education whatever.

Other remarkable compromises had also to be made with thespirit of

the age. The unfortunate conflict between Religion and Science

prevalent at this time was mitigated, if Iremember rightly, by

making graduates in arts and priests in the established church

Science Teachers EX OFFICIO, and leaving local and private

enterprise to provide schools, diagrams, books, material, according

to the conceptions of efficiency prevalent in the district. Private

enterprise made a particularlygood thing of the books. A number of

competing firms of publishers sprang intoexistence specialising in

Science and Art Department work; they setthemselves to produce

text-books that should supply exactly the quantity and quality of

knowledge necessary for every stage of each of five and twenty

subjects into whichdesirable science was divided, and copies and

models and instructions that should give precisely the method and

gestures esteemed as proficiency in art. Every section of each book

was written in the idiom found to be mostsatisfactory to the

examiners, and test questions extracted from papers set in former

years were appended to every chapter. By means of these last the

teacher was able to train his class to the very highest level of

grant-earning efficiency, and very naturally he cast all other

methods of exposition aside. First he posed his pupils with

questions and then dictated model replies.

That was my father's method of instruction. I attended his classes

as an elementary grant-earner from the age of ten until his death,

and it is so Iremember him, sitting on the edge of a table,

smothering a yawn occasionally and giving out the infallible

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