THE PUBLIC SCHOOL CURRICULUM 37

and in as far as they are apparent to a schoolmaster, have
been pointed out, and in this connection it merely remains
to examine the chief obstacles in the way of reform.
These seem to fall into four classes: in the first place
we have the conservatism of head masters, of which perhaps
 sufficient has already been said. Even admitting
their anxiety to keep abreast of modern progress, their
classical training has been such as to render their best
efforts futile : they have no understanding of modern problems,
 no sympathy with scientific and industrial progress,
their own education has been too highly specialized, and
in addition to this their specialization has been too much
in one direction to permit of their viewing any problem
except from the narrowest of standpoints.
The second great obstacle is the bugbear of examinations.
 Weare abject slaves to this tyrant, and unless this
bully be seriously maimed—it is probably impossible to
kill him-——progress will be extraordinarily slow and extraordinarily
 difficult.
At the present time, in every type of school, on
modern and on classical sides, we are simply teaching in
accordance with a syllabus on the narrowest and most
restricted lines. Education is reduced to a mere cram,
and, apart from classical subjects, there is scarcely sufficient
 time to cover the syllabus in any subject for any
examination even by intensive cramming. True education
 is not possible along these lines; principles are
generally neglected in favour of the mere acquisition of
isolated facts: this results in the active development of
stupidity in the unfortunate victims who have to submit
to such a system.
However ideal it may be, the abolition of examinations
seems to be impracticable, and in connection with this
point it may well be remembered that, after all, examinations
 are an excellent test of rapid concentration of
thought—a valuable asset indeed, If the medicine is