href="@public@vhost@g@gutenberg@html@files@13548@[email protected]#X" tag="{http://www.w3.org/1999/xhtml}a">X.     PREPARATION FOR PRACTICAL LIFE

By Sir JOHN DAVID MCCLURE, LL.D., D.MUS.,
Head Master of Mill Hill School


XI.   TEACHING AS A PROFESSION

By FRANK ROSCOE, Secretary of the Teachers
Registration Council

INTRODUCTION

In times of anxiety and discontent, when discontent has engendered the belief that great and widespread economic and social changes are needed, there is a risk that men or States may act hastily, rushing to new schemes which seem promising chiefly because they are new, catching at expedients that have a superficial air of practicality, and forgetting the general theory upon which practical plans should be based. At such moments there is special need for the restatement and enforcement by argument of sound principles. To such principles so far as they relate to education it is the aim of these essays to recall the public mind. They cover so many branches of educational theory and deal with them so fully and clearly, being the work of skilled and vigorous thinkers, that it would be idle for me to enter in a short introduction upon those topics which they have discussed with special knowledge far greater than I possess. All I shall attempt is to present a few scattered observations on the general problems of education as they stand to-day.

The largest of those problems, viz., how to provide elementary instruction for the whole population, is far less urgent now than it was fifty years ago. The Act of 1870, followed by the Act which made school-attendance compulsory, has done its work. What is wanted now is Quality rather than Quantity. Quantity is doubtless needed in one respect. Children ought to stay longer at school and ought to have more encouragement to continue education after they leave the elementary school. But it is chiefly an improvement in the teaching that is wanted, and that of course means the securing of higher competence in the teacher by raising the remuneration and the status of the teaching profession^[1].

The next problem is how to find the finest minds among the children of the country and bring them by adequate training to the highest efficiency. The sifting out of these best minds is a matter of educational organisation and machinery; and the process will become the easier when the elementary teachers, who ought to bear a part in selecting those who are most fitted to be sent on to secondary schools, have themselves become better qualified for the task of discrimination. The question how to train these best minds when sifted out would lead me into the tangled controversy as to the respective educational values of various subjects of instruction, a topic which I must not deal with here. What I do wish to dwell upon is the supreme importance to the progress of a nation of the best talent it possesses. In every country there is a certain percentage of the population who are fitted by their superior intelligence, industry, and force of character to be the leaders in every branch of action and thought. It is a small percentage, but it may be increased by discovering ability in places where the conditions do not favour its development, and setting it where it will have a better chance of growth, just as a seedling tree brought out of the dry shade may shoot up when planted where sun and rain can reach it freely. I am not thinking of those exceptionally great and powerful minds, of whom there may not be more than four or five in a generation, who make brilliant discoveries or change the currents of thought, but rather of persons of a capacity high, if not quite first rate, which enables them, granted fair chances, to rise quickly into positions where they can effectively serve the community. These men, whatever occupation they follow, be it that of abstract thinking, or literary production, or scientific research, or the conduct of affairs, whether commercial or political or administrative, are the dynamic strength of the country when they enter manhood, and its realised wealth when they are in their fullest vigour thirty years later. We need more of them, and more of them may be found by taking pains.

The volume of thought continuously applied to the work of life, whether it be applied in the library or study or laboratory, or in the workshop or factory or counting-house or council chamber, has not been keeping pace with the growth of our population, our wealth, our responsibilities. It is not to-day sufficient for the increasing vastness and complexity of the problems that confront a great nation. We in Great Britain have been too apt to rely upon our energy and courage and practical resourcefulness in emergencies, and thus have tended to neglect those efforts to accumulate knowledge, and consider how it can be most usefully applied, which should precede and accompany action. This deficiency is happily one that can be removed, while a want of qualities which are the gift of nature is less curable. The "efficiency" which is on every one's mouth cannot be extemporised by rushing hastily into action, however energetic. It is the fruit of patient and exact determination of and reflection upon the facts to be dealt with.

The view that it was the finest minds that ought to be most cared for, and that to them of right belonged not merely leadership, but even control also, was carried by the ancients, and especially by Plato and Aristotle, almost to excess. Their ideal, and indeed that of most Greek thinkers, was the maintenance among the masses of the military valour and discipline which the State needed for its protection, and the cultivation among the chosen few of the highest intellectual and moral excellence. In the Middle Ages, when power as well as rank belonged to two classes, nobles and clergy, the ideal of education took a religious colour, and that training was most valued which made men loyal to the Church and to sound doctrine, with the prospect of bliss in the world to come. In our times, educational ideals have become not merely more earthly but more material. Modern doctrines of equality have discredited the ancient view that the chief aim of instruction is to prepare the few Wise and Good for the government of the State. It is not merely upon this world but also upon the material things of this world, power and the acquisition of territory, industrial production, commerce, finance, wealth and prosperity in all its forms, that the modern eye is fixed. There has been a drifting away from that respect for learning which was strong in the Middle Ages and lasted down into the eighteenth century. In some countries, as in our own, that which instruction and training may accomplish has been rated far below the standard of the ancients. Yet in our own time we have seen two striking examples to show that their estimate was hardly too high. Think of the power which the constant holding up, during long centuries, of certain ideals and standards of conduct, exerted upon the Japanese people, instilling sentiments of loyalty to the sovereign and inspiring a certain conception of chivalric duty which Europe did not reach even when monarchy and chivalry stood highest. Think of that boundless devotion to the State as an omnipotent and all-absorbing power, superseding morality and suppressing the individual, which within the short span of two generations has taken possession of Germany. In the latter case