give it according to some such system of results as exists at present with us. Payment by results has the merit, as a system, of being simple, easy to administer, and fairly equal; but it necessarily restricts and vulgarizes our conceptions of education. It reduces everybody concerned, managers, teachers, pupils, to the one aim and object of satisfying certain regulations made for them, of considering success in passing standards and success in education as the same thing. It is one long, unbroken grind.[1] From boyhood to manhood the teacher himself is undergoing examinations; for the rest of his life he is reproducing on others what he himself has gone through. It is needless to say that the higher aims of the teacher, methods of arousing the imagination and developing the reasoning powers, which only bear fruit slowly and can not be tested by a yearly examination of an inspector—whose fly will be waiting at the school-door during the few hours at the disposal of himself or his subordinate—new attempts to connect the meaning of what is being learned with life itself, and to create an interest in work for work's own sake instead of for the inspector's sake, above all, the personal influences of men who have chosen teaching as their vocation, because the real outcome of their nature is sympathy with the young, and have not been drilled into it through a series of examinations owing to some accident of early days, all these things must be laid aside as subordinate to the one great aim of driving large batches successfully through the standards and making large hauls of public money. In our ignorant and unreasoning belief in examinations we have not perceived how fatal the system is to all original talent and strong personality in the teacher. Whether it be a professor at a university or a master in a board school, this modern exaggeration of the use of examinations makes it impossible for him to treat his subjects of teaching from that point of view which is real and living to himself, or to follow his own methods of influencing his pupils. In all cases he must subdue his strongest tastes and feelings, and recast and remodel himself until he is a sufficiently humble copy of the inspector or examiner, upon whose verdict his success depends. Any plan better fitted to reduce managers, teachers, and pupils to one level of commonplace and stupidity could scarcely be found. The state rules a great copy-book, and the nation simply copies what it finds between the lines.
I cannot escape a few words on the much-vexed religious question. Under our present system the Nonconformists are putting a grievous strain upon their own principles. Whoever fairly faces the question must admit that the same set of arguments which condemns a national religion also condemns a national system of education. It is hard to pronounce sentence on the one and absolve the other. Does a national-Church compel some to support a system to which they are opposed?
- ↑ See an article bearing on this point by Mr. Fitch. I have not the reference by me at this moment.
