national ideal of fairness well developed in their minds, they were
careful each year to re-read the preceding papers before composing
the current one, in order to see what it was usual to ask. As a
result of this, in the course of a few years the recurrence and
permutation of questions became almost calculable, and since the
practical object of the teaching was to teach people not science,
but how to write answers to these questions, the industry of Grant-
earning assumed a form easily distinguished from any kind of genuine
education whatever.

Other remarkable compromises had also to be made with the spirit of
the age. The unfortunate conflict between Religion and Science
prevalent at this time was mitigated, if I remember 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 particularly good thing of the books. A number of
competing firms of publishers sprang into existence specialising in
Science and Art Department work; they set themselves 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 which desirable 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 most satisfactory 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