and zealous teachers; the examination papers are 
searching, and seem to require a considerable knowledge of English lit- 
erature and considerable skill in the manipulation of the language, and 
yet the fact remains that the power of simple intelligible expression is 
not one that is possessed by the average schoolboy and schoolgirl. It 
is the most necessary part of what should be an adequate equipment for 
the affairs of life whether the pupil passes to the university or not, and 
yet it is on the whole that which is least acquired. 
Although it is true that the intelligent reading and study of the 
great masters should assist in the acquisition of a good style, it is 
equally true that, if they come to be regarded as a school task, they are 
not viewed with affection, especially in these days of crowded curricula, 
