Excerpt from The Canada Educational Monthly and "School Magazine", Vol. 8: January to December, 1886
The position was taken, in what was said in the two former articles, bearing upon the question, "What is the teacher's work?" that the acquisition of knowledge ranks in, the development of a symmetrical manhood, lower in importance than the acquisition of power, habits and tastes. However true this position may be in principle, the truth of its opposite is assumed almost universally in the practical working of our schools from the universities down to the primary grades. The limits of the present article will not permit of citing facts and cases to verify this statement; but facts and cases without number can be cited. Any careful observer of the work done in our schools, and of the tests applied to see that the work has been performed, cannot fail to notice that the acquisition of knowledge occupies, almost exclusively, the attention of both teachers and pupils. Were this not so the ability to "cram" could not be, as it actually is, one of the chief qualifications necessary to secure promotion and honour in many institutions of learning. Who does not know that the ability to pass examinations for promotion and honour does not depend upon the fine character the pupil has been forming under the guidance of a true teacher; does not depend upon the success of the teacher in developing symmetrically physical, intellectual, moral and spiritual power in the pupil; does not depend upon the acquisition upon the part of the pupil of habits and tastes by which both power and knowledge can be rightly utilized, can be made to serve the highest good of the pupil and of humanity? No, these are not the qualifications upon which high honors in passing examinations depend. Not unfrequently the highest honors go to some member of a class lacking in almost all of these.
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