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Rh of science, and so scientific research appears to him nobler and more important than instruction. Consequently, it happens very easily that he becomes indifferent about perfecting himself as teacher, he devotes scarcely the necessary time to preparing his lectures, he loses interest in teaching, which is an unwelcome interruption of his researches. It is evident that no great success is to be expected from such teaching or lecturing. There are also dangers on the part of the students. Not unfrequently they are introduced too early to the specialized treatment of the sciences, before they have acquired general information about their subject. This danger is the greatest for the most talented and zealous students. If afterwards they are teachers in a gymnasium, they feel altogether out of place; nearly all they had to study in the university is inapplicable in this present position, and it takes very long before the mental equilibrium is found again. The author then points out the dangers for science. If manifestation of scholarship is required for obtaining a position as teacher, the unavoidable consequence will be a kind of "pseudo-productivity" and other evils.

Of recent utterances from England the following of the Hon. George C. Brodrick (Warden of Merton) will suffice. In an article, "Amateur Nation," he says: "Strange to say, the higher branches of the great educational profession in England are strongholds of amateurism. The masters and mistresses of elementary schools are now well trained, and even when they teach mechanically, they teach as persons who have grasped the difficulties of teaching, and mean business, as most professionals do. But what of masters at the great public schools, grammar schools,