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^Zo The Century of the Child
Certainly here, too, the direction of the
teacher is necessary. He can economise super-
fluous work by clarifying generalisations; he
can criticise a one-sided account in order to
complete the picture fully himself. Often the
teacher must excite interest by a vigorous ac-
count from his own point of view; by a fine
psychological study, he can illustrate a com-
plex historical picture. He will help the
scholar to find laws, governing the phenomena
which he has come to know by his own experi-
ments, or he can suggest comparisons which
lead to such experiments. Here, also, oral and
written exercise must have great weight.
But the end of all instruction in college, as
in the school, should not consist in examina-
tions and diplomas; these must be obliterated
from the face of the earth. The aim should
be that the scholars themselves, at first hand,
should acquire their knowledge, should get
their impressions, should form their opinions,
should work their way through to intellectual
tastes, not as they now do, taking no trouble
themselves, but being supposed to acquire these
gifts through interesting lectures given by the
teacher on five different subjects, heard every
morning while the students are dozing, and
soon forgotten. Facts slip away from every
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