THACHERS AND THEIR PUPILS bo} 
number about 1,200 students, are attended by persons carefully selected , 
for the purpose and anxious to pursue a continuous course of study of 
an advanced standard. In these classes the universities will be com- 
pelled to begin new subjects for students of matured minds who have 
not received the usual preparation, and will therefore necessarily deal 
with them in a new way. Here, if anywhere, the difference between 
school methods of teaching and university methods ought to be ap- 
parent ; and I feel sure that, if university teachers attempt conventional 
methods with these students, they will be condemned to failure. It is 
certain that these classes will increase enormously and rapidly, and I 
have great hope that they will for this reason influence the methods of 
university teaching in a very healthy manner. In the tutorial classes 
the teachers will be confronted with the entirely new problem of stu- 
dents who have thought much, and of whom many are experienced 
speakers, well able to express their thoughts by the spoken word, but 
who, nevertheless, have received little training, and have had still less 
experience, in expressing their ideas in writing. Many of the students 
whom I have met have told me that this difficulty of writing is their 
real obstacle, and the matter in which they feel the want of experience 
most acutely. It will be a very valuable exercise for those who con- 
duct these classes to instruct their students in the art of writing simple 
and intelligible English, and I hope that the necessity of giving this 
instruction will have a good effect upon the conventional methods of 
teaching English in schools as well as in universities. 
I am conscious that this address is lamentably incomplete in that 
it is concerned only with the manner of university teaching, and 
scarcely at all with its matter, and that, to carry any conviction, I 
should address myself to the task of working out in detail the sugges- 
tions that I have made. But this would lead me far beyond the limits 
of an address, and I am content to do little more than touch the fringe 
of the problem. Reduced to its simplest terms, this, like so many edu- 
cational problems, involves an attempt to reconcile two more or less in- 
compatible aims. 
The acquisition of knowledge and the training of the mind are two 
inseparable aims of education, and yet it often appears difficult to pro- 
vide adequately for the one without neglecting the other. If childhood 
is the time when systematic training is most desirable, it is also the time 
when knowledge is most easily acquired; if early manhood is the time 
when special knowledge must be sought, it is also the time when train- 
ing for the special business of life is necessary. ‘l’o withdraw from the 
child the opportunities of absorbing knowledge may be as harmful as it 
is unnatural; to turn a young man or young woman loose into a pro- 
fession without proper preparation is cruel, and may be disastrous. 
And so we get the battle of syllabus, time-table, scholarships, ex- 
aminations, professional training, technical instruction, under all of 
