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 elsewhere, the love of truth may find encouragement for waning faith. Every great study is not only an end in itself, but also a means of creating and sustaining a lofty habit of mind, and this purpose should be kept always in view throughout the teaching and learning of mathematics."

It would, I think, be possible to show that the conception of education which I have endeavoured to indicate gives us a point of view from which we can discuss the various problems of organisation, curriculum, and method which meet us in our schools. It will not forthwith solve these problems. Truth, whether of thought or practice, is not so easily attained, but it will show us the direction in which progress can be made. Upon this inquiry, however, we cannot enter, as I wish in conclusion to say a few words on the character and equipment of the teacher.

What kind of person must the master be if he is to be a trainer of concrete persons?

In the first place, he must himself be a person, not an instructor merely or a good disciplinarian. Professor Adams, in his suggestive book on the "Evolution of Educational Theory," seems to anticipate the disappearance of personality in teachers. " What the future has to do," he says, "is to improve the machine. All the present indications &hellip; point &hellip; to a future in which the profession will be made up of men and women of a high level of average intelligence and virtue, but without any special initiative, officered by