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 intelligence, it is not possible to approve so cordially. No one, assuredly, can fail to appreciate the zeal and efforts of educationists and teachers, especially in the last few decades. Hardly any body of professional men and women among us, certainly no body of public servants, has a deeper and sounder ambition to conduct its work on the most effective lines. A vast literature is published, frequent congresses are held, and the science of psychology is assiduously cultivated. One must appreciate also the fatal limitations of the teacher’s activity; as long as we withdraw children from him at the age of fourteen, education is impossible. It may seem, therefore, ungracious or unwise to criticise,—though I am not wholly a layman in regard to education,—but there is at least one feature of our school life to which I would draw serious critical attention.

The general public is apt to express this feature resentfully by saying that the modern teacher “crams.” Better informed critics have put it that modern education is little more than a process of “encephalisation,” or the imprinting of certain facts on the child’s brain almost as mechanically as the indenting of marks on the cylinder of a gramophone. Each of these criticisms implies an injustice. Educationists and teachers have, of course, discussed this very point for decades, and the present system is the formulation of their deliberate judgment. They still differ amongst themselves as to the proportion of memory-work and