r nation as useful citizens, it is
unobtainable by any one who is content to let his mind slumber." Then
again we suffer from the low ideal which leads us to worship success.
From his earliest years a boy learns from his surroundings, if not by
actual precept, to strive not so much to be something as somebody. The
love of power rather than fame may be the "last infirmity of noble
minds," but it is probably the first infirmity of many ignoble ones.
Herein lies the justification of the criticism of a friendly alien.
"You pride yourselves on your incorruptibility, and quite rightly; for
in England there is probably less actual bribery by means of money
than in any other country. _But you can all be bribed by power_."
Lastly (to quote Mr Hichens yet once more), "Strong pressure is being
brought to bear to commercialise our education, to make it a paying
proposition, to make it subservient to the God of Wealth and thus
convert us into a money-making mob. Ruskin has said that 'no nation
can last that has made a mob of itself.' Above all a nation cannot
last as a money-making mob. It cannot with impunity--it cannot with
existence--go on despising literature, despising science, despising
art, despising nature, despising compassion, and concentrating its
soul on pence."

XI

TEACHING AS A PROFESSION

By FRANK ROSCOE

Secretary of the Teachers Registration Council

The title of this chapter is prophetic rather than descriptive for
although teachers often claim for their work a professional status and
find their claim recognised by the common use of the phrase "teaching
profession" yet it must be admitted that teachers do not form a true
professional body. They include in their ranks instructors of all
types, from the university professor to the private teacher or
"professor" of music. Their terms of engagement and rate of
remuneration exhibit every possible variety. Their fitness to
undertake the work of teaching is not tested specifically, save in the
case of certain classes of teachers in public elementary schools, nor
is there any general agreement as to the proper nature and scope of
such a test, could one be devised. Usually, it is true, the
prospective employer demands evidence that the intending teacher has
some knowledge of the subject he is to teach. He may seek to satisfy
himself that the applicant has other desirable qualities, personal and
physical, which will fit him to take an active and useful part i