Show A englishman ON EDU CATION still r it school nor at college w 1 ever put alie mill I 1 re id the classics with delight so AS to e jo tl m for without can grinding them ap into verbal exercises in history I 1 believe I 1 hid the very bosl of teaching for wl lali I 1 am per crite ml abd in i hilos y we tight to use our on common sense ut i ot to impat ggs of windy systems I 1 to satisfy my putois but j the taught me to rual 1 r HIT falo and not fi tl e s lie of II 11 e aln lys felt complete in nine to i ine all its reinis and 1 as happy buo agh not to b into eliat silly waste of in e putois or intends I 1 beul wl elbi and wl at I 1 rad I 1 t ale now ai cef ce f some fruity jours as student teace cr and and it corces on n e i profound conviction ti at our modern education is h A i mow ai d debiting mill du cation is over ivr over monotonous mth impat at acl ool ui 1 at lads and gills aie bling tin 1 lohf I 1 germin recruits reci into a begu legu i lation stala of leaning of thinking aad egeit of writing aliey 11 II chii k tl e ania tl ine and it is in ill examination ie ducts to i professional cram where the le petition of ian formulas i asses for knowledge i d alera tie memory of some teacher tips takes tie i lice of tl ought 1 ought to be tl e I 1 art of using hie mind aad of n ringing it is becoming tl a ait or swallowing pellets of special tion n e professor up 1 kind pemmican into the starner s gullet hn die pupil vomit up theao ellets it is i ellid pasting his elamin tion with leichert lea chert and pupils cease to think to loara to mujey to fel 11 ey become cogs in a lug rYo luig mill wl eel chih ivr cease to grind and et aver grind out anything but tt e dust t caff IN years the ici damic mill which runs now ut high i like a hiuer I 1 erne has nver turned out one tingle frash mind or ne fertile idea from tl s of modern i my companions and I 1 were happily dived nie Is hi so he biti |