teacher who has become a victim of routine will give a facile but
mainly "notional" assent to the suggestions that are placed before
him, will promise to try them, and will make an unintelligent and
half-hearted attempt to do so, but will as often as not slide back
into practices which do not materially differ from those which he
professes to have abandoned. The pressure of the whole system of
Western education--not to speak of Western civilisation--will be too
strong for him. The flat copy, with its demand for mechanical work
and servile obedience, fits into that system. Drawing from the
object, with its demand for initiative and self-reliance, does not.
Hence the attractive force of the former,--a secret attractive force
which will neutralise the efforts that the teacher consciously makes
to free himself from its influence, and will arm him, as with
a hidden shirt of mail, against the missionary zeal of his
inspector.[13] Even the zeal of the inspector will be affected by his
possible inability to harmonise his gospel of self-expression in
drawing with any general system of self-education. It is because the
educational reformer is fighting, in his sporadic attempts at reform,
against his own deepest conviction, that he achieves so little even
in the particular directions in which he sees clearly that reform is
needed.

But how, it will be asked, is such a school as I have described to be
kept going? The whole _regime_ must be eminently distasteful to the
healthy child, and it can scarcely be attractive to his teacher. By
what motive force, then, is the school to be kept in motion,--in
motion, if not along the path of progress, at any rate along the
well-worn track of routine? By the only motive force which
the religion and the civilisation of the West recognise as
effective,--the hope of external reward, with its complement, the
fear of external punishment. From highest to lowest, from the head
teacher of the school to the youngest child in the bottom class, all
the teachers and all the children are subjected to the pressure of
this quasi-physical force. The teachers hope for advancement and
increase of salary, and fear degradation and loss of salary, or at
any rate loss of the hoped-for increment.[14] The children hope for
medals, books, high places in their respective classes, and other
rewards and distinctions, and fear corporal and other kinds of
punishment. The thoroughly efficient school is one in which this
m