SIR JOSHUA FITCH 
 

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 /'Ao/o *y Klliott & Fry. 
 
SIR JOSHUA FITCH 
 
 Hn Hccount of bis %tfe arto Morfe 
 
 BY 
 
 A. L. LILLEY, M.A. 
 
 VICAR OF ST. MARY'S, PADDINGTON GREEN 
 
 LONDON 
 
 EDWARD ARNOLD 
 
 41 & 43 MADDOX STREET, BOND STREET, W. 
 I 906 
 
 [A II rights reserved] 
 
PREFACE 
 
 WHEN, at Lady Fitch's request, I undertook 
 the task of preparing a brief memoir of her 
 husband, I knew well the difficulties that stood 
 in the way of its successful accomplishment. I 
 cannot hope that I have overcome those diffi- 
 culties, but at least I have attempted to keep 
 them in mind throughout. The plan of this brief 
 sketch of a strenuous character and a laborious 
 life is the result of that attempt. I have tried to 
 make a too little considered, but highly important, 
 fragment of our national history tell the story of 
 a man who was himself a chief part of it. 
 
 It is to Sir Joshua Fitch himself that I owe 
 it if I have at all succeeded in conveying what 
 he was and what he did. Though I had long 
 known him through his writings, it was only 
 during the last three years of his life that I knew 
 him personally. During those years we met 
 frequently, and I learned to know and to value 
 his controlled enthusiasm, his moderating temper, 
 his shrewd and penetrating judgment. I have 
 not read for the purposes of this memoir a 
 single line of a report or an article written by 
 him without feeling in it and through it the spirit 
 of the man I knew and honoured. 
 
 253255 
 
vi PREFACE 
 
 My most liberal thanks are due to Lady Fitch 
 and Miss Pickton for their continuous help at every 
 stage of the work. To all whose ' appreciations ' 
 of Sir Joshua's work appear in the text, and, in 
 addition, to Archbishop Walsh, of Dublin ; to Sir 
 Henry Craik ; to Mr. M. E. Sadler ; to Mr. Oscar 
 Browning ; to Canon Bell, late Headmaster of 
 Marlborough ; to Professor Hales ; to the Bishop 
 of Exeter ; to the Bishop of Ripon ; to Bishop 
 Welldon ; to the Dean of Ripon ; to Dr. Paton, 
 of Nottingham ; to Mr. Madjarkar, C.S.I. ; to 
 Dr. Edwin Abbott ; to Mr. Arthur Milman ; to 
 Mr. Alfred Perceval Graves ; to Mr. Henderson ; 
 to Mr. Wix ; to Dr. Wormell ; to Mr. Baptiste 
 Scoones ; to Sir Donald Mackenzie Wallace ; to 
 Mr. Courthope Bowen ; to Mr. Marvin ; to the 
 late Rev. C. Du Port ; to Miss Manley ; to Miss 
 McKee ; to the Rev. J. P. Faunthorpe ; to 
 Prebendary Hobson ; to Mr. H. Garrod ; to 
 M. Esclangon ; to Mr. Colvill ; to Miss Lohse ; 
 to the Rev, J. Rice Byrne ; to Sir William 
 Bousfield ; to Mr. Murch ; to Dr. Rigg, of the 
 Wesley an Training College ; to Mr. S. R. Fuller ; 
 to Mr. Hodgson Pratt ; to Miss Ridley ; to Mr. 
 Currey ; to Mr. Dugard ; to Mr. E. D. J. Wilson ; 
 to Mr. Walter Baily ; to Dr. Sophie Bryant ; to 
 Mr. H. W. Simpkinson, C.B. ; to Dr. Kimmins ; 
 to Mr. C. Broughton ; and to Mrs. Gillman, I am 
 indebted for most valued aid. 
 
 A. L. LILLE Y. 
 April, 1906. 
 
CONTENTS 
 
 CUA PTEK PAGE 
 
 I. EARLY LIFE AND PERSONAL CHARACTERISTICS - 1 
 
 II. HIS WORK AS INSPECTOR OF SCHOOLS - 22 
 
 III. COMMISSIONS AND INQUIRIES - 66 
 
 IV. UNIVERSITY PROBLEMS - -100 
 
 v. WOMEN'S EDUCATION - 129 
 
 VI. A 'MERCHANT OF LIGHT' - - 163 
 
 VII. OTHER DOINGS AND INTERESTS - - 194 
 
 VIII. THE REST OF A WORKER - - 224 
 
 BIBLIOGRAPHY 256 
 
 INDEX - - .... 259 
 
 PORTRAIT OF SIR JOSHUA FITCH 
 
 Vll 
 
SIR JOSHUA FITCH 
 
 CHAPTER I 
 
 EARLY LIFE AND PERSONAL CHARACTERISTICS 
 
 JOSHUA GIRLING FITCH was born in Southwark 
 in the year 1824. His father and mother were 
 both Colchester people who had come to London 
 and settled down in Southwark shortly after their 
 marriage in 1821. The mother especially seems 
 to have inherited in a remarkable degree the 
 practical gifts of character and the spirit of sober 
 religious mysticism which have been almost the 
 customary heritage of members of the East 
 Anglian stock. Her distinguished son, early 
 separated from his family by the engrossing claims 
 of a vocation unfamiliar to the simple interests 
 of the Southwark household, always retained the 
 most grateful memory of his mother's intelligent 
 sympathy with, and wise encouragement of, those 
 arduous intellectual ambitions which had pledged 
 him to a path increasingly remote from her 
 own. She was deeply religious, had a keen and 
 
 1 
 
2 SIR JOSHUA FITCH 
 
 masculine intelligence, and gave habitual proof of 
 that native wisdom which can meet the necessary 
 sacrifices of life with an even mind and a sunny 
 heart. This, at least, is the picture which her son 
 retained of her into his latest years. His father 
 he remembered chiefly as a man of immense 
 energy and capacity for work, impatient of the 
 least evidence of indolence in his children. ' Don't 
 let the grass grow under your feet/ was an admo- 
 nition so often heard from him that in after-years 
 it was always associated for his children with the 
 memory of his eager, active spirit. 
 
 Joshua was the second child of a family of 
 seven. The eldest son, Thomas, born in 1822, 
 became a convert to the Roman Catholic Church 
 while quite a young man, was ordained as a 
 member of the religious house of Notre Dame de 
 France, and still survives at the age of eighty- 
 four. William, the third son, born in 1826, was, 
 until not long before his death in 1892, head- 
 master of an Endowed School at Hitchin, in Hert- 
 fordshire. It is evident that the interests of the 
 family were naturally directed towards the things 
 of the mind and the soul. It is not wonderful if 
 for such boys the life of school was entered upon 
 as an avenue prolonging itself into a future which 
 would be only its extension and enlargement. 
 Though the family was poor, the boys were sent 
 early to a very good private day-school near their 
 
EARLY LIFE 3 
 
 home, of which a Mr. Woodman was master. 
 Joshua soon displayed that aptitude for and de- 
 light in teaching which remained his chief charac- 
 teristic throughout life. There never, perhaps, was 
 a life in which there was less of the accidental ; 
 and certainly the essence of the man was that he 
 was a teacher. . It was the impulse of nature, 
 therefore, which combined with the necessity of 
 choosing a career when he became assistant 
 master at the Borough Road School. 
 
 It is difficult to get a clear picture of the life of 
 the boy at this time, emerging as he was into a 
 manhood which must already have been for him 
 full of intellectual possibilities. Fitch was one of 
 those men who could not easily talk about him- 
 self, or allow his early life to be an object of 
 sentimental curiosity even for those who by the 
 closest ties of life had some right to make it such. 
 Yet certain memories of that time would stray 
 occasionally, as if by accident, into his conver- 
 sation with those who were dearest to him and 
 with whom so many long years of his life were 
 spent, and have been by them affectionately 
 pieced together so as to form a consistent and 
 life-like impression of the boy who was father to 
 the man so well known in the world of affairs. 
 The picture thus formed is one of simplicity of life, 
 intense and unremitting energy, a love of work 
 which enabled him to find the only relief he 
 
 12 
 
4 SIR JOSHUA FITCH 
 
 needed from the strain of incessant labour in its 
 variety, a kind of passion for usefulness, and an 
 interest in all that had to do with religion. He 
 had an iron constitution, a fact which enabled 
 him throughout life to make his plans with confi- 
 dence, and to execute them with certainty. He 
 was hardly ever throughout a long official life 
 compelled by illness to fail of an engagement 
 which he had made or which had been made for 
 him. This no doubt helped him in a special 
 degree in those early years of struggle, or, rather, 
 of patient, steady, sustained effort, for struggle 
 was a word which was wholly inapplicable to any 
 phase of Fitch's life or to anything which he did. 
 He had from the beginning that mastery of him- 
 self which made him a natural economist of every 
 gift he possessed and every opportunity which he 
 found. There has seldom been a life in which 
 there was less waste than his. Most men have 
 to resist and painfully to overcome the tendency 
 to waste waste of power, time, and opportunity. 
 They have powers which they do not discover at 
 all or discover late. There are opportunities 
 which they cannot see, or see through such a 
 refracting lens of defective judgment that they 
 cannot seize them. Fitch was by a happy gift of 
 nature saved from all these difficulties ; and the 
 gift of nature he discovered so early and used so 
 reverently that he converted it into a deft and 
 
EARLY LIFE 5 
 
 almost instinctive art. It is this that explains 
 the insatiable energy of that early period in 
 which there went on together hard and already 
 skilful work as a teacher, personal study for the 
 special University course (he was preparing to 
 matriculate in the London University), omnivorous 
 general reading, especially among the English 
 classics, work as a Sunday-school teacher to 
 which he was devoted, and even practical social 
 work among the poor of his native district. Here 
 were all the absorbing interests of his later life in 
 germ. The experience out of which grew that 
 remarkable essay, ' The Sunday - School of the 
 Future/ published in ' Educational Aims and 
 Methods/ he had already begun to gather while 
 he was yet an assistant master in a school in 
 Southwark. The interest which made him for 
 years one of the most assiduous champions and 
 the wisest exponents of charity organization was 
 drawn from those far-off days. 
 
 His simple and profound reverence for the 
 things that are excellent, which made his 
 religion so sane and manly, so much a part of 
 himself, was of the same early growth. Brought 
 up in a home marked by a deep and practical 
 evangelical piety, he seems to have been in his 
 years of early manhood for some time a High 
 Churchman. It is one proof the more that the 
 influence of great movements, intellectual and 
 
6 SIR JOSHUA FITCH 
 
 spiritual, tells principally and tells largely upon 
 young men of from twenty to twenty-five. We 
 think of the early Tractarian Movement probably 
 as confined mainly in its effect to the clergy and 
 the more thoughtful and earnest Oxford men of 
 the forties. But it told, no doubt, far beyond 
 the bounds of the University, wherever mind and 
 spirit were alert and open to the stirrings of a 
 new expression of the religious life. The move- 
 ment did not make a lasting impression upon 
 Fitch. No one knowing him in later years could 
 have suspected that its breath had, however 
 faintly, stirred the surface of his life. His 
 religion was of that kind which withdraws in- 
 stinctively from all expression save the simplest 
 and most necessary. Yet there were elements 
 in the earlier phases of Tractarianism which 
 appealed to him. Its earnest devotional spirit, 
 the ordered mysticism of personal character 
 which it tended to produce, its reverence for the 
 past, even such little things as the careful and 
 dignified use of language which it fostered, and 
 its popularization of the Latin of the Vulgate 
 these were things which in the varying measure 
 of their importance he valued highly. He was 
 a diligent and critical collector of old Latin and 
 classical English hymns ; he read his Greek Testa- 
 ment daily (the writer of this memoir possesses 
 one in miniature type which he used from the 
 
EARLY LIFE 7 
 
 year 1849 till the day of his death); he was a 
 loving student (and not merely a student) of 
 the masterpieces of devotional literature ; and he 
 would insert in his delicate handwriting in the 
 fly-leaves of his favourite books some old Latin 
 phrase as delicate in sound and meaning. In 
 many ways Fitch's was a spirit which had a not 
 remote kinship with Keble's ; at least, they met 
 in a common quality of their religion its delicate 
 strength. 
 
 It was this life of varied and eager interests 
 which the young student had already made for 
 himself while labouring to acquire a liberal learn- 
 ing in the intervals left him by the arduous 
 work of teaching. After acting for some time as 
 assistant at the Borough Road School, he was 
 appointed to the headmastership of a school at 
 Kingsland. There he continued his reading in 
 the early mornings and deep into the night. But 
 he never allowed the claims of study to encroach 
 upon his interest in the work of the profession 
 which he had made his own. Already he was 
 mastering the principles and perfecting the 
 methods of education. How to teach seemed 
 to him already the most important of practical 
 studies, and how to teach meant how to make 
 interesting the thing taught, or, which is the 
 same thing, how to evoke the pupil's interest 
 in the thing learned. It was because he saw 
 
8 SIR JOSHUA FITCH 
 
 this necessity so clearly that he took from the 
 first so vivid an interest in the teaching of read- 
 ing. He felt that half the work of education had 
 been completed when a child had been taught to 
 feel the charm of ordered words, and to that end 
 he laid the greatest stress upon clearness and 
 balance in reading. But this devotion to his 
 life-work necessarily delayed the progress of his 
 University studies. It was not till 1850 that he 
 took his Bachelor's degree, and two years later he 
 graduated as Master of Arts. 
 
 In 1852 Fitch was appointed tutor at the 
 Training College of the British and Foreign 
 School Society in the Borough Road. We have 
 already seen him engaged as assistant master in 
 the model school out of which the college grew. 
 There, indeed, he seems to have taught occasionally 
 since 1838, when he was only fourteen. The 
 mastership of the school was at that time in the 
 hands of a remarkable man, John Thomas Cross- 
 ley, one of Lancaster's pupils at Tooting. When 
 Crossley, who had retired from active work in 
 1851, died in 1889, Fitch described him in the 
 Times as one ' who possessed much of Lancaster's 
 fine enthusiasm and teaching power, with more 
 stability of character and greater intellectual 
 gifts.' And he added : * He had a remarkable 
 genius for organization and for securing the 
 loyalty and hearty co-operation of the more 
 
EARLY LIFE 9 
 
 promising of his scholars, and the large school 
 in the Borough Road was in his hands a striking 
 example of what the monitorial method was 
 capable of at its best/ Crossley's influence was 
 evidently one of the most efficient in fostering 
 and directing the interests and enthusiasm of the 
 young student. It was fitting, therefore, that 
 one who traced his educational ancestry through 
 Crossley and Lancaster should begin his work for 
 English education as a member of the teaching 
 staff of the original and central school of the 
 whole Lancasterian system. 
 
 Joshua Fitch was very soon appointed Vice- 
 Principal of the college, and in 1856 he was 
 chosen to succeed Dr. Cornwell as Principal. 
 For seven years he remained at the head of 
 this institution, controlling and developing 
 the educational resources which a half-century's 
 application of Lancaster's system had amassed. 
 Fitch was one of those exceptional men of a 
 character so equable as to be unaffected by the 
 particular kind of duty entrusted to them so long 
 as they feel themselves equal to its performance. 
 Throughout a long life devoted to education he 
 was called upon to undertake at some time or 
 other almost every kind of duty which the cause 
 of education can impose. But he showed no 
 preferences. Every call which the great cause 
 made upon him was for the moment supreme in 
 
10 SIR JOSHUA FITCH 
 
 his interests, and obtained from him a complete 
 devotion. Yet it may be doubted whether there 
 was any form of his many-sided work which he 
 so thoroughly enjoyed as the specific work of 
 teaching. Hence it was that those probationary 
 years at Borough Road were among the most 
 fruitful and influential of his whole career. The 
 direction of a large and important training college 
 made a call upon both those contrasted qualities 
 which he possessed in almost equal measure 
 enthusiasm and patience. There was in him 
 a liberal and almost passionate devotion to the 
 business of education which he had the gift of 
 readily communicating to others. And at the 
 same time he had the practical instinct which 
 speedily detects the principles of method, and the 
 patience which is needed to elaborate them into 
 an effective system. There are men who can 
 teach themselves, though they have no power of 
 systematizing for the benefit of others the method 
 which has made their own teaching successful. 
 There are others who have a natural facility in 
 analyzing and formulating the principles of 
 successful teaching, and yet have themselves no 
 capacity of applying them. But Fitch was a 
 happy combination of these two different sets of 
 qualities. A born teacher himself, he was, per- 
 haps, most successful in teaching others how to 
 teach. The character of his work at the Borough 
 
EARLY LIFE 11 
 
 Road may be best described in the words of one 
 of his pupils there, the present Vice -Principal of 
 Isleworth College, Mr. W. Barkby : 
 
 'When I entered Borough Road College as a 
 student, its Principal was Sir Joshua, then Mr. 
 Fitch, and I had the great advantage of being 
 under his tuition for two years, and a junior 
 member of his staff for the next three years. 
 The Principal in those days was non-resident, and 
 his duties were almost limited to the direction of 
 the studies and professional training of the 
 students. For this work Sir Joshua was singu- 
 larly gifted. Himself a brilliant and sympathetic 
 teacher, he had a remarkable insight into the 
 character and needs of those whom he had to 
 train as schoolmasters. His lectures on method 
 were a revelation to us, and under his guidance 
 we saw our life's work in a new light. He not 
 only set before us the principles of the art of 
 teaching in lectures on school management, but 
 every lecture he gave us on any subject was also 
 a lesson on method. Sir Joshua's gifts of lucid 
 expression are well known to all students of 
 education, but in the close intimacy of the class- 
 room, where we were encouraged to bring up 
 questions and difficulties, these gifts had special 
 opportunities. Most pupil-teachers at that time 
 had received a somewhat narrow education, and 
 it was an immense help to them to come under 
 
12 SIR JOSHUA FITCH 
 
 the influence of a man of varied reading and 
 wide sympathies. He strove to cultivate in us a 
 love of literature, and I remember with especial 
 pleasure the weekly hour set apart on Friday after- 
 noons, when he read to us his favourite passages 
 from famous books. He had a beautiful voice, 
 and his keen appreciation of literary style made 
 his readings most attractive. He brought home 
 to us more particularly the literary beauty of the 
 Bible, and the readings from it were selected so 
 as to leave behind them valuable though un- 
 formulated religious lessons. 
 
 * On rare occasions I saw Sir Joshua teach a 
 class of children, always a delightful exercise to 
 him. He had a remarkable power of winning 
 their confidence, attracting their interest, and 
 holding their attention, and extraordinary skill 
 in drawing out their intelligence by questions. 
 
 ' The influence which Sir Joshua Fitch exercised 
 upon education in England by his official work in 
 the Education Department, and by his public 
 speeches and writings, great as it was, is not 
 comparable to the abiding force and value of his 
 direct instruction and example to teachers of all 
 grades, and more especially to those who enjoyed 
 the first-fruits of his thoughts on education in 
 the colleges of the British and Foreign School 
 Society/ 
 
 But these years of his |)rincipalship were full 
 
EARLY LIFE 13 
 
 of other than professional interests. In 1856 
 Mr. Fitch married Emma, daughter of Mr. Joseph 
 Barber Wilks, who held an important position in 
 the service of the Honourable East India Com- 
 pany. The connection with the Company was 
 hereditary in the family, for Mr. Wilks's father 
 and grandfather had preceded him in its service. 
 His only brother, the Rev. S. C. Wilks, was for 
 many years Rector of Nursling, near Southamp- 
 ton, and had, while still a curate at Exeter, been 
 appointed to the editorship of the Christian Obser- 
 ver by Zachary Macaulay, a post which he occu- 
 pied for forty years. Shortly after their marriage, 
 Mr. and Mrs. Fitch went to live in a house at 
 Denmark Hill, a neighbourhood full of the rural 
 charm which at that period distinguished the 
 southern outskirts of London. Here they entered 
 upon that life of varied interests and ideal happi- 
 ness which they so completely shared with one 
 another for nearly half a century. Never were 
 partners in the married life more necessary or 
 more sufficient to each other. All who knew 
 them felt the peculiar charm of their home, the 
 charm of a sunny cheerfulness, of a refined simpli- 
 city of life, of a happy social instinct which 
 naturally drew fit friends about them, and of a 
 vivid interest in all serious public affairs. Wher- 
 ever they went they became the centre of a 
 thoughtful and earnest circle of friends. They 
 
14 SIR JOSHUA FITCH 
 
 were denied the blessing of children, though both 
 of them loved children, and had the childlike 
 freshness of nature which immediately wins their 
 confidence. But after they settled at York, in 
 1863, they adopted the younger daughter of 
 Mrs. Pickton, Mrs. Fitch's sister, and the child 
 grew up to fill the vacant place in the home. 
 There was a generous and abundant humanity 
 about both of them which pervaded their home-life, 
 and made its social duties as great a pleasure to 
 themselves as to their friends. They had neither 
 of them time or interest to waste in anything 
 that savoured of mere social convention or 
 display. But they had always time to spend, 
 and they always thought it well spent, in enlarg- 
 ing and cultivating their acquaintance among all 
 sorts of people to whom they were attracted by 
 the seriousness of their interests, or the originality 
 or simplicity of their character. With a natural 
 hospitality of heart they drew such people about 
 them, or were instinctively drawn to the places 
 where they were to be found. 
 
 In this, as in everything else, Fitch was marked 
 by that economy of force which was the most 
 consistent note of his character. His social duties 
 were fulfilled with the same punctilious thorough- 
 ness which he carried into the discharge of official 
 duty. But though the sense of duty was appar- 
 ent in all that he did, it was everywhere trans- 
 
EARLY LIFE 15 
 
 formed into a frank and satisfying pleasure. His 
 whole life was an echo of the spirit of his favourite 
 Wordsworth's address to Duty : 
 
 * Nor know we anything so fair 
 As is the smile upon thy face.' 
 
 Already in these years at Denmark Hill Fitch's 
 instinct for friendship was finding abundant room 
 to express itself. He seemed to know at once 
 the people for whom he would care, and this 
 selective habit grew in him with the passing of 
 the years. But age brought no closing of the 
 heart, as it does to most men. To the end he 
 had an eye for new friends. Something which 
 appealed to him in look or voice would lead 
 to a friendship to which he was ready to 
 devote, as a mere matter of course, the best of 
 himself. He always hurried back on his wife's 
 'at home' days, so that he might not miss 
 any one of their friends. If some unavoidable 
 business engagement had made him late, he 
 would eagerly inquire who had been there, and 
 what they had had to say of interest. It seemed 
 to him a positive loss that he should miss the 
 sight of a friendly face, or the news of the things 
 which his friends had been doing or thinking. 
 And it was not merely his intellectual or social 
 equals that interested him. He grew to know 
 every familiar figure on his walks to and from 
 
16 SIR JOSHUA FITCH 
 
 his district in Lambeth or, in later years, his 
 club shoeblacks, newspaper boys, and their like. 
 He knew their history, probably more of it than 
 they told him or could tell him, for he was a 
 skilled reader of character, the secret foundation 
 and source of all personal histories. He delighted 
 in the busy life of the streets. He would hang 
 for a moment, in his busy passage to and fro, 
 on the skirts of crowds, attracted by their 
 childish but truly human curiosity, impressed 
 by their careless, cheerful good-nature, assessing 
 probably, with his quick instinct, the moral force 
 and the moral risks of these chance aggregates 
 of humanity. 
 
 The streets had, of course, other delights for 
 him as well. The leisure of his homeward way 
 made the opportunity for that visit to the book- 
 stall, which, in his orderly life, took its due place 
 as one of its minor pleasures. Yet, man of books 
 and master of books as he was, it was men that 
 attracted him most. 'Life is so interesting/ he 
 would say as he revived some memory of the 
 streets, or carefully recalled some chance observa- 
 tion of his homeward walk. And it was an 
 interpretation of himself. Much as he loved 
 nature, he loved men more. The part of his 
 holiday that he enjoyed most was some early- 
 morning hour in the market or the church of 
 some foreign town, where men were happy in 
 
EARLY LIFE 17 
 
 their business of unrestrained garrulous bargain- 
 ing, or silent for a moment in the presence of an 
 eternal mystery. He could extract the secret of 
 such situations and such moments. They were 
 an occasion of simple, unaffected pleasure to him 
 at the moment, a field for reflection and a source 
 of inspiration in the retrospect. 
 
 It was this interest in everything human, and 
 the rich stores of observation and knowledge 
 which he gradually amassed by its means, that 
 gave character to his consistent devotion to all 
 social questions. Like all successful workers in 
 that field, he was always a learner, never a 
 doctrinaire. This kind of work occupied so much 
 of his attention, and formed so large a part of the 
 best effort of his life, that it will be necessary, at 
 a later stage, to appraise it more fully. But it 
 may be said here that he had a healthy distrust 
 of all attempts at social reform which were not 
 founded on accurate and first-hand knowledge, 
 and applied by means of personal service. To 
 him the social question was supremely a moral 
 question. It was not that he did not believe in 
 legislation, but that he thoroughly understood 
 the limits of its action and effect. He saw with 
 his wise insight into fact that outward change is 
 useless if it moves faster than inward power or 
 inclination to use it. He felt the stupidity of 
 much of the discussion as to the precedence of 
 
 2 
 
1& SIR JOSHUA FITCH 
 
 moral or material change. He realized that in 
 life they are so related that they must both 
 appear together. But he knew that the vital 
 precedence lay with the vital factor in the com- 
 plex changes which make up what we call social 
 reform, and that the vital factor is always the 
 moral will and need, of which the mechanical 
 change is but the concomitant expression. So it 
 was that he regarded the whole social question 
 from the point of view of education in its widest 
 sense as indeed a part of the larger question of a 
 true national education. All determinist theories 
 of society, in whatever dress they appeared 
 scientific or religious were utterly repugnant to 
 him. The society was a sum, or, more accurately, 
 a fellowship, of living wills, and the character of 
 the fellowship must, in the last resort, be deter- 
 mined by the character of the individuals. He 
 believed, also, of course, that it was the privilege 
 and the duty of the more morally developed 
 elements of the fellowship to affect the less de- 
 veloped units. That, indeed, in the full measure of 
 its possibility, was the scope and the definition of 
 a true education. And he had a firm, unflinching 
 faith in the educability of his fellow-men, just as 
 he had a consistent sense of the duty laid upon 
 the more favoured to exhaust every means of 
 educating the less. Among these means he 
 
EARLY LIFE 19 
 
 placed the highest value, in every sphere of 
 service, upon personal influence. It is character- 
 istic of him that, while absorbed in the duties of 
 his principalship at the Training College, he 
 found time to be an almoner to the Society for 
 the Relief of Distress, and no doubt thought it 
 not the least important part of his educational 
 work. 
 
 It was part of his conception of life as service 
 that he was always ready to efface himself when- 
 ever there was question only of his personal 
 claims. In all matters of public concern indeed, 
 wherever he was acting as a public servant he 
 was capable of a self-assertion which was proof 
 against all considerations of private friendship. 
 Rather, such self-assertion was habitual with him. 
 No one was ever more scrupulously just in all 
 his decisions on public affairs entrusted to him. 
 He was often consulted by public men as to the 
 choice of fit candidates for positions in the educa- 
 tional world, both at home and in the colonies. 
 But no trace of favouritism ever intruded into 
 any selection he made. He could bring the full 
 measure of an absolutely impartial judgment to 
 bear upon all such decisions. Some of his friends 
 may occasionally have thought him almost pedan- 
 tically conscientious when they found that he was 
 not to be influenced in their favour. But he had 
 
 22 
 
20 SIR JOSHUA FITCH 
 
 the gift of making even those who thought they 
 were suffering from his excessive sense of justice 
 feel its reality. At any rate, he went his way in 
 all such matters with a gentle directness which 
 nothing could turn to the right hand or to the 
 left. It was for the same reason that he disliked 
 giving testimonials. He feared lest, in the con- 
 ventional politeness which usually stud such 
 documents, he might seem to say too much or 
 hint too little. 
 
 But if those who knew him felt a firmness 
 in all such dealings of his, which began by irri- 
 tating and usually ended by convincing them of 
 its justice, they knew also that in his habitual 
 estimate of himself there was a quite undue 
 modesty. There was indeed in him none of that 
 self-depreciation which is only another form of 
 vanity. But there was a quite sincere modesty 
 about the interest to others of his private doings 
 and feelings. He never, for instance, could be 
 induced to keep a diary, and his letters, though 
 always marked by an old-fashioned politeness, 
 were strictly confined to the matter in hand. 
 He exhausted all his feeling in work and service 
 of every kind, and he would perhaps have been a 
 little ashamed if he had left any of it over for 
 the purposes of mere expression. He regarded 
 the keeping of a diary as an unnecessary and 
 
EARLY LIFE 21 
 
 dangerous tribute to the vanity of a sentimental 
 revel in one's intimate moods of feeling. In his 
 view, all such things ought to be too sacred to 
 one's self, and to others too unimportant, to need 
 chronicling. It was a grave defect in him from 
 the point of view of a biographer. 
 
CHAPTER II 
 
 HIS WORK AS INSPECTOR OF SCHOOLS 
 
 IT was in the year 1863 that Joshua Fitch's 
 long connection with the Borough Road Training 
 College came to an end. Lord Granville, who 
 was then President of the Council, had heard 
 of Mr. Fitch, it was said through Mr. Matthew 
 Arnold, at that time himself an inspector of 
 schools. There was a dramatic fitness about the 
 fact that Joshua Fitch thus owed his advance- 
 ment into the wider sphere of influence upon the 
 fortunes of English education to the great writer 
 whose genius he so highly appreciated. Matthew 
 Arnold himself probably never did a better service 
 to the cause of English education than in thus 
 calling attention to the work of the man who was 
 afterwards to appraise so justly his own educa- 
 tional work. Lord Granville paid a visit to the 
 Borough Road, was much impressed by the teach- 
 ing power of the Principal and the inspiring 
 influence which he exercised over his students, 
 and soon after offered him the post of Inspector 
 
 22 
 
HIS WORK AS INSPECTOR OF SCHOOLS 23 
 
 of Schools. Mr. Fitch accepted the offer, and in 
 the same year removed to York to undertake his 
 new duties. 
 
 With a view to appreciate more correctly the 
 nature and scope of the opportunities which 
 thus opened out before one of the master- 
 builders of the existing edifice of English educa- 
 tion, it may be well here to take a cursory 
 glance at the state of education in England 
 at that time. It is seldom, amid the con- 
 tending claims of contemporary interests, that 
 we are able to determine with exactness the 
 characteristic work of our own times. But suc- 
 ceeding generations will probably remember the 
 latter half of the nineteenth century as the 
 period of organized national education. In many 
 European countries, indeed, notably in Prussia 
 and in Scotland that work had long since been 
 undertaken and carried through to a certain 
 degree of completeness. But in some of the 
 leading countries of Europe in France and in 
 England, for instance the middle of the nine- 
 teenth century still found the provision for popular 
 education formless and inadequate, while the 
 close of the century in both countries saw the 
 lines of a complete national system laid down 
 and considerable results already achieved. Only 
 the ease with which we grow accustomed to 
 changes the most momentous, and the very 
 
24 SIR JOSHUA FITCH 
 
 natural anxiety for still greater results where 
 expectation has been keenly aroused, prevent 
 us from seeing that since 1870 England has 
 experienced a quiet social revolution. 
 
 Yet it is true that in these days of State and 
 local control of education we ought all of us to 
 see, even if we do not, the beneficent changes 
 that are being wrought under our eyes, and if 
 not by our own exertions, at least with our own 
 assent. But for nearly forty years before 1870 
 the educational revolution of that year was being 
 quietly and secretly prepared. The Act of 1870 
 would not have been possible if the hands of 
 the Legislature had not been forced by the long 
 and silent work of a Government Department. 
 Nothing is more remarkable in the history of 
 the English nation, accustomed to open popular 
 discussion and fierce Parliamentary conflicts over 
 every reform, than the quiet way in which its 
 educational revolution was effected. And the 
 thoroughness of the preparation for educational 
 change is all the more remarkable when we 
 remember that the subject was one on which 
 popular opinion was so hotly divided that it was 
 impossible to secure any decision upon it in the 
 Parliamentary arena. In this state of popular 
 ferment upon the question, one of those devices 
 of government which are still possible in a 
 democracy with an oligarchical past was happily 
 
HIS WORK AS INSPECTOR OF SCHOOLS 25 
 
 resorted to. The English Parliament will often 
 readily assent to a grant from the national purse 
 for the accomplishment of a work whose limits 
 and scope it shrinks from defining by statutory 
 Act. It was in this way that the English State 
 first interfered in the matter of national educa- 
 tion. In 1832 the first educational grant was 
 passed, and this grant, annually renewed, was 
 left to be administered by the Treasury till 1839. 
 In that year, by an Order in Council, a special 
 Committee of the Privy Council was formed to 
 administer the annual educational grant. Thus 
 an English Education Department came into 
 being, its existence, no doubt, hardly suspected 
 by the great mass of the nation, and tolerated by 
 those who were brought into official relation with 
 it principally because of its distributing power. 
 For thirty years, in face of an exceedingly sensitive 
 public opinion and of the most conflicting public 
 interests, it kept gradually extending its powers 
 with an infinite patience and tact. The relatively 
 ambitious programme with which the members of 
 the original Committee of Council set themselves 
 to their work had to be abandoned. The work of 
 the inspectors whom they appointed had perforce 
 to be confined to reporting in the most general 
 terms upon the state of education. It was not 
 yet possible to entrust them with the task of 
 testing it in detail, or of directing it into better 
 
26 SIR JOSHUA FITCH 
 
 methods. But the bait of increasing grants at 
 last began to work, and already before the sixties 
 the masters of the principal portion of the educa- 
 tional machinery of the nation the National 
 Society and the British and Foreign Schools 
 Society were accepting more or less willingly 
 the new conditions of Government inspection 
 and control of the work in which they were 
 engaged. 
 
 In 1861 the publication by Mr. Lowe of the 
 Revised Code made still more stringent and 
 effective the control by the Government of the 
 work of education. For the future Government 
 aid to the work of the voluntary educational 
 societies was to depend not only upon the 
 suitability of the buildings, the qualification of 
 the teachers, and the school attendance of chil- 
 dren, but also upon the results of individual 
 examination of their work. The function of the 
 inspector had assumed a prerogative importance 
 in the work of the Education Department. The 
 sifting of educational results which fell to the lot 
 of this body of men was now so thorough and so 
 universal as to make it impossible longer to resist 
 the conclusion that the existing system was 
 entirely inadequate to national needs. It was 
 the working of the Revised Code over a period 
 of nearly ten years which demonstrated the 
 bankruptcy of the merely voluntary method, and 
 
HIS WORK AS INSPECTOR OF SCHOOLS 27 
 
 necessitated the legislation of 1870. The en- 
 largement of State control over the old system 
 to the utmost limit which was possible had only 
 succeeded in proving that no control could suffice 
 to make that system satisfactory. 
 
 It was just two years after the issue of the 
 Revised Code that Mr. Fitch was appointed an 
 Inspector of Schools. The district entrusted to 
 his charge consisted of the county of York, with 
 the exception of certain portions of the north and 
 west. In his first General Report to the Depart- 
 ment, Fitch, with his usual sense of the importance 
 to any work of an accurate estimate of the social 
 circumstances which determined it, thus describes 
 the field in which he had been set to labour : ' The 
 district is populous and curiously diversified. 
 There is no county in England which exhibits 
 social and industrial life under such varied con- 
 ditions as are to be seen in Yorkshire. It is at 
 once the seat of several thriving manufactures 
 and the home of a large agricultural population. 
 It contains maritime ports, watering-places, and 
 teeming mines of coal and iron. There are in one 
 part of it large towns and villages of recent 
 growth, filled with evidences of modern energy and 
 science ; and in another, solemn ecclesiastical cities 
 and sleepy market towns.' It was with perfect 
 justice, therefore, that he was able to add : ' In 
 this district I have had the advantage of observing 
 
28 SIR JOSHUA FITCH 
 
 the operation of your Lordships' measures from 
 several very different points of view.' No one 
 had ever a more generous or less pedantic view of 
 his special work than Fitch. He had the power 
 of throwing into it all the largest and most un- 
 selfish hopes, purposes, ambitions which corre- 
 sponded to his own exalted view of life. The 
 whole spiritual content of the man was run into 
 it lavishly as into a mould, which was adequate, 
 or must be made adequate, to the reception of 
 this rich deposit. It was the prime secret of his 
 value to the cause of English education. The 
 man was never cramped by the procrustean 
 limitations of the work. The work was always 
 enlarged to the full spiritual proportions of the 
 man. 
 
 And with this power of complete self-expendi- 
 ture there went the most judicious perception of 
 the nature of a true educational ideal. He had 
 the very rare gift of perceiving what had to be 
 done in detail and in gross with equal clearness 
 and justice. He saw the needs of national educa- 
 tion as a whole, and yet he saw equally the 
 special needs and opportunity of each locality and 
 of each social group. He could appraise at their 
 right value and with a sure instinct of their 
 natural limits the importance of a common State 
 direction and of local and voluntary effort. His 
 career was a kind of mediation, sometimes con- 
 
HIS WORK AS INSPECTOR OF SCHOOLS 29 
 
 scious and strenuous, often only unconscious and 
 temperamental, between these two factors of a 
 successful system. It might be more true to say 
 that it was a sustained endeavour to adapt the 
 one to the other. He was probably entirely in 
 accord with Matthew Arnold when he advocated 
 a larger measure of State action in England in 
 the matter of education, and equally in accord 
 with him when he claimed that in England there 
 was little danger of that action being able to 
 evade a due measure of popular control. But 
 more, probably, than Arnold he saw the possi- 
 bility and the consequent duty of gradually 
 educating and using to the full the local interest 
 in and responsibility for the work of education 
 which is undoubtedly felt in this country ; and 
 he had the requisite patience and the requisite 
 sympathy and knowledge of detail to labour for 
 the reconciliation of the conflicting views by 
 which this local interest is always hampered, and 
 has been sometimes nullified, among us. 
 
 It was this largeness of view, combined with the 
 intellectual humility which enabled him to throw 
 himself completely into the detailed requirements 
 of the work in hand, that made Fitch from the 
 first an ideal inspector, and opened up to him 
 afterwards so many and great opportunities of 
 influencing education in England as a whole. 
 But it would be impossible to indicate more aptly 
 
30 SIR JOSHUA FITCH 
 
 the ideal with which Fitch set himself to his new 
 work than in words which he himself has used to 
 describe the nature and opportunities of the 
 inspector's calling. 
 
 * Every official post in the world has in it 
 possibilities which are not easily visible to the 
 outside critic, and which cannot be measured by 
 the merely technical requirements laid down by 
 authority. And this is true in a very special 
 sense of such an office as Inspector of Schools, 
 when the holder of the office likes and enjoys his 
 work, and seeks ampliare jurisdictionem, and to 
 turn to the most beneficial use the means at his 
 command and the authority which his office gives. 
 His first duty, of course, is to verify the con- 
 ditions on which public aid is offered to schools, 
 and to assure the Department that the nation is 
 obtaining a good equivalent for its outlay. But 
 this is not the whole. He is called upon to visit 
 from day to day schools of very different types, to 
 observe carefully the merits and demerits of each, 
 to recognise with impartiality very various forms 
 of good work, to place himself in sympathy with 
 teachers and their difficulties, to convey to each 
 of them kindly suggestions as to methods of 
 discipline and instruction he has observed else- 
 where, and to leave behind him at every school 
 he inspects some stimulus to improvement, some 
 useful counsel to managers, and some encourage- 
 
HIS WORK AS INSPECTOR OF SCHOOLS 31 
 
 merit to teachers and children to do their best. 
 There are few posts in the public service which 
 offer larger scope for the beneficial exercise of 
 intellectual and moral power, or which bring the 
 holder into personal and influential relations with 
 a larger number of people. It will be an un- 
 fortunate day for the Civil Service if ever the 
 time comes when an office of this kind is regarded 
 as one of inferior rank, or is thought unworthy of 
 men of high scholarship and intellectual gifts. 
 To hundreds of schools in remote and apathetic 
 districts the annual visit of an experienced public 
 officer, conversant with educational work, and 
 charged with the duty of ascertaining how far 
 the ideal formed at headquarters and under the 
 authority of Parliament has been fulfilled, is an 
 event of no small importance. And it matters 
 much to the civilization of the whole district 
 whether this duty is entrusted to pedants and 
 detectives who confine their attention to the 
 routine of examination, or to men whose own 
 attainments command respect, and who are quali- 
 fied by insight, enthusiasm, and breadth of sym- 
 pathy to advise local authorities, and to form a 
 just judgment both of the work of a school and of 
 the spirit in which the work is done. He whose 
 own thoughts and tastes move habitually on the 
 higher plane is the best qualified to see in true 
 perspective the business of the lower plane, and 
 
32 SIR JOSHUA FITCH 
 
 to recognise the real meaning and value of the 
 humblest detail.'* 
 
 Truly Fitch knew how to exalt his office. He 
 exalted it by thirty years of intelligent and 
 strenuous labour, and it is the experience gained 
 in this labour which speaks in the words I have 
 just quoted. His ideal of the inspector's duty 
 here set forth was the result of a long service felt, 
 as it were, in perspective, but it was already his, 
 at least in its general outline, when he first set 
 himself to his work. That work consisted in the 
 inspection and examination of the British and 
 other Protestant schools not connected with the 
 Church of England which were to be found in his 
 district. In those days the denominational line 
 in matters of education was so clearly drawn that 
 there was a different inspectorial staff for the 
 Church schools and for the schools belonging to 
 other denominations. The division dated from 
 the first appointment of Government Inspectors 
 by the newly-created Education Department in 
 1840. In that year what came to be known as 
 the Concordat with the Church was established, 
 by which the sanction of the Primate was required 
 in the appointment of inspectors for Church 
 schools. In the same way the right of veto over 
 the appointment of the lay inspectors assigned to 
 its schools was granted to the British and Foreign 
 * * Thomas and Matthew Arnold,' p. 168. 
 
HIS WORK AS INSPECTOR OF SCHOOLS 33 
 
 Schools Society. The arrangement tended to 
 foster all the disadvantages of the traditional 
 system, or, rather, want of system. But it was 
 forced upon the Government by the existing state 
 of affairs. The schools of the nation had, in 
 almost all cases, been founded by religious bodies 
 with a distinctly religious purpose, and so long as 
 the testing of religious instruction was one of the 
 foremost duties of the inspector, it is impossible 
 to see how any other method could have been 
 imposed or accepted. We are apt to forget that 
 it was originally a universal condition of the pay- 
 ment of a Government grant that, in every school 
 which received it, the reading of the Bible at least 
 should be a part of the regular instruction. By 
 the time, however, that Fitch was appointed it 
 was no longer part of the lay inspector's duty 
 to test the religious instruction in non- Church 
 schools. The original necessity which had im- 
 posed upon the Government the appointment of 
 a twofold inspectorate was already beginning to 
 relax, and the disadvantages inherent in it were 
 daily becoming more manifest. Fitch, while 
 loyally accepting the conditions of his task, did 
 not fail to record his sense of the inconveniences 
 of the system. In his last report on the schools 
 of his northern district, drawn up on the eve of 
 the Act of 1870, he pointed out its disastrous 
 effect upon the attitude of the teachers in the 
 
 3 
 
34 SIR JOSHUA FITCH 
 
 different kinds of schools towards one another, 
 and therefore upon educational efficiency. Speak- 
 ing with his usual enthusiasm of the educational 
 value of teachers' associations, he expresses his 
 regret that these associations are condemned to 
 assume a sectional character, and proceeds to 
 assign the reasons : 
 
 ' The value of such meetings/ he says, * is 
 greatly diminished by the fact that the associa- 
 tion is sectional, and only includes a small part of 
 the elementary teachers of the district. I have 
 long felt, and often expressed, the desire that the 
 teachers of the Church of England schools should 
 unite with others to form strong local associations 
 for mutual help in the duties of their profession. 
 When it is considered that their training, their 
 duties, and their interests are absolutely identical 
 with those of other certificated teachers, except 
 in regard to the single subject of the Church Cate- 
 chism, it is much to be desired that this should 
 be done. Hitherto, however, the formation of a 
 united association has proved impracticable, 
 chiefly, as I am informed, because the masters of 
 Church schools fear that in joining it they would 
 offend the clergy and school managers. Another 
 reason has also influenced them. The present 
 system of sectional inspection undoubtedly tends 
 to keep the various classes of teachers apart. 
 When a Church schoolmaster finds that his school 
 
HIS WORK AS INSPECTOR OF SCHOOLS 35 
 
 is visited by a special officer, and is compared, not 
 with the neighbouring schools, but with other 
 Church schools at a distance, he is naturally led 
 to think that the Government has some motive 
 for regarding him as one of a separate class. It 
 is no part of my duty to discuss the propriety of 
 regulations which have long been sanctioned, 
 doubtless for important reasons, by your Lord- 
 ships. But I may be permitted to refer to the 
 actual working of denominational inspection as it 
 is visible here. The Nonconformist is irritated 
 by an arrangement which brings the whole power 
 and prestige of a Government officer to bear on 
 the inculcation of Anglican theology, and gives 
 no corresponding help to religious teaching of any 
 other kind. The politician is struck with the 
 inconvenience of a system which forbids any one 
 of those officers to take cognizance of the needs of 
 a district, or of its educational provision as a 
 whole. The economist wonders at its extrava- 
 gance. But it is the inspector of schools who 
 knows best how much of his time and strength it 
 wastes, how powerless it makes him to institute a 
 fair comparison between two rival schools, and to 
 bring them into friendly relations, and, above all, 
 how it alienates the teachers, and prevents the 
 growth of a proper esprit de corps, or of useful 
 professional associations in the various districts.' 
 But Fitch could speak his mind about the 
 
 32 
 
36 SIR JOSHUA FITCH 
 
 defects of a system with all the more authority 
 that he was willing to work it, and was working 
 it, with the desire and the power to extract from 
 it the full measure of its usefulness. The three 
 reports upon his work in the Yorkshire district 
 which he submitted to the Lords of the Council 
 form in themselves a complete account of the 
 condition of education under the old system, and 
 a judicious estimate of its possibilities, and, at the 
 same time, point with conclusive force, alike by 
 their reserve and their insistence, the necessity of 
 change. There is not a single element of hope 
 which is not placed in bold relief and wisely en- 
 couraged. Throughout there runs the note of 
 anxiety a confident anxiety to turn to more 
 fruitful account every factor of an existing situa- 
 tion. They are of the highest value as documents 
 upon the state of education in England a genera- 
 tion ago. But they are of especial value for our 
 present purpose, because they reveal the character 
 of their author where it was always most fully 
 expressed in his work. And they are not only 
 worth reading, but they can be read with ease 
 and even pleasure, for Fitch had the literary 
 instinct. Whatever he wrote, he wrote with a 
 certain distinction. He had only to treat the 
 most commonplace subject, and it ceased to be 
 commonplace. Style is not merely an original 
 aesthetic instinct in the use of language : it is 
 
HIS WORK AS INSPECTOR OF SCHOOLS 37 
 
 also a moral product, the result of a rigorous 
 discipline. And this element in Fitch's style is 
 particularly noticeable. He used language as a 
 sacred trust, and this conscientious respect for it 
 had given him a perfect adequacy and correctness 
 of expression. Most men who think clearly write 
 well ; but with Fitch there was added a something 
 of grace and ease which gave all he wrote a liter- 
 ary flavour. It is hardly the quality which one 
 expects in an official report, but it did not desert 
 Fitch even there. What is usually wanting in 
 such documents is the gradation of tone, the 
 delicate sense of touch upon the instrument which 
 indicates without effort the degrees of value in 
 judgment or criticism. Fitch knew how, by a 
 quiet humour, to hint effectually where the limits 
 of his right of official interference would have 
 made a serious and detailed criticism seem pon- 
 derous and clumsy, and would have deprived it, 
 besides, of all chance of effect. How pleasantly, 
 for instance, he handled the ineptitude of those 
 teachers and managers who thought to meet the 
 suggestions of the Revised Code as to the need of 
 greater consideration of the capacities of children 
 by introducing a set of silly and pointless reading- 
 books ! ' I hope,' he says, ' teachers will find that 
 there is a golden mean equally remote from 
 Goody Two Shoes and from those appalling 
 essays on the graminivorous quadrupeds and the 
 
38 SIR JOSHUA FITCH 
 
 monocotyledonous plants, which have so long 
 bewildered the little readers of the Irish books/ 
 Or, again, he would report with a quizzical air of 
 resignation the kind of success which had attended 
 his efforts to increase the voluntary subscriptions 
 to the work of the schools. One wonders what 
 the managers of the school at Mosley thought of 
 the following appreciation of their ingenious at- 
 tempt to meet their Inspector's suggestions, if 
 they ever read his report. * I had remarked last 
 year on the absence of subscriptions, or of any 
 evidence of local interest ; and this year I found, 
 under the head " Voluntary Contributions," the 
 sum of 35 4s., balanced, however, by a new item 
 on the other side, in which the rent of the room 
 was also set down as 35 4s. It was explained 
 to me that the managers had thought it better to 
 credit themselves with this contribution to the 
 school, although the transaction was wholly 
 imaginary, no money having been given or re- 
 ceived.' 
 
 But the chief value of Fitch's reports is that 
 they exhibit in clear and bold relief his view of 
 education, and his appreciation of the means 
 which could be counted on for procuring it for 
 the nation. These features recur continually 
 from the first report on his Yorkshire district to 
 the last which, more than twenty years later, he 
 published from his experience in East Lambeth, 
 
HIS WORK AS INSPECTOR OF SCHOOLS 39 
 
 and in themselves suggest an adequate view of 
 the aims which had directed his work during all 
 those years. Every work of art consists of the 
 repetition and various elaboration of some leit- 
 motif. The consistent direction of a life's energy 
 is such a work of art, and nothing in its record 
 satisfies us so much as the perpetual discovery, 
 under different forms, of its guiding ideas. In 
 Fitch's case there is no difficulty in discovering 
 them. He was always preaching the doctrine 
 that it is the purpose of a true education to make 
 men, and its test that it has made them. How- 
 ever trite or hackneyed this may appear as the 
 mere statement of an ideal, it was to Fitch the 
 object of all his practical labour, the end to which 
 he sought to accommodate all the means at the 
 disposal of an English educator. He continually 
 insisted on the distinction which must be made, 
 and which ought always to be present to the 
 mind of a good teacher, between the attainment 
 of this true education and success in satisfying 
 the standards fixed by the State for testing the 
 educational instrument. He never wearied of 
 reminding the teacher that the State could do no 
 more than encourage the provision of the neces- 
 sary machinery and test its due working, but that 
 with himself lay its skilful adaptation to vital 
 ends. Above all, he sought to impress upon him 
 that, though there was a greater and less degree 
 
40 SIR JOSHUA FITCH 
 
 of perfection in mechanical means, any means- 
 even the most primitive might be turned to 
 fruitful account by the man who kept in view the 
 true end of education, and no means, however 
 perfect, could be of real avail to the man who 
 lost sight of that end, or had never seen it at all. 
 We do not need, he would say, ' a multiplication 
 of subjects so much as the more skilful treatment 
 of such subjects as we have, more concentration 
 of force, a clearer perception of the difference 
 between the training which has a visible and 
 immediate bearing on the means of getting a 
 living and that training which looks further 
 ahead and seeks to show the scholar how to live.' 
 And he put his ideal in the most concrete form 
 that it was possible to give it. ' In all places of 
 education alike,' he said to the members of the 
 Teachers' Guild at Birmingham in 1895, 'from 
 the humblest ragged school to the University, we 
 need to keep in mind that character is no less 
 important than knowledge ; that the habit of 
 veracity and the love of truth for its own sake 
 are more valuable treasures to a man than any 
 number of truths formulated and accepted on 
 authority ; and that any scheme of education 
 which does not enlist the sympathies of the 
 learner, and encourage in him spontaneous effort 
 and aspiration, is self-condemned and doomed to 
 failure. Our teaching is naught if it does not 
 
HIS WORK AS INSPECTOR OF SCHOOLS 41 
 
 open out in the learner's soul new windows 
 through which the light of heaven and of truth 
 may enter in, and out of which he may look with 
 clearer vision on the richness of the world, whether 
 of nature or of books/ 
 
 It was to such a conception of the work which 
 the teacher was called upon to accomplish that 
 Fitch sought to give effect in his own work as 
 inspector. In all sorts of ways he aimed at im- 
 pressing upon teachers that what he was looking 
 for in their schools was the amount of individual 
 intelligence which had been evoked in them, that 
 his sole test of the successful teaching of any 
 subject was the extent to which it could be shown 
 to have awakened the intellectual curiosity and 
 widened the intellectual interests of the children. 
 No amount of trouble seemed to him wasted if 
 only he could urge home this truth with a little 
 more certainty. The devices which he adopted 
 to secure it were of the simplest. He always, for 
 instance, laid special stress upon the reading of a 
 school as the subject which most surely tested its 
 general intelligence. We find him reporting from 
 East Lambeth in 1882: * Since I have had the 
 advantage of additional help I have felt freer to 
 make occasional changes in the division of our 
 duties, and I have, among other things, often 
 taken the reading examination of the higher 
 classes into my own hands. Here, I have sup- 
 
42 SIR JOSHUA FITCH 
 
 posed, is to be found the crown and final resultant 
 of all the intellectual influences which are at work 
 in the school. If the children have been taught 
 to think, to feel, and to enjoy, as well as to know, 
 it is in the reading of the highest class that such 
 culture will reveal itself.' Inspection of this kind 
 must have been a bracing discipline in schools 
 where a mechanical uniformity of ' knowledge ' 
 might very well have become the ideal of the 
 teacher. It forced the teacher to feel that it was 
 not sufficient for him to be the capable slave of a 
 routine system, that it was, on the contrary, 
 necessary for him, by the individuality and 
 thoroughness of his own intelligence, to be the 
 competent master of the means which that sys- 
 tem placed at his disposal. 
 
 In the same way it was natural that Fitch 
 should attach the greatest importance to the 
 religious teaching of the children. Here again 
 he cared little for the mechanical means which 
 might be employed teaching of dogmatic formu- 
 laries, directly moral teaching, or the like. Living 
 in the midst of excited public controversies, he 
 sat loose to the opinions of zealots on either side, 
 not through contemptuous indifference to their 
 arguments, not from any temptation to seek 
 feeble compromises, but exactly because he saw 
 so clearly the determining factor in the question 
 at issue. Here again here more than anywhere 
 
HIS WORK AS INSPECTOR OF SCHOOLS 43 
 
 else he saw the fundamental importance of the 
 living instrument. With any and every equip- 
 ment of mere means, the teacher of high charac- 
 ter and religious feeling would impress upon his 
 pupils something of his own sense of the meaning 
 and value of life. With whatever means, the 
 teacher who did not possess these qualities must 
 fail in this particular, the highest, part of his 
 task. He saw, indeed, clearly enough the value, 
 to the end of producing such teachers, of the 
 original connection of the English elementary 
 school with the different religious societies of the 
 nation. It was a natural consequence of the 
 closeness of that connection that, for the most 
 part, the national teachers were men of sincere 
 and earnest religious feeling. And, after 1870, 
 there is more than one hint in Fitch's reports 
 that he was sensible of a certain loss in this regard 
 under the new order of things. Yet it was not 
 the abandonment of the teaching of some form of 
 confessional creed or catechism that he regretted. 
 It was the possibility that a certain atmosphere 
 might be lost to the schools which, under the 
 old system, had been their outstanding merit. 
 Although, even before 1870, he was precluded by 
 his official instructions from examining the religious 
 teaching of the schools entrusted to his inspection, 
 he did not fail to report on what he could observe 
 of the religious element in their life as especially 
 
44 SIR JOSHUA FITCH 
 
 worthy of the consideration of the Department. 
 Here, for instance, is a tribute to the Wesleyan 
 schools of his Yorkshire district which is well 
 worth quoting : 
 
 ' And if the Wesleyan Methodists continue to 
 gain, as they unquestionably have gained, in- 
 creased local religious influence by means of their 
 day-schools, it ought to be remembered that they 
 have gained it rather by the care they have taken 
 in selecting religious teachers, by the close identi- 
 fication of school, chapel, and Sunday-school, by 
 hymns and simple acts of worship, by frequent 
 social and religious meetings, and by a sort of 
 atmosphere of Methodism with which the thought- 
 ful boy finds himself encompassed, than by any 
 formal dogmatic teaching, by any restraint on the 
 liberty of the parent, or by any of those usages 
 against which a conscience clause is designed to 
 guard. It is too commonly assumed by public 
 speakers and writers who know little of the 
 interior of a school that every place of primary 
 instruction must either be distinctly sectarian, and 
 teach a special creed, or be absolutely secular and 
 non-religious ; but I take leave to testify that the 
 schools which fall under my inspection are neither 
 the one nor the other. They are, almost without 
 exception, essentially Christian schools, in which 
 the Scriptures are read and accepted as the rule 
 of life, but in which no attempt is made to dogma- 
 
HIS WORK AS INSPECTOR OF SCHOOLS 45 
 
 tize or to fix the conviction of young children on 
 those points on which Christian people differ from 
 each other.' 
 
 The ' Methodist atmosphere ' had been achieved 
 by the ' care taken in selecting religious teachers.' 
 It was Fitch's opinion that no sectional religious 
 atmosphere, and, above all, no simply religious 
 atmosphere, could be gained in any other way. 
 The conditions of the appointment of teachers 
 have, of course, wholly changed since the day on 
 which Fitch wrote these words, but on this point 
 probably most people will agree with him still. 
 
 In his anxiety to procure a genuine education 
 for the children, Fitch always aimed at the 
 simplification and unity of their studies. Nothing 
 irritated him so much as the occasional tendency 
 of teachers, when the new Code had enlarged 
 the school curriculum, to treat each fresh subject 
 in its crude separateness from others, to use it as 
 a vehicle for so much isolated and portentous 
 ' cram.' He did much to inspire even the best of 
 his teachers with the sense of a true method in 
 this regard, and to impart it to the worst. He 
 laid his finger unerringly on every instance of 
 pretence, of ambitious absurdity, of all kinds of 
 false and unreal knowledge, and gently but firmly 
 exposed it to the gaze of teachers, who were, for 
 the most part, willing to learn from him. He did 
 much in this way to bridge the gap between the 
 
46 SIR JOSHUA FITCH 
 
 poverty of the children's conversational vocabu- 
 lary and the, for them, unmeaning wealth of 
 literary language, and thus to mediate between 
 their ideas and the ideas which they found in 
 books. It was an aim which he always kept 
 before him, and in which he laboured to make the 
 teacher share. He found this crudity of concep- 
 tion on the part of the child and the crudity of 
 instruction which ministered to it pervading even 
 those subjects which had been most carefully 
 selected with a view to the peculiar social needs 
 of the children. He reports, for instance, on the 
 teaching of domestic economy in East Lambeth. 
 1 There is a little pathos and a slight soupgon of 
 absurdity in the written answers of poor little 
 girls who come from the dingy and squalid alleys 
 of Lock's Fields, and who tell me in their papers 
 that a dwelling-house should be built on rising 
 ground, with a southern aspect, and on a sandy 
 soil/ 
 
 It was equally in the interests of the simple, 
 straightforward ideal of a sound education that, 
 though himself a reformer both by native instinct 
 and deliberate purpose, he resisted the whole 
 army of educational ' cranks,' of those who urged 
 their pet specific for the cure of all educational 
 ills. No one was more ready than he to try or 
 to see tried every suggestion which contained the 
 promise of improvement in method or of a more 
 
HIS WORK AS INSPECTOR OF SCHOOLS 47 
 
 complete success in the general aim of education. 
 But he had continually to be on the watch 
 against the dangers and absurdities threatened 
 by the indiscriminating zeal of this class of 
 persons, so numerous in the field of education. 
 He had to reprove, for instance, the waste of 
 time and the mere mechanical futility which often 
 attended the unintelligent application of the 
 Kindergarten method. He found that a method 
 intended to develop intelligence along natural 
 lines was often used in such a way as to cramp 
 intelligence or to dam it up artificially. Or, 
 again, he had to remind those who advocated 
 in season and out of season (usually the latter) 
 the necessity of coming down to the children's 
 level that there was a still greater danger in 
 eliminating the necessary stimulus of intellectual 
 toil ; that every intellectual gain that was real 
 must be a conquest, and endure all the trouble- 
 some but heartening incidents of victory ; that 
 the teacher, in short, must always keep a little in 
 advance of the child's intelligence, or he will not 
 be able to teach at all. And, most of all, he 
 fought with all the weapons of his clear intelli- 
 gence and gentle humour the devotees of physical 
 training when they went so far as to claim that 
 the children were subjected to undue pressure 
 in the school, and that one-half the existing 
 school-day was all that a child could endure 
 
48 SIR JOSHUA FITCH 
 
 without injury to health. His reply to the whole 
 army of ' half-timers ' was effective as coming 
 from such an experience as his : ' The school-life 
 appears to me whether I judge of it on the day 
 of inspection or on chance visits to be wholly 
 free from burdensome or unwholesome restraint. 
 Sanitary enthusiasts are sometimes found claim- 
 ing that one half the school- day should be given 
 to learning and the other to physical exercises. 
 They assume that children are never being physi- 
 cally trained unless somebody is training them ; 
 and they take no account of the hours which the 
 schoolboy already has for play, or of the ample use 
 which, under the kindly but unconscious teaching 
 of Nature, he makes of his opportunities.' 
 
 Fitch was certainly neither blind to the value of 
 the objects aimed at by the enthusiastic specialist 
 nor ungrateful for the reforms which were often due 
 to his efforts. But he desired to find room for such 
 reforms in a great and growing system which had 
 to take account of the total human capacity, and 
 accommodate itself to peculiar social needs and 
 conditions. It was his consistent aim in the 
 matter of education to remind his countrymen 
 of what laws and regulations could do what 
 were the natural limits of their operation, and on 
 what vital condition their fruitful activity de- 
 pended. He had realized the full force of those 
 words of Burke, which he was fond of quoting : 
 
HIS WORK AS INSPECTOR OF SCHOOLS 49 
 
 ' Nations are not primarily ruled by laws. What- 
 ever original energy may be supposed either in 
 force or regulation, the operation of both is, in 
 truth, merely instrumental.' 
 
 Such, then, was the ideal of education which 
 Fitch had formed for himself, and to which in all 
 his official and unofficial activity he sought to give 
 effect. But almost as important an element in his 
 success was his clear view of the nature of the 
 means by which in England it had to be turned 
 into practice. He once happily described ' the 
 real forces on which the growth of the national 
 intelligence must mainly depend ' as ' the quick- 
 ened conscience and higher aims of local authori- 
 ties ; the desire of successive generations of 
 parents to secure for their children training a 
 little better than they have themselves received ; 
 and the steady increase in the number, already 
 large, of teachers not only possessed of technical 
 qualifications, but mentally cultivated, fond of 
 their work, and filled with aspiration and 
 enthusiasm.' 
 
 The cardinal importance to the cause of educa- 
 tion which he attached to the character of the 
 teacher has already become apparent. But the 
 attention which he paid to the subject demands 
 for it a measure of special reference, however 
 brief. He never failed to acknowledge with 
 all the generosity of his nature the devotion 
 
 4 
 
50 SIR JOSHUA FITCH 
 
 and skill of the teachers as a class, but he was 
 also unsparing in his efforts to expose such 
 detailed weakness in their methods as he occa- 
 sionally met with, and to point out the more 
 general conditions on which their complete suc- 
 cess must depend. As an additional example of 
 the kind of failure which he too often found 
 attending the mechanical teaching of certain 
 subjects some have already been given the 
 specific subject introduced by the New Code 
 under the somewhat ambitious title of ' English 
 Literature ' may be cited. Here was a subject 
 which was so entirely after his own heart as a 
 means of evoking taste and intelligence among 
 the children that his disappointment at the actual 
 results was no doubt the more bitter in proportion 
 to the hopes which he had formed from its adop- 
 tion as an optional part of the school work. He 
 found the actual use which was made of it so 
 unintelligent that he roundly denounced it as, in 
 his opinion, ' one of the most unfruitful parts of 
 the school work.' What particularly annoyed 
 him in such cases was the appearance of the 
 choice of a subject by the teachers, not for its 
 intrinsic value as a means of education, but 
 because it was one on which the Government 
 grant might be most easily secured. With such 
 assumptions, wherever he found them operant, 
 he was not afraid to deal remorselessly. ' I fear 
 
HIS WORK AS INSPECTOR OF SCHOOLS 51 
 
 this illusion ' (the impression that English Litera- 
 ture was the easiest subject on which to secure 
 a grant) ' has been rather rudely dispelled in my 
 district by the pitiless way in which I have 
 rejected scores of children who, though knowing 
 the passage well by heart, showed, by their 
 want of expression or by their unsatisfactory 
 answers to questions, that they knew nothing of 
 the meaning of what they had learned.' 
 
 It was thus that the most considerate of in- 
 spectors would, in the interests of the teachers 
 themselves and of their work, deal with every 
 instance of intellectual indolence which he found. 
 He aimed at making teachers feel that initiative 
 was a prime element in intelligence ; that they could 
 not shirk the responsibility of individual choice 
 and cultivation of methods without forfeiting 
 their chances of efficiency ; that they were likely 
 to give a real education to their children exactly 
 by means of those subjects which they had made 
 the instrument of their own special cultivation. 
 He delighted to take favourable notice in his 
 reports of every instance where a teacher with a 
 special intellectual interest had by its means 
 created an atmosphere of general intelligence 
 throughout the whole work of his school. And 
 in later years, when the enlarged scope of educa- 
 tion in the country had succeeded in raising the 
 mere academic standard of qualification for 
 
 42 
 
52 SIR JOSHUA FITCH 
 
 teachers, he continually touched with regret 
 upon the danger of a concurrent shrinking of 
 real culture among them. The ripe wisdom of 
 the criticism contained in the following quotation 
 and its appropriateness even after twenty years 
 may excuse its length : 
 
 ' Among the younger generation of school- 
 masters and assistants I find a good deal of 
 professional ambition and a keener interest in 
 what may be called educational politics. There 
 is also considerable zeal about the grade of their 
 certificates and about obtaining from South Ken- 
 sington special certificates for drawing and science. 
 A small, though increasing, number of the more 
 ambitious is also to be found reading for the 
 degrees of the University of London. But much 
 of this mental activity is directed merely to the 
 passing of examinations, and when the status so 
 desired is once secured, the young teacher is too 
 apt to consider his professional equipment com- 
 plete. Of serious and systematic reading, of the 
 pursuit of any branch of letters or science for its 
 own sake, or of that habit of self-culture which 
 alone can preserve the freshness of mind needed 
 by the true teacher, I do not, I regret to say, 
 find increasing evidence. It is my habit to invite 
 assistants, especially those whose work I have not 
 often tested before, to conduct a class and give 
 questions in my presence ; and though there is 
 
HIS WORK AS INSPECTOR OF SCHOOLS 53 
 
 often much technical skill in the art of teaching, 
 one cannot help being struck also with the poverty 
 of illustration and with the narrowness of the 
 range both of thought and of reading from which 
 additional light is brought to bear on the explana- 
 tion of a lesson or a text-book. I fear it must be 
 honestly confessed that the very remarkable de- 
 velopment of primary education of late years has 
 not been accompanied by a corresponding im- 
 provement in the personal qualifications of the 
 teachers. It is one of the saddest results of any 
 reform of official machinery and regulations that 
 it tends to diminish the apparent necessity for 
 independent and spontaneous exertion on the 
 part of the workers. As the legal requirements 
 approach more nearly to a high ideal they become 
 more easily accepted as final and sufficient, and 
 many teachers who are capable of better things 
 are found fastening their whole attention on the 
 best means of complying with this or that regula- 
 tion of the Code and of securing the maximum 
 grant. After watching with keen interest for 
 many years the work of public education, I may 
 be permitted to express my conviction that the 
 one thing required to give full effect to the re- 
 forms which are devised from time to time with 
 so much thought and care by your Lordships is a 
 stronger sense on the part of the younger teachers 
 of the need for personal cultivation.' 
 
54 SIR JOSHUA FITCH 
 
 It was, no doubt, disheartening to Fitch, whose 
 hopes for education were always so closely associ- 
 ated with the formation of a body of teachers of 
 fresh and eager intellectual interests, to find that 
 of the younger generation of teachers who were 
 being formed under conditions more favourable to 
 professional ambition and self-respect, and who were 
 admittedly qualifying themselves with eagerness 
 for a higher standard of technical fitness, it was 
 impossible to record a higher judgment in the 
 matter of the one thing necessary than he had 
 passed fifteen years earlier on an older generation. 
 In 1867 he had said : ' I confess it is disheartening 
 to me to find how few of the teachers seem to be 
 taking any pains with their own mental cultiva- 
 tion. They have more leisure than most persons, 
 and they often tell me what the occupations of 
 their leisure are. Among those occupations it is 
 extremely rare to find that the steadfast pursuit 
 of any kind of knowledge takes a place. There 
 seems to me very little of that love of literature, 
 that hunger after self-improvement, or even that 
 choice of a pet pursuit which would go so far to 
 redeem a schoolmaster's life from intellectual dull- 
 ness, to enlarge the range of his illustrations, and 
 to penetrate his teaching with force and life.' 
 But it may be confidently asserted that this 
 criticism, so transparently honest and sympathetic 
 at the same time, directed to the sole end of 
 
HIS WORK AS INSPECTOR OF SCHOOLS 55 
 
 educational improvement, and yet adjusted to a 
 clear perception of the opportunities and tempta- 
 tions of the teacher's calling, had its effect. No 
 single influence, perhaps, has told so surely as 
 Fitch's in raising the standard of professional 
 responsibility among the elementary teachers of 
 England in this generation. He gained that in- 
 fluence in the first instance by his patient and 
 disinterested insistence upon an ideal of pro- 
 fessional duty among those teachers with whom 
 his own official work brought him into personal 
 contact. In the end it extended, by his growing 
 authority with the public, over the whole field of 
 English elementary education. 
 
 But among the factors of educational improve- 
 ment Fitch never failed to rate at its due worth, 
 and to stimulate by every means in his power 
 into greater activity, the interest of the parents. 
 This is a factor which those to whom the direction 
 of national education is entrusted often seem to 
 overlook, though no doubt the oversight is more 
 apparent than real. The truth is that the interest 
 of the parents of a considerable section of the 
 children who are taught in our elementary schools 
 is so slight that it has to be disregarded. Bather, 
 it would be still more true to say that their want 
 of interest is often so negative a factor that it 
 has to be controlled and overridden. Hence the 
 present tendency to call upon the State to super- 
 
56 SIR JOSHUA FITCH 
 
 sede the parent altogether, and to deprive him 
 of a responsibility which he seems inclined to 
 reject, or at least not anxious adequately to fulfil. 
 But Fitch was very far indeed from accepting any 
 such easy solution of the difficulty. To him the 
 function of the State was that of a collective con- 
 science educating and stimulating the individual 
 conscience. It was to set the measure of the 
 common duty, so that the most careless member 
 of the commonalty might not be merely compelled 
 to discharge that duty, but encouraged to make 
 it his own. He never tired, therefore, of pointing 
 the legitimate influence of parents and encourag- 
 ing its exercise. Here, as in all practical questions, 
 there was need of the justest discrimination, and 
 it was in these matters of nice discrimination that 
 his wise and patient judgment had scope. He 
 had, for instance, constantly to condemn any truck- 
 ling to the foolish and capricious interference of 
 parents on the part either of teachers or managers. 
 It was a danger which had especially to be 
 guarded against under the working of the old 
 system. That Fitch appreciated this danger to 
 the full is very evident from a section of his 
 report for the year 1867. He is speaking of the 
 unnecessary and hurtful competition of the small 
 schools which each religious denomination thought 
 well to establish side by side in small Yorkshire 
 villages. 
 
HIS WORK AS INSPECTOR OF SCHOOLS 57 
 
 * Parents,' he says, ' will patronize each school 
 in turn, not on educational or religious grounds, 
 but whenever an unreasonable request is denied, 
 or when there is any wish to flatter the managers 
 of one school at the expense of the others. This 
 is not a hopeful prospect. In an ideally perfect 
 state the parent would feel it a high duty to give 
 education to his child, and a special privilege to 
 have a good school within reach ; he would be in 
 no danger of supposing that the Government or 
 the richer classes had any reasons of their own 
 for inducing his children to go to one good school 
 rather than another. At present the absence of 
 a due sense of responsibility on the part of the 
 English labouring man, and our inability to 
 impart it to him, must be reckoned as part of the 
 price we pay for the denominational system, and 
 for the voluntary efforts of the religious bodies by 
 whom primary schools are conducted/ 
 
 It was on this account that Fitch advocated, as 
 long as it was possible, the payment of school 
 fees by the parents. He regarded it as the 
 normal pledge of their prerogative interest in the 
 education of their own children, as the normal 
 sacrifice which that interest involved. Even 
 when imperative general reasons led at last to 
 the abolition of their general payment, and to the 
 establishment of a practically gratuitous system 
 of elementary education, he was still not a little 
 
58 SIR JOSHUA FITCH 
 
 anxious about the possible results on the all- 
 important point of the parents' sense of immediate 
 responsibility. His strong desire had been to 
 retain that responsibility, as one which could not 
 be delegated, in the very forefront of the factors 
 contributing to educational elasticity and vigour ; 
 and he feared that the result of merging the 
 particular parent in the mass of mere ratepayers, 
 especially in a country like ours, where the parent 
 is only indirectly a ratepayer, and is therefore 
 not reminded of any immediate contribution to- 
 wards the cost of education, might be prejudicial 
 to the healthy and unselfish interest of the 
 parents in their children's education. No doubt 
 his views were much modified by the experience 
 of unsatisfactoriness and inadequacy which had 
 attended the old system, but his root feeling 
 about the matter probably did not change since 
 he wrote in 1869 : f It would be a misfortune if 
 the payments of the parents were to be given up. 
 That portion of the school revenue which is fur- 
 nished from this source is very cheerfully paid ; 
 it is most equitably assessed, for it falls upon the 
 parent in exactly the proportion in which he 
 derives advantage from the schools ; and it 
 fluctuates, as the income of every school ought to 
 fluctuate, in regular harmony with its popularity 
 and usefulness. And even if there should prove 
 to be high political reasons for surrendering this 
 
HIS WORK AS INSPECTOR OF SCHOOLS 59 
 
 income altogether, and for rendering primary 
 education universally gratuitous, the only parents 
 who would be relieved of their payments would 
 probably be the first to regret it, for payments 
 represent influence ; and while I am keenly 
 sensible of the evil of a preponderating influence 
 on the part of ill- instructed parents, and have 
 seen many sad instances of its lowering and 
 vulgarizing effects on the schools, I may venture 
 to remind the working classes that there is a 
 perfectly legitimate deference due from a teacher 
 to the wishes of the parents, and that this might 
 be put in peril or sacrificed altogether if the 
 whole duty of finding the money and of direct- 
 ing its expenditure were relegated to the rate- 
 payers.' 
 
 Of the service to education of local interest and 
 enthusiasm Fitch always took the very highest 
 account. In England education had for long 
 depended almost entirely on the operation of 
 this single factor ; and though by itself it had 
 not unnaturally proved unequal to the task of 
 creating an adequate national system, the hope 
 of State intervention lay rather in the direction 
 of extending the usefulness of its efforts and co- 
 ordinating their results, than in superseding them. 
 This was a doctrine which Fitch consistently 
 preached and sought to enforce by the whole 
 weight of his official action and influence. There 
 
60 SIR JOSHUA FITCH 
 
 is no need to insist on the importance of this 
 factor, and Fitch's high estimate of its value has 
 been recorded in every report he wrote and in 
 almost every one of his numerous writings on the 
 subject of education. His gratitude to the great 
 voluntary societies which had for so long borne 
 the national burden in this regard, and especially 
 to the national Church, was unstinted and sincere. 
 To no element of our educational tradition did he 
 attach greater importance than to the enthusiasm, 
 freedom, and variety which the cultivation of this 
 habit of local service had secured and could still 
 further secure. His great hope from the Act of 
 1870 was that it had helped to extend this service, 
 and might be used to intensify it. 
 
 To State action Fitch looked for the wise 
 direction and co-ordination of these various factors. 
 That was its peculiar province. Its object must 
 be to set a minimum standard of education below 
 which no school receiving State aid must be 
 allowed to fall ; to stimulate and encourage by its 
 action the variety and enthusiasm of local en- 
 deavour ; to form a duly qualified body of teachers 
 drawn into ever closer and more intelligent co- 
 operation with its educational ideals ; and by every 
 possible means to foster the interest of parents in 
 the education of their children. Where the opera- 
 tion of State influence might seem for a moment 
 to supersede or depress the natural action of any 
 

 HIS WORK AS INSPECTOR OF SCHOOLS 61 
 
 one of these factors, some attempt must be made 
 to recover it. If, for instance, there was a 
 tendency on the part of ill-instructed parents to 
 think that the teaching of their children had been 
 taken out of their hands, that they were relieved 
 of a burdensome responsibility, it was a tendency 
 which must somehow be checked in the national 
 interest. It was one of the many lessons which 
 Fitch, with his open mind, was ready to draw 
 from alien experience that the danger of such a 
 tendency need only be temporary, and was, indeed, 
 likely to be temporary only. In his memorandum 
 on the working of the free -school system in 
 France he happily draws the conclusion of experi- 
 ence in that country, and insinuates the hope 
 which it suggested for his own : * It is rare for a 
 parent in any rank of life to be content to see his 
 children brought up more ignorant than himself ; 
 and when in any country a system has existed 
 long enough to produce one instructed generation 
 of parents, legal compulsion, except in a few cases, 
 becomes unnecessary/ To the increasing action 
 of the State in matters of education Fitch, like 
 his great fellow-worker Matthew Arnold, turned 
 with confidence and hope. In England, at least, 
 with its native bent of character and its rooted 
 tradition, there was little danger of that action 
 becoming excessive or prejudicial to the forces 
 which it was its privilege to convert into a sound 
 
62 SIR JOSHUA FITCH 
 
 national economy. Besides, as with his sane 
 political instinct he saw very clearly, the character 
 and meaning of State action had in our times 
 undergone an unconscious but thorough trans- 
 formation. In some words addressed to the 
 Teachers' Guild at Birmingham in 1895 Fitch 
 put the whole matter with unmistakable clear- 
 ness : 
 
 t There are those who distrust all action of 
 Government in regard to the intellectual life of 
 the nation ; who rely wholly on local and personal 
 effort, rather than on the machinery and influence 
 of the State, and who are disposed to think that 
 the one thing needful for the completion of our 
 social reforms is a society for letting people alone. 
 On the other hand, there are those who reflect 
 that the experiment of letting things alone has 
 now been tried for a long time with rather dis- 
 couraging results ; that under democratic institu- 
 tions we can no longer regard the State as a 
 dominating and external force, but as the expres- 
 sion of the collective will, judgment, and conscience 
 of the nation ; and that what is effected by the 
 State is done neither for us nor against us, but 
 by ourselves, our own corporate resources being 
 employed for objects in which we have a corporate 
 and common interest. In regard to many subjects 
 of the highest public concernment which in older 
 days were left entirely to private and individual 
 
HIS WORK AS INSPECTOR OP SCHOOLS 63 
 
 initiative in production, in the supply of some 
 of the necessaries and conveniences of life, in 
 commerce, in national defence, in the encourage- 
 ment of art we are beginning to find that the 
 great forces wielded by the State can be made to 
 enrich and bless the community, and that these 
 forces ought to be utilized. And those who think 
 that there is still room for the further develop- 
 ment of the principle of national association in 
 the sphere of education are increasing in number, 
 and are ready to inquire how and within what 
 limitations governmental action may be ex- 
 tended and may be expected to result in national 
 benefit.' 
 
 Such, then, were the educational ideal and the 
 view of the available resources for giving effect to 
 it which consistently inspired the special work of 
 Fitch's life. Both were already clearly present to 
 his mind when he commenced his work as Inspector 
 of Schools in 1863. Throughout the great educa- 
 tional changes which filled the period of his public 
 career, and of which he was himself so great a 
 part, he wrought successfully to give effect to the 
 one and to utilize the other. Nowhere, not even 
 in the large public counsels to which he was so 
 often called, did he work so hard or so effectually 
 for these ends as in the ordinary official duties of 
 his life as inspector. There he felt that he was 
 in touch with the beating heart of the machine. 
 
64 SIR JOSHUA FITCH 
 
 He found in what might be so easily the dreary 
 grind of a humdrum official routine the oppor- 
 tunity of a great public, indeed of a great human, 
 service. For he never forgot that the service 
 of the public was a ministry to human souls, a 
 deepening and purifying of the life -sources of 
 humanity. It is not strange to find the uniform 
 note of his career struck once again in the last 
 official words which, as inspector, he ever addressed 
 to the Lords of the Council, and to find, too, that 
 he concludes his labours with the hopeful thought 
 of the vast work which it yet remains for the 
 future to accomplish. 
 
 ' Much yet remains to be done. Considered 
 either as a science or as a fine art, education is at 
 present in an early stage of development. Better 
 methods than have ever been adopted yet wait 
 to be devised, new truths to be enunciated and 
 proved, and new channels of access to the under- 
 standing, the conscience, the character, and the 
 sympathies of children to be discovered. The 
 future is full of promise, but if that promise is 
 not to be disappointed, it must be fulfilled, not 
 merely by removing the responsibility from one 
 authority to another, but rather by the right 
 co-ordination of all the agencies imperial, local, 
 religious, academical, and scientific which in a 
 free country like ours are concerned with the 
 intellectual amelioration of the people.' 
 
HIS WORK AS INSPECTOR OF SCHOOLS 65 
 
 There it all is again, in the end as at the begin- 
 ning the thing to be achieved and the conditions 
 of achieving it. And there, too, is the spirit of 
 the true workman, forgetting his ' little done ' in 
 the vision of the * undone vast ' which it is for the 
 hands of the future to shape. 
 
CHAPTER III 
 
 COMMISSIONS AND INQUIRIES 
 
 MR. FITCH'S official career as Inspector of Schools 
 was interrupted once and again by the special 
 duties entrusted to him by the Education Depart- 
 ment. During his stay at York he was thus 
 employed by Lord Taunton's Schools Inquiry 
 Commission of 1865 to examine into and report 
 on the condition of the endowed and proprietary 
 schools in the West Riding of Yorkshire and in 
 the City and Ainsty of York. This he supple- 
 mented by a further inquiry into the state of 
 certain endowed schools in the North and East 
 Riding and in Durham. Again in 1869 he was 
 appointed by Mr. W. E. Forster one of the two 
 special Commissioners to whom was assigned the 
 duty of reporting on the condition of elementary 
 education in the four great cities of Manchester, 
 Birmingham, Liverpool, and Leeds. This work 
 was intended to strengthen Mr. Forster's hands 
 as Vice-President of the Council in preparing the 
 Education Act of 1870. But that same year was 
 
 66 
 
COMMISSIONS AND INQUIRIES 67 
 
 productive of further legislation destined once 
 more to enlist Mr. Fitch's services in a special 
 field. The Endowed Schools Act of that year 
 was intended to do for secondary education some- 
 thing of what the Elementary Education Act had 
 more completely and systematically projected for 
 the education of the working classes. Mr. Fitch 
 was relieved for a time of his duties as Inspector 
 of Schools, and was appointed an Assistant Com- 
 missioner to give effect to that Act. For seven 
 years he was engaged in the discharge of this 
 important duty, and it was not till 1877 that he 
 again returned to his ordinary official duties as 
 Inspector of the Metropolitan district of East 
 Lambeth. In 1883 he was appointed one of the 
 new Chief Inspectors whom the Department had 
 chosen to superintend and direct the work of the 
 ordinary inspectors of the various districts. In 
 this capacity he had entrusted to him what was 
 known as the Eastern Division of England, com- 
 prising all the eastern counties from Lincoln to 
 Essex. Two years later he succeeded Canon 
 Warburton as Inspector of Training Colleges for 
 Women in England and Wales, and this duty 
 he continued to fulfil until his final retirement 
 from the service of the Education Office in 
 1894. 
 
 The Department had wisely adopted the excep- 
 tional course of asking Mr. Fitch to continue his 
 
 52 
 
68 SIR JOSHUA FITCH 
 
 services for a further period of five years beyond 
 the usual retiring age of sixty-five, which he had 
 reached in 1889. Even then a memorial, signed by 
 representatives of every women's training college, 
 was forwarded to the Education Department pray- 
 ing for his further continuance in office, but the 
 necessary rigour of public regulations made it 
 impossible that this request should be complied 
 with. Fitch himself freely recognised the justice 
 and necessity of giving impartial effect to these 
 regulations, though his mind still remained so 
 youthful, and the love of his special work was 
 still so strong in him, that the compulsory abandon- 
 ment of duties to which he had so long grown 
 accustomed must at first have been a painful 
 wrench. His friend Mr. Francis Storr reports 
 his comment upon a necessity which he admitted 
 to be sound and just. It aptly marks the un- 
 avoidable want of discrimination incident to the 
 application of official regulations. ' I have just 
 been staying/ said Dr. Fitch, f with a Bishop ' (it 
 was Dr. Durnford of Chichester), * still vigorous 
 both in mind and body, and able to take his full 
 share of work. Yet he was appointed to his see 
 at exactly the same age at which I am compelled 
 to retire, and has held it now twenty years.' But 
 Mr. Storr hastens to add in defence of the rule, 
 with a humour whose edge had no doubt been 
 sharpened by a ripe knowledge of the conditions 
 
COMMISSIONS AND INQUIRIES 69 
 
 of public office : c It is certain that if the public 
 service occasionally cuts short the ripe wisdom 
 and mellow experience of a Dr. Fitch, it rids 
 itself by a process of painless extinction of endless 
 Old Men of the Sea/ 
 
 Among Fitch's other official or semi-official 
 labours must be mentioned his visit to America 
 in 1888, and the report on American education 
 which he prepared as a result of that visit, and 
 which was presented to Parliament and afterwards 
 published under the title of ' Notes on American 
 Schools and Training Colleges.' He also prepared 
 a similar report on the working of the Free School 
 System in America (United States and Canada), 
 France, and Belgium. This inquiry had been 
 undertaken at the request of the Education 
 Department with a view to the legislation pro- 
 jected in 1891, and was also ordered to be printed 
 and presented to Parliament. 
 
 It would be impossible to attempt an adequate 
 review of the labour, so rich and varied, which 
 Fitch thus devoted to the interests of educational 
 improvement in this country. Yet without some 
 such attempt the record of his life would be but 
 a maimed and halting enumeration of disjointed 
 and unrelated activities. Of one of Fitch's reports 
 that which he drafted as a member of the 
 Schools Inquiry Commission Mr. Francis Storr 
 has well said : * A more graphic picture of what 
 
70 SIR JOSHUA FITCH 
 
 English middle-class education was in the sixties 
 could not be found, or, I may add, a more telling 
 argument against the school of Mr. Herbert 
 Spencer. Dr. Fitch's experience of the Sleepy 
 Hollows of Yorkshire furnished him with a fund 
 of anecdote and illustration of how things ought 
 not to be done which he used to good purpose in 
 his subsequent lectures and articles.' The same 
 might be said, with the necessary modification in 
 view of the special reference of each, of every 
 report, and, indeed, of every article ever written 
 by Fitch on the subject of education. But the 
 special interest of the work which comes under 
 our notice in the present chapter is that, as it 
 took him outside the rigid limits imposed by his 
 ordinary official duties, so it reveals the ease and 
 certainty with which he moved in every part of 
 the educational field, and appropriated his experi- 
 ence of each to an ever-enlarging view of the 
 needs of the whole. 
 
 Fitch's report for the Schools Inquiry Com- 
 mission is certainly a living document. It is riot 
 only an interesting and luminous page in the 
 history of English education, but also a revelation 
 throughout of the character of its author in all its 
 varied strength, fairness, and intellectual supple- 
 ness. Fitch had an eye which always saw every- 
 thing that was essential, because he so clearly 
 realized what was essential to any inquiry which 
 
COMMISSIONS AND INQUIRIES 71 
 
 he might have in hand, and knew so instinctively 
 where to look for it. He had a judgment which 
 never failed to take proportionate and just account 
 of the ideal to be aimed at, and of the actual con- 
 ditions which, in a particular case, defined the 
 possibility of its attainment. He had the courage 
 which never shirked the clear statement of facts, 
 however unpleasant to individuals, and the con- 
 siderateness which sought to recommend the justice 
 of such statement even to those whom it con- 
 demned. All these qualities are conspicuously 
 revealed in this document. It is an almost 
 perfect example of the just relation of general 
 principles to individual circumstances. Too often, 
 in the hands of the clumsy or obstinate investiga- 
 tor, general principles seem to press with a kind 
 of antecedent weight upon the special circum- 
 stances of the case so as to force them out of the 
 picture. Here there is nothing of this pedantic 
 tendency. The conclusion grows out of the 
 justice and breadth of the general picture. Prin- 
 ciples do not clumsily impose themselves upon 
 facts, but seem, on the contrary, to detach them- 
 selves with an impressive force and majesty from 
 the degree of success or of failure, of strength or 
 of weakness, which the facts disclose. 
 
 The object of the Schools Inquiry Commission 
 of 1865 was to examine into and report upon the 
 manner in which the ancient educational endow- 
 
72 SIR JOSHUA FITCH 
 
 ments of the nation were then fulfilling their 
 purpose, and thereby to provide a trustworthy 
 account of the condition of secondary or middle- 
 class education in England at that time. There 
 existed already, in the report of the patient Com- 
 mission which, during almost twenty years (1818- 
 1837), had examined into the condition of English 
 endowed charities, an immense mass of accurate 
 information as to the origin, history, constitution, 
 and revenues of the endowed schools. But it had 
 not lain within the scope of that Commission to 
 report upon the character of the education which 
 those schools supplied. The Commission of 1862, 
 presided over by Lord Clarendon, was entrusted 
 with the duty of furnishing such a report for nine 
 of the great public schools. To Lord Taunton's 
 Commission a similar duty was assigned for the 
 remainder of the endowed schools of the country. 
 It was found that there were in all about 3,000 
 such endowments, of which 782 were grammar 
 schools, or schools specially intended by their 
 founders for the teaching of Latin and Greek, 
 while the rest were charity schools, intended to 
 furnish a non- classical or elementary education 
 only. As we have seen, the specimen district 
 assigned to Mr. Fitch was a part of Yorkshire 
 with which his work as Inspector had already 
 made him well acquainted. This district con- 
 tained a very large number of these ancient 
 
COMMISSIONS AND INQUIRIES 73 
 
 foundations. It was possible to decipher the 
 general history of educational endowments from 
 their typical fortunes in this single corner of 
 England. That Fitch interpreted aright the 
 reasons of past failure and indicated the true 
 line of reform is evident from the fact that his 
 own report contains in itself every finding and 
 every recommendation of the Commission's general 
 report. 
 
 It was about the middle of the last century 
 that the old educational endowments of this 
 country had reached the nadir of possible useful- 
 ness. Their futility would have been grotesque 
 if it had not been a national tragedy. What 
 England needs, and needed still more in the 
 sixties of the nineteenth century, was an organ- 
 ized and adequate system of middle-class educa- 
 tion, accommodated to modern social and intellec- 
 tual conditions. A beginning, at least, of such 
 provision might have been made by an intelligent 
 use of these endowments of the past. But the 
 dead hand weighed heavily upon them, crushing 
 out, in most cases, the last remains of their vital 
 energy. As long as any trace of the old social 
 conditions under which these schools had been 
 founded remained, it was still possible to extract 
 from them some measure of public usefulness. 
 But Fitch saw clearly enough that those condi- 
 tions had totally disappeared, that the growth of 
 
74 SIR JOSHUA FITCH 
 
 wealth and the consequent fluidity of social 
 status, which had been the chief results of indus- 
 trial development, had accentuated even the most 
 trifling differences of social rank, and had so 
 rendered chimerical the hope of giving a satisfac- 
 tory education in the same school to all classes 
 of a single local community. Yet exactly this 
 was the original purpose of the old foundations. 
 Under the changed conditions a new aim had 
 become necessary if the resources inherited from 
 the past were not to be utterly wasted. And 
 this aim was not only necessary, but was also 
 easily possible of attainment. The Parliamentary 
 grant had already rendered superfluous the use of 
 the endowments for the education of the working 
 classes, and the imposition of local rates for the 
 same purpose was soon to render it still more un- 
 necessary. The increase of wealth and the improved 
 means of travel had, in the same way, carried off 
 the sons of the larger land-owning class and of 
 the rich manufacturers to distant schools which 
 attracted by the prestige .of their great tradition. 
 It was evident, therefore, that an attempt should 
 be made to preserve and adapt the ancient founda- 
 tions to the needs of the children of the middle 
 classes in each local centre. In other words, they 
 would serve to create and foster a type of educa- 
 tion midway between the teaching given in the 
 elementary schools and that provided by the great 
 
COMMISSIONS AND INQUIRIES 75 
 
 public schools in close connection with the Univer- 
 sities, a true secondary education adapted to 
 modern requirements. If this were to be done, 
 it would be necessary to loose the fetters which 
 kept the old endowments bound in an impotent 
 servitude. Nothing could be clearer or more 
 pointed than the general conclusions which Fitch 
 reached on the general question of the use of 
 endowments. More than twenty years later he 
 admirably summarized them in an address de- 
 livered before the College Association of the 
 University of Pennsylvania. 
 
 4 First, that the intellectual and social wants of 
 each age differ, and always must differ, from those 
 of its predecessors, and that no human foresight 
 can possibly estimate the nature and extent of 
 the difference. Next, that the value of a gift for 
 public purposes depends not on the bigness of the 
 sum given, but upon the wisdom of the regulation 
 and upon the elasticity of the conditions which 
 are attached to the gift ; and, finally, that every 
 institution which is to maintain its vitality and 
 to render the highest service to successive genera- 
 tions of living men should be governed by the 
 living, and not by the dead/ 
 
 The evidence of the failure of these ancient 
 endowments was most impressively marshalled in 
 Fitch's report ; but it was marshalled throughout 
 with a view to exposing the causes of the failure. 
 
76 SIR JOSHUA FITCH 
 
 At a first glance the report reads like an indict- 
 ment. On a closer view it becomes the most 
 sufficient of explanations. It is a sociological 
 study of organic decay. Every fact is disclosed 
 in its vital relations. Nowhere has the traditional 
 English habit of ignoring the need of progressively 
 organized method, of trusting entirely to indi- 
 vidual force and initiative, been more mercilessly, 
 because so dispassionately, exposed. Fitch was, 
 perhaps quite unconsciously, one of the most 
 intelligent pioneer workers in the field of sociology. 
 At least, for students of that still embryonic 
 science, this report is a lesson in both the method 
 and the spirit of inquiry. Believer as he was in 
 the supreme importance of the living agent, he 
 saw, nevertheless, that in all social affairs the 
 conditions were living also, and that the amount 
 and quality of life in the one were determined by 
 the amount and quality of life in the other. If 
 the education provided by the old endowed schools 
 had in large measure ceased to have any value, it 
 was first of all because the conditions under which 
 it was offered had ceased to correspond with the 
 circumstances of actual life, and then because this 
 lifelessness of traditional conditions had paralyzed 
 the teaching power. 
 
 It was under these two heads that Fitch ex- 
 posed the failure of the schools. Dealing with a 
 phase of social life, his clear mind seized at once 
 
COMMISSIONS AND INQUIRIES 77 
 
 and always kept to the front the guiding principle 
 of a continuous social life the progressive good 
 of the community. His common-sense instinct 
 taught him that the only way to give vital effect 
 to a law of the past is to avoid pedantic legalism, 
 to seek to establish under changed conditions 
 what ancient founders sought to establish under 
 the conditions of their own time. The benefactors 
 of the past had had but one object, the educational 
 advancement of their own little community. The 
 means which they had devised for the attainment 
 of that end were no doubt well adapted to procure 
 it. They had in most cases assigned the ad- 
 ministration of their bequest to a local body of 
 trustees, whose interests in the matter of educa- 
 tion might be supposed to represent adequately 
 the interests of the local community as a whole. 
 It was obviously, too, in the interests of the local 
 community as a whole that they had in most 
 cases devised sufficient lands for the free teaching 
 of Greek and Latin to all children in the parish 
 or district who might desire it. Yet it was 
 exactly these means, so carefully devised to give 
 effect to the feelings and needs of the community, 
 that had ended by ignoring both the one and the 
 other. From being men who by their superior 
 intelligence and public spirit were able to repre- 
 sent the common educational interests and needs 
 at their highest, the trustees had too often become 
 
78 SIR JOSHUA FITCH 
 
 a mere local clique, jealously perpetuating its 
 ignorance and inefficiency by nomination from a 
 single uneducated class, and concealing both 
 behind the necessity of obedience to the letter of 
 the trust. In other cases the trustees might be 
 men entirely worthy of their position by indi- 
 vidual intelligence and general public spirit, but, 
 living at a distance, they were without that local 
 interest and knowledge which could alone have 
 rendered their administration effective. 
 
 Seldom, indeed, did it happen that these two 
 elements of a competent trust, local interest and 
 general intelligence, were to be found in combina- 
 tion. If the trustees were confined by the terms 
 of the foundation to the locality, they tended to 
 become representative of a single class, and that 
 the least intelligent and public-spirited. If, on 
 the contrary, they were drawn from a distance, 
 they hesitated to interfere under conditions which 
 they imperfectly understood. Besides, their 
 powers were in some cases confined to the manage- 
 ment of the trust property, even the nomination 
 of the schoolmaster being in other hands. In the 
 same way the provision made by the foundations 
 for the free education of a district had degenerated 
 under modern conditions into a system of compro- 
 mises and evasions which degraded the schools in 
 popular estimation. As Latin and Greek had 
 been specially mentioned as the subjects of in- 
 
COMMISSIONS AND INQUIRIES 79 
 
 struct ion in most of the deeds of foundation, the 
 teaching of these subjects continued to be free ; 
 while for even the most elementary subjects of 
 an ordinary English education regular fees were 
 charged. But, as Latin and Greek were just the 
 subjects which in most of the schools no one 
 wished to learn, the intentions of the founder had 
 been in one of the most important particulars 
 completely negatived. But perhaps the gravest 
 defect of all was the all but absolute irresponsi- 
 bility of the schoolmaster. By the terms of most 
 of the trusts he enjoyed a freehold tenure of his 
 office on condition of his readiness to teach sub- 
 jects which in practice he was often never called 
 upon to teach. No more grotesque perversion, 
 perhaps, of past benefactions had ever been 
 witnessed; yet it was all a perfectly natural 
 result of the divorce of the letter of ancient docu- 
 ments from the spirit which had informed their 
 original intentions. The living social conscience 
 had abdicated in favour of the dead letter of the 
 instrument originally devised as an organ of its 
 expression. 
 
 The effect of this absurd pedantry of obedience 
 to the letter upon the character of the education 
 given in the schools was what might have been 
 expected. It was not only that in most of the 
 endowed schools Latin and Greek were no longer 
 taught at all, that they had sunk to the level of 
 
80 SIR JOSHUA FITCH 
 
 the elementary schools in their educational pro- 
 gramme, and far below it in educational efficiency. 
 Much more serious was the fact that, where the 
 classical languages were still taught, they had 
 altogether ceased to be a real educational instru- 
 ment, so lifeless and mechanical had the teaching 
 of them become. But Fitch went even further. 
 While admitting most fully and generously the 
 efficiency of a very small number of the grammar 
 schools on the lines which had been fixed by 
 their traditional connection with the Universities, 
 he boldly challenged the value of the contribution 
 which education on such lines could make to the 
 kind of secondary education needed in these days. 
 He felt that a system which subordinated the 
 educational interests of all the pupils of a school 
 to those of a proportion which in the best schools 
 did not exceed 20 per cent, was self- condemned. 
 The teaching of the junior pupils even in the best 
 schools was conducted on the assumption that 
 they would continue their course with a view to 
 preparation for the Universities. On this assump- 
 tion much that was merely mechanical in the 
 teaching of the junior classes was not only 
 pardonable, but almost unavoidable ; but it was 
 an assumption utterly unwarranted by the facts. 
 Hence Fitch contended that throughout the 
 grammar-school course an attempt ought to be 
 made to convert even the most elementary teaching 
 
COMMISSIONS AND INQUIRIES 81 
 
 into an instrument of real intellectual culture. In 
 the lower classes all pupils alike ought to be taught 
 efficiently the subjects preparatory to the most 
 complete course of instruction which the school 
 aimed at affording. When in the higher classes 
 it became necessary to differentiate between 
 pupils whose intellectual preparation had different 
 objects in view, a considerable portion of the 
 school work ought still to be common to all, while 
 a part of the school time might be reserved for 
 the special lines of study which corresponded with 
 the broad lines of division incident to any com- 
 plete scheme of secondary education. 
 
 It was only in this way that the grammar schools 
 could become real secondary schools, ministering 
 in their special localities to a real national need. 
 They had failed to realize this purpose, both because 
 a pedantic and unintelligent adhesion to the letter 
 of their charters had blocked the way to gradual 
 and continuous reform, and because this tradition 
 had produced a class of teachers wedded to an 
 ancient educational method and ideal. One of 
 the most essential elements in any reform must 
 be an entire change in the character of the teach- 
 ing body. It was not enough to have teachers 
 who were mere scholars, and who were appointed 
 on the ground of their scholarship alone ; it was 
 necessary, above all, in the secondary school, as 
 in the elementary, or even more than in the 
 
 6 
 
82 SIR JOSHUA FITCH 
 
 elementary, to have teachers with a large and 
 vigorous interest in the nature of education itself, 
 and with at least some training in method as a 
 contributory aid to such interest. 
 
 These were the broad conclusions to which 
 Fitch's inquiry had led him, conclusions as judi- 
 cious in their detailed content as they were 
 generous in spirit. By their adoption he looked 
 forward to a transformation of existing endow- 
 ments into at least the beginnings of a national 
 and universal system of secondary education in 
 England. It has been, perhaps, worth while to 
 dwell at some length on the document in which 
 these conclusions were enforced, because Fitch was 
 soon afterwards entrusted with the duty of turn- 
 ing them, so far as was possible, into fact. The 
 work which he had to do as an Assistant Com- 
 missioner under the Endowed Schools Act of 1870 
 must indeed have been often disappointing to him. 
 But it was at least work which he was peculiarly 
 fitted to perform, alike by his experience, by the 
 clearness and wisdom of his own educational aims, 
 and by his peculiar tact and skill in affairs. His 
 patience never failed him in presence of that local 
 conservatism, sometimes vigorous, sometimes in- 
 dolent, but always tenacious and obstinate, which 
 resisted the accomplishment of the work which he 
 had in hand. He knew how to extract the most 
 that was possible out of circumstances the most 
 
COMMISSIONS AND INQUIRIES 83 
 
 adverse. With his generous ideal of what ought 
 to be done and his clear perception of the oppor- 
 tunities for doing it presented by the Endowed 
 Schools Act, he might well have been excused if 
 he had emerged from the ordeal of administering 
 that Act a reformer with crushed heart and broken 
 will. But instead he was grateful for what he 
 had been permitted to accomplish, and always 
 hopeful of the gradual accomplishment in the 
 future of all that still remained to be done. He 
 knew with a sympathy which was akin to admira- 
 tion the weaknesses of his countrymen, perceiving 
 with a true insight that in national as in indi- 
 vidual character weakness does not exist apart 
 from strength, that strength is always made 
 perfect in weakness. To him there was a pro- 
 found truth, not to be lightly overlooked or for- 
 gotten, in the verdict of traditional experience on 
 the English character ' slow, but sure.' He felt 
 that the Englishman could not be rudely forced 
 into any reform, however obvious to a wider intelli- 
 gence, but must learn for himself its necessity in 
 the school of experience. Yet there runs through 
 many of his references to his experience as an 
 Assistant Commissioner under the Endowed 
 Schools Act the note of disappointment with the 
 rejected opportunities which strewed the path of 
 the administration of that Act. Here, for instance, 
 is a reference which he interjected into one of his 
 
 62 
 
84 SIR JOSHUA FITCH 
 
 inspectorial reports after his return to his old work 
 in London. It shows at once how much he could 
 have done for London education if the stupidity 
 of local conservatism had given his reforming 
 spirit room to work, and how much London lost 
 through lack of a social conscience which might 
 have yielded to the direction of one of its wisest 
 advisers in the matter of education. 
 
 1 There are resources enough in the educational 
 charities of London to surround the Metropolis 
 with a zone of such schools ' (secondary or middle 
 schools), * and it is well known to have been the 
 desire of the late Endowed Schools Commissioners 
 to effect this object. But at present it has been 
 very inadequately achieved. There is in my dis- 
 trict only one such school, the excellent Datchelor 
 School for Girls. Close, however, on the border 
 of the district at Hatcham, there are the two 
 great schools of the Aske foundation, which draw 
 many scholars from Peckham and its neighbour- 
 hood. The history of the foundation is instructive. 
 When, some seven years ago, it was my duty as 
 Assistant Commissioner to investigate its condi- 
 tion, I found that the trusts required the main- 
 tenance of a small alms-house for twenty decayed 
 members of the Haberdashers' Company and a 
 little charity school for twenty-five orphan children. 
 But the income had become enormously dispro- 
 portioned to these humble objects ; and, with the 
 
COMMISSIONS AND INQUIRIES 85 
 
 intelligent and generous co-operation of the Haber- 
 dashers' Company, the Commissioners were able 
 to frame a scheme which, after providing amply 
 for the original purposes of the trust, created four 
 large middle schools in the north and south of 
 London, two for girls and two for boys, with 
 handsome modern buildings and equipments, with 
 moderate fees for those who paid, with special 
 provision for the gratuitous admission by merit of 
 scholars from the elementary schools, and with 
 upward exhibitions to enable the best scholars to 
 proceed to higher education elsewhere. All these 
 schools are now full and flourishing, and arc 
 greatly appreciated. But, for the complete or- 
 ganization of the secondary education of the 
 Metropolis, they should be multiplied at least 
 fivefold. They might easily be so multiplied if 
 the intentions of the Endowed Schools Act were 
 fully carried out. And if the London ratepayer 
 thinks it a grievance that the costly and beautiful 
 schools which the law has compelled him to pro- 
 vide for the poor are appropriated in part by the 
 children of those who could well afford to pay, he 
 may be reminded that a more cordial acceptance 
 on his part of the provisions of that Act would 
 long ere this have helped to solve the problem in 
 a much more satisfactory way. He has not yet 
 become fully convinced that since the passing of 
 the Elementary Education Act a charity school of 
 
86 SIR JOSHUA FITCH 
 
 the eighteenth-century type has become a mis- 
 chievous anachronism, and that, having regard 
 both to the altered requirements of modern times 
 and to the spirit of the founders' intentions, the 
 wisest use which can be made of many of the rich 
 educational endowments of London is to establish 
 good public intermediate schools. He will prob- 
 ably learn this lesson, as most of us learn some of 
 the best lessons of our lives, just a little too late.' 
 
 These words were written at the close of the 
 seven years' struggle to give effect to the great 
 purpose which his own high vision had given him 
 before the Government of his country entrusted 
 it to his hands. They are a representative record 
 of its success and its failure. It may be well 
 to place beside them other words spoken by him 
 at the beginning of the same enterprise. In 
 November, 1870, the elementary teachers of his 
 Yorkshire district presented Fitch with a farewell 
 address and testimonial. He had already been 
 for some months engaged upon his new work 
 as Endowed Schools Assistant Commissioner at 
 Exeter. To the Yorkshire teachers he brought the 
 report of the aims which were directing his new 
 work in that far south-western corner of England. 
 
 ' Scattered all over the country there is an 
 immense number of schools professing to give an 
 education in Latin and Greek, and such an educa- 
 tion as will prepare the pupils for the Universities. 
 
COMMISSIONS AND INQUIRIES 87 
 
 These schools are enormously in excess of the 
 demand, and the consequence is that they are 
 doing very little or none of the work for which 
 they are designed. I won't say that is quite the 
 fault of the schools. Many of them are trying 
 very honourably, but unsuccessfully, to fit the 
 work of the nineteenth century into schemes 
 designed for the sixteenth century. Now, the 
 policy of the Commissioners is to select certain 
 schools which, from their history, their tradition, 
 their wealth, and their present condition, are 
 adapted to become first-grade or University 
 schools. These will be few in number, but the 
 object will be to make them strong and efficient. 
 The other schools must not attempt to rival them, 
 and therefore the Commissioners desire that all 
 the rest of the endowed schools should deliberately 
 accept their position as modern institutions adapted 
 to give a good, generous education to English 
 boys who are not going to the Universities. In 
 that way all the endowed schools of England will 
 have to be reorganized, and there will be besides 
 these University schools two distinct grades 
 the second and third grades. The second-grade 
 schools will take those boys who will remain till 
 they are sixteen or seventeen years of age, and 
 who want a good, sensible scientific education up 
 to that age, and the third grade of schools will be 
 between them and the ordinary primary schools. 
 
88 SIR JOSHUA FITCH 
 
 They will take scholars who are going to leave 
 school at fourteen or fifteen years of age, and will 
 give an education adapted to the necessities of 
 that very large class just above the children 
 attending the ordinary primary schools.' 
 
 The general purpose of the Commission could not 
 have been more clearly expressed, and that purpose 
 had no more intelligent, energetic, and tactful 
 instrument than Joshua Fitch. Shortly after his 
 death one who then worked with him for the first 
 time, and who was then drawn to him by a sym- 
 pathy of ideas and a community of aim which 
 continued and increased till the end the late 
 Lord Hobhouse thus wrote of him : ' My estimate 
 of him was founded on numberless details of busi- 
 ness in which we were for some time concerned 
 together. I came to know that he had clear and 
 sound ideas of what school education should be, 
 great skill in applying them to varieties of cir- 
 cumstance, and patient industry in making his 
 views acceptable to others. That estimate re- 
 mains clear and strong as ever/ 
 
 It is work of this kind, fateful as it always is 
 in the development of a nation's real life, that is apt 
 to pass unnoticed in the records of its history. It 
 is just possible to indicate generally the principles 
 which controlled such work, and crudely to record 
 the rough measure of its success. The living 
 souls which energized within its mass, and which 
 
COMMISSIONS AND INQUIRIES 89 
 
 gave it its real form and value, only too easily 
 escape our rough handling. Yet Fitch's bio- 
 graphy, and the biography of such men as he, are 
 hidden in the living movements which such work 
 bequeaths. History takes account of the work as 
 a whole : with the passing years it loses sight of, 
 even if it had ever interest or sympathy enough 
 to see at all, the clear intelligence, the patient, 
 plodding will, without which that work could 
 never have been. Yet here and there a memory 
 from the sixties and seventies of the last century 
 still retains the picture of Fitch's buoyant spirit 
 and observant eye in the midst of the work 
 which was so peculiarly his own. To the Rev. 
 R. D. Swallow, Headmaster of Chigwell Grammar 
 School, we are indebted for such a momentary 
 finger - touch upon the ' human pulse of the 
 machine': 
 
 ' I made acquaintance with Sir Joshua Fitch 
 nearly forty years ago, when I was a boy at the 
 head of an old grammar school in Yorkshire 
 Heath School, in Halifax. He visited the 
 school for purposes of inspection, on behalf of the 
 Endowed Schools Commission, in the autumn of 
 1865. Now, inspectors in those days were strange 
 and formidable personages, and I was, naturally, 
 nervous and timid in conversation with him, for 
 he talked to me for half an hour, at least, in his 
 care to discover the work the school was doing in 
 
90 SIR JOSHUA FITCH 
 
 the place. But his pleasant manner and kindly 
 sympathy soon placed me at my ease, and I have 
 since discovered that he picked the brains of my- 
 self and my schoolfellows to good purpose, though 
 we were unconscious that we were making history. 
 I recall, as if it were yesterday, his skilful hand- 
 ling of us in the lesson for the day, which he took 
 out of our head-master's hands. It was a transla- 
 tion from the "De Corona" of Demosthenes, and 
 here again nervousness vanished under his helpful 
 encouragement. Side by side with me then was 
 a scholar whose career has been of some distinc- 
 tion. We went together to Cambridge the 
 following year, and in 1870 he was Senior Classic. 
 When, a few years ago, he became Sir John 
 Bonser, and a member of the Privy Council, I 
 discussed his success with Sir Joshua, describing 
 the surprise we felt at the brilliant result of the 
 Tripos for even his closest friends had not ex- 
 pected him to win the foremost place in his year. 
 But I found that the young inspector had dis- 
 covered in him an ability which was almost 
 genius, if there is anything in the idea that one 
 mark of genius is an infinite capacity for taking 
 pains. I mention these things, for I can recall 
 in that visit to Halifax two characteristics of 
 the man which constantly impressed me in 
 later intercourse I mean his kindliness and his 
 thoroughness. Of his kindliness I have other 
 
COMMISSIONS AND INQUIRIES 91 
 
 proofs. For painstaking and efficient thorough- 
 ness I venture to think that there was never 
 better work done than in his official survey of 
 Yorkshire schools. That Blue-Book is a /crfjiua ec 
 <m in English official life.' 
 
 It was characteristic of Fitch that acquaintances 
 formed in what would be for most men the lightly- 
 forgotten accidents of official life so often ripened 
 into lifelong friendships. In every situation with 
 which his official duties called upon him to deal 
 he not only at once detected the larger human 
 interests involved, but seemed to feel with an 
 immediate sympathy the interests of the indi- 
 viduals whom it affected. Men were drawn to 
 him, both by the sincerity of this personal interest 
 and by the impersonal standard which he had set 
 for his own judgment, and to which he knew so 
 well how to induce others to conform. Many a 
 firm and grateful friend of Fitch's dated his 
 friendship from some chance encounter of the 
 kind which Mr. Swallow has described. Even 
 the terrors of the examination-room were con- 
 verted by Fitch, when he examined for the Indian 
 Civil Service Commissioners, or for the University 
 of London, into an opportunity for detecting 
 character and making friends. The undeveloped 
 boy was to him an open book, almost as easy, and 
 often more fascinating, to read than the developed 
 man. He had, indeed, as the very essence of his 
 
92 SIR JOSHUA FITCH 
 
 nature, that great hopefulness which detects pro- 
 mise at least as easily as it appraises performance. 
 But it was not only the young for whom he felt, 
 and of whose promise he was such a kindly and 
 earnest helper. Many of the closest friends of 
 his later life were men whom he first met during 
 his official work in Yorkshire or Birmingham, or, 
 later, as an Endowed Schools Assistant Com- 
 missioner. 
 
 The late Canon Ainger was a valued friend of 
 later years in London, whom he first knew as an 
 Assistant Master in one of the Yorkshire schools 
 which he visited. While engaged on the work of 
 the Commission at Taunton, and in other towns 
 of the south-west, he also renewed his acquaint- 
 ance, begun some years before at the Education 
 Office, with Dr. Temple, who had now become 
 Bishop of Exeter. The shrewd wisdom and the 
 massive earnestness of the great Archbishop 
 appealed to Fitch as much as the more liberal 
 theology, of which he was then esteemed to be a 
 representative and leader. While still at York 
 Fitch had also made the acquaintance of Mr. 
 Voysey, who was then Vicar of Healaugh. 
 Yoysey's frank and courageous character had 
 a great fascination for Fitch, but it is probable 
 that he was still more attracted by the intel- 
 lectual loneliness of the man. Himself the most 
 gentle and patient of reformers, he was also 
 
COMMISSIONS AND INQUIRIES 9S 
 
 the most determined and unyielding, and he 
 felt a kind of kinship with the spirit of every 
 sincere and earnest protest against the authority 
 of mere uncritical tradition, even when he least 
 agreed with its substance. But there was room, 
 too, in his intensely receptive and sympathetic 
 nature for all that was genuine and vital in the 
 heritage bequeathed by the past. York, with its 
 ecclesiastical associations and atmosphere, laid its 
 spell upon him from the first. He loved the 
 Minster and its services, and was delighted when 
 the Dean, Dr. Duncombe, assigned him stalls in 
 the choir for the use of himself and his family. It 
 gave just that touch of spiritual domesticity to 
 worship in which an Englishman delights, and 
 which Fitch was Englishman enough to prize 
 with a hearty and childlike simplicity. Even the 
 somewhat airless social atmosphere of what is 
 called, by one of the happiest accidents of nomen- 
 clature, a cathedral close was not without its 
 elements of enjoyment for him. He had the 
 power of extracting all that there was of wider 
 and more intelligent interest in such a society, 
 and the gift of natural obtuseness to whatever 
 might be narrow and petty in it. Among the 
 friends whom he specially prized at York was the 
 late Mr. Corbet-Singleton, first warden of Kadley. 
 Fitch would always be found at St. Sampson's on 
 the Sunday evenings when the eloquent Irishman 
 
94 SIR JOSHUA FITCH 
 
 preached there. Other friends of that time were 
 the Rev. Richard Elwyn, afterwards Master of 
 the Charterhouse, Dr. Monk, the organist of the 
 Minster, Dr. Vance Smith, afterwards one of the 
 Committee which produced the Revised Version of 
 the Bible, and Mr. Kenrick, who was soon to become 
 Professor of Hebrew at Manchester New College. 
 
 Among the men who worked with Fitch upon 
 the Endowed Schools Commission were many who 
 had already made their mark in the world of 
 scholarship or affairs or both, and who were 
 afterwards to attain to the very highest distinc- 
 tion. Thomas Hill Green was a Commissioner, 
 and so was Mr. D. R. Fearon, afterwards the 
 distinguished secretary to the Charity Commis- 
 sion. Fearon had already shared with Fitch the 
 duty of preparing the report on education in the 
 four towns which proved so useful to Mr. Forster 
 in the preparation of the Elementary Education 
 Act of 1870. Liverpool and Manchester were 
 reported on by Fearon, while Birmingham and 
 Leeds fell to Fitch's share. An interesting example 
 of the way in which Fitch would turn to the best 
 educational account every opportunity offered by 
 his official labours is given by the Rev. E. F. M. 
 M'Carthy, of Birmingham : 
 
 * The first occasion upon which Sir Joshua Fitch 
 (then Mr. Fitch) was brought into official contact 
 with Birmingham education was in the year 1869, 
 
COMMISSIONS AND INQUIRIES 95 
 
 when he was entrusted by Mr. W. E. Forster, then 
 Vice-President of the Committee of Council on 
 Education, with the duty of making a report for 
 the information of the House of Commons on the 
 state of education in the boroughs of Birmingham 
 and Leeds, while Mr. D. R. Fearon was instructed 
 to do the same for Liverpool and Manchester. 
 Mr. Fitch's report was a very able and exhaustive 
 one, and furnished a complete picture of what was 
 then the condition of educational machinery, both 
 as regards quantity and quality of production, in 
 the town which was admittedly the most advanced 
 in the kingdom. His picture of the state of things 
 even there was sufficiently depressing to open the 
 eyes of Parliament to the immediate necessity of 
 legislation, and largely helped Mr. Forster to pass 
 the memorable Education Act of 1870. 
 
 ' In the course of this inquiry Mr. Fitch put 
 himself in communication with Sir Josiah Mason, 
 who had founded an orphanage, and was contem- 
 plating the endowment of a college of University 
 rank, which has since developed into the University 
 of Birmingham. Mr. Fitch's experience in con- 
 nection with the Schools Inquiry Commission 
 (1865-1867) had made him thoroughly conversant 
 with the uses and abuses of educational endow- 
 ments in England, and his broad views of the 
 proved necessity of the continual revision of 
 founders' wishes made a great impression upon 
 
96 SIR JOSHUA FITCH 
 
 Sir Josiah Mason, and confirmed him in his 
 opinion that the machinery by which a founder 
 would best achieve his aims should not be too 
 rigidly prescribed in his deed of foundation, but 
 that it should be subject to periodical revision by 
 the trustees. It was in this spirit that in the 
 following year, 1870, Sir Josiah Mason provided 
 in the deed of foundation of Mason Science College 
 that the provisions of the trust should be subject 
 to alteration or variation every fifteen years. Sub- 
 sequently (1886) Mr. Fitch gave evidence to the 
 same effect before a Committee of Inquiry of the 
 House of Commons into the working of the Charit- 
 able Trusts Acts and the Endowed Schools Acts.' 
 
 But of all Fitch's colleagues of that time there 
 was probably none for whom he came to entertain 
 a higher esteem and a greater admiration than 
 Mr. James Bryce. They were men peculiarly 
 fitted to understand and appreciate each other 
 both by the earnest public spirit characteristic of 
 each of them and by their common political creed 
 and conception of national well-being. It was 
 fitting that to Mr. Bryce should have fallen at 
 Fitch's death the duty of expressing in fitting 
 and graceful language the national recognition of 
 his services in Parliament. Here it may suffice 
 to insert some words in which Mr. Bryce has 
 recorded his impressions of his friend. 
 
 ' It was in 1865 that I first came to know Sir 
 
COMMISSIONS AND INQUIRIES 97 
 
 Joshua Fitch. He and I then were working as 
 Assistant Commissioners under the Schools Inquiry 
 Commission. There was a large staff of University 
 men employed in visiting and reporting on secondary 
 schools, and especially on the endowed schools ; ; and 
 among the Assistant Commissioners were D. R. 
 Fearon, afterwards Secretary of the Charity Com- 
 mission, and T. H. Green, afterwards Professor of 
 Moral Philosophy at Oxford. Mr. Fitch (as he 
 then was) knew far more about education than 
 any of the rest of us, except perhaps Mr. Fearon, 
 and I found his knowledge and his judgment 
 extremely helpful whenever I consulted him. He 
 possessed even in those early days a mastery of 
 the whole field of education such as few in our 
 time have reached. He knew the facts thoroughly, 
 and he studied them in a thoughtful, penetrating, 
 dispassionate way, with no apparent bias even on 
 the questions that were then the subjects of such 
 bitter controversy the Revised Code and the 
 Conscience Clause. From 1868 onwards when 
 the work of the Commission ended I ought to 
 say that he produced an admirable report on 
 secondary schools in the West Riding of York- 
 shire he and I met occasionally, but not very 
 often until in the latest part of his life he became 
 permanently established in London. His retire- 
 ment from the active work of a School Inspector 
 did not diminish his interest in educational prob- 
 
 7 
 
98 SIR JOSHUA FITCH 
 
 lems. Few persons had grasped them so com- 
 pletely and exactly ; no one, I venture to think, 
 wrote on them with more authority. He had 
 acquired a complete familiarity with all the details 
 of the intricate and highly artificial system which 
 is administered by the Education Department. 
 He knew it not merely as an official in Whitehall 
 knows it, but as one who had seen and tested it 
 in its working, and had applied rational principles 
 to it in the spirit of a statesman. Having a high 
 ideal conception of what education might do for 
 the people, he approached the subject as a reformer, 
 a reformer at once zealous and temperate. When- 
 ever any new phase in the perpetually recurring 
 education problem appeared he was the first person 
 to whom many among us turned for counsel, and 
 we never turned in vain. No one was able to lay 
 his finger with so much certainty on the weak 
 point in any proposal or to indicate so clearly the 
 measures that were needed. No criticisms of 
 more value, perhaps none of equal value, appeared 
 in the press between 1896 and 1903 as those con- 
 tained in the letters which Sir Joshua addressed 
 to The Times. They were always moderate in 
 expression, but they were trenchant in substance 
 as well as lucid in expression, and the judgments 
 they delivered have been shown by what has 
 since occurred to have been sound. That he was 
 quite free from sectarian or party prejudice made 
 
COMMISSIONS AND INQUIRIES 99 
 
 him an all the more valuable adviser to those who, 
 being themselves disposed to a particular view, 
 wished to know the weakness of their own case and 
 the strength of their opponent's. An unfeigned 
 love of truth, a constant public spirit, a sense of 
 what better and wider instruction may do for the 
 people these were the keynotes of his character 
 and action in the career to which his life was 
 devoted, and they seemed to me no less strong in 
 1903 than they had been nearly forty years before. 
 ' In private he was an eminently genial and 
 kindly companion, tolerant in his views, lenient 
 in his judgments, freely and modestly giving from 
 his large store of experience. He had a wide 
 knowledge of literature and a discriminating taste. 
 No one appreciated more warmly and in a more 
 catholic spirit the work of others, nor did differences 
 of opinion affect his estimate, as his book " Great 
 Educators " conclusively showed a book, it may 
 be added, in which his lofty ideals of education 
 are clearly seen in their breadth and richness. 
 There was both in his talk and in his writing a 
 gentle persuasiveness and ripeness a sort of mitis 
 sapientia which was very attractive, and made it 
 always a pleasure to discuss a subject with him. 
 This equanimity and candour were characteristic 
 of the man, and belonged to the impression which 
 his personality made, with its modesty, its simple 
 dignity, its occupation with high aims and thought.' 
 
 72 
 
CHAPTER IV 
 
 UNIVERSITY PROBLEMS 
 
 As Mr. Fitch's conception of education was of the 
 most catholic and complete, so the zealous and 
 energetic temper of his intellect carried him into 
 every field of practical activity for giving effect 
 to it. If circumstances had associated him in a 
 special degree with the development of elementary 
 education, he was also able, as we have seen, to 
 render a signal service in the sphere of secondary 
 education. But even here neither his indirect 
 influence nor his direct action was to find a limit. 
 His mind had always been much occupied with 
 the aims and work of Universities and with the 
 fresh contribution which in our times they might 
 make, and therefore ought to make, to the intel- 
 lectual training of the nation. Among the educa- 
 tional dreams of the past, none more fascinated 
 his imagination than that of Bacon in the ' New 
 Atlantis.' He deliberately set before himself the 
 hope* of realizing that vision of a ' universitas ' of 
 learning under modern conditions. Here as else- 
 
 100 
 
UNIVERSITY PROBLEMS 101 
 
 where he knew how to make the desirable wait 
 upon the possible. But all through the long 
 struggle for the transformation of the London 
 University he kept his ideal in view. It was his 
 sense that the old University had done much 
 towards the establishment of one aspect of a 
 sound University education that inspired him to 
 resist so tenaciously the adoption of hasty schemes 
 which might sacrifice what had been gained to 
 the praiseworthy desire of securing another aspect 
 of University work hitherto lacking. Fitch, indeed, 
 felt by instinct, and by reflection had deepened the 
 feeling, that every reform must be gained alike 
 by hard fighting and by skilful and alert general- 
 ship that it is of the nature of a campaign against 
 prejudice whether obstinately active or indolently 
 passive, against the incalculable force of the inertia 
 of socialized opinion. He distrusted the flighty 
 generalship which was ready in the midst of a 
 campaign to change the base of operations because 
 that which had been originally chosen had proved 
 less central and convenient for the purposes of the 
 campaign than had been hoped. He preferred 
 rather to be satisfied with progress, however slow, 
 from a position once fairly secured than to indulge 
 in the guerilla tactics more suited to the needs of 
 a combatant fighting for bare life than to those 
 of an imperial power organizing the permanent 
 conquest of an essential territory. Such certainly 
 
102 SIR JOSHUA FITCH 
 
 was the spirit of his leadership in the struggle for 
 University extension and reform in which he played 
 so great a part. 
 
 Fitch's work in this field was determined by his 
 close connection with the University of London. 
 So far back as 1860, while still at the Normal 
 College in the Borough Road, he had been appointed 
 by the Senate Examiner in English Language and 
 History for a period of five years. From 1869 to 
 1874 he again held the same post. In 1875 he 
 was nominated by the Crown to a fellowship in 
 the University, and remained till his death a 
 member of the Senate. He was, besides, from an 
 early date a Life Governor of University College. 
 He was thus closely identified with the often 
 conflicting interests of those institutions to which 
 the higher education of London had been entrusted. 
 Yet he was perfectly clear as to the policy which 
 it was necessary to pursue in order to extend the 
 usefulness of the University without forfeiting the 
 gains which its actual development had secured. 
 That policy may be roughly described as the policy 
 of freedom of teaching. 
 
 Fitch's mind was quick to seize the lessons of 
 actual facts. Not only the history of his own 
 University, but the consistent tendency of the 
 later development of the older Universities as 
 well, taught him that the conditions of modern 
 life were steadily setting in favour of the utmost 
 
UNIVERSITY PROBLEMS 103 
 
 liberty of teaching. Whatever else a University 
 might in our days set itself to do, it must first 
 of all recognise and appraise knowledge, however 
 acquired. If the old Universities, with their 
 tradition of centuries binding them obstinately 
 to the collegiate system, had been forced to relax 
 it and to recognise the necessity of assessing by 
 their Examining Boards the knowledge of non- 
 collegiate students, it seemed to Fitch a dangerous 
 instance of conservative pedantry that educational 
 institutions should in these days be seeking a 
 University charter on the terms of a rigorous 
 revival of the old system. It was not that he 
 was blind to the excellences of that system and 
 to the advantages which it could still legitimately 
 claim over other methods of acquiring knowledge. 
 Indeed, he would occasionally dwell with an affec- 
 tionate tenderness, as if he himself had been one 
 of their sons, upon even the most elusive influences 
 of the ancient English seats of learning, and claim 
 those influences as things not lightly to be appraised 
 in the sum of English education. Is it possible, 
 for instance, to conceive of a nobler and a more 
 liberal estimate of the worth of an Oxford or 
 Cambridge degree than this? 'It represents 
 residence for a certain period in the midst of 
 a learned society, encompassed by ancient tradi- 
 tions and ennobling memories. It symbolizes 
 leisure and repose, the companionship of youthful 
 
104 SIR JOSHUA FITCH 
 
 students, access to ancient libraries, walks in trim 
 gardens and under the shadow of mediaeval build- 
 ings. It means, in short, that the holder of an 
 Oxford or Cambridge degree has, for a certain 
 time in his life, cut himself off from the world of 
 business and money -getting to breathe the air of 
 an academic community, and to partake of the 
 many nameless social and intellectual influences 
 which belong to an ancient seat of learning/ 
 
 And liberal as the estimate is, it is perfectly 
 sincere. There was something in Fitch which was 
 intimately responsive to all the poetry of the past. 
 He could not contemplate for the youth of England 
 the possible loss of all that the city of the dream- 
 ing spires could itself teach them. But there were 
 other cities in England with spires that did not 
 dream, but rose gaunt and stubborn, crowned day 
 and night with the smoke of their own fierce 
 incessant labouring. And in those cities a great 
 part of the youth of England had to learn the 
 harsh, stern poetry of the present or not learn it 
 at all. To Fitch it seemed that the methods of 
 the past could not there be exclusively insisted 
 on. Even there he admitted that knowledge 
 might still best be acquired under the conditions 
 set by the collegiate system. But other methods 
 were not only possible, but necessary. And the 
 essential note of a true University system for 
 the modern world must be the frank recognition 
 
UNIVERSITY PROBLEMS 105 
 
 of this diversity of method in the acquiring of 
 knowledge. 
 
 In an address upon the proposals for establish- 
 ing a new University in the North of England 
 which Fitch delivered before the Social Science 
 Congress in 1879 the address from which the 
 quotation given above is taken he made this 
 claim for the freedom of teaching with the utmost 
 definiteness, yet with an equal persuasiveness. 
 Owens College, Manchester, was then agitating 
 for a University charter which would enable it to 
 confer degrees upon those students only who had 
 pursued a definite course of collegiate training 
 under its own professors. Fitch reminded his 
 hearers of how retrograde such a step must be, 
 how it meant that the aim of the proposed 
 University would be more restricted than the 
 work which the College had already actually 
 accomplished. One of the most valuable experi- 
 ments which the local circumstances had induced 
 the College to make was its evening classes for 
 those students who, owing to their being already 
 pledged to a business career, were unable to 
 attend the ordinary day courses. If the proposed 
 charter were granted, none of these students, 
 however sufficient their knowledge, could present 
 themselves for a degree. The plea for a charter, 
 Fitch urged, would have been unanswerable if it 
 had been presented in this wise : ' We are planted 
 
106 SIR JOSHUA FITCH 
 
 in the midst of an active-minded and enterprising 
 community, conscious of the need of intellectual 
 culture, and daily more and more disposed to look 
 to us to supply that need. We are making it 
 our business to understand and to encourage 
 the best aspirations of the great industrial com- 
 munity in the midst of which we are placed ; we 
 are sending out emissaries to neighbouring towns 
 to hold evening classes and give lectures ; we are 
 gathering together large numbers of the young 
 men in Manchester who are getting their living 
 all day, and who are pursuing regular courses of 
 study in the evening. We feel a strong interest 
 in the many struggling and ambitious students 
 in the North of England who are using public 
 libraries, who are attending courses of lectures, 
 and otherwise acquiring sound knowledge by the 
 best means within their reach. We think that, 
 if we were in a position to direct the studies of all 
 these people by a well-arranged curriculum and 
 scheme of examination, and to confer appropriate 
 distinctions on all who proved themselves to have 
 acquired a given amount of knowledge and mental 
 cultivation, our usefulness would be greatly ex- 
 tended. We could then not only co-ordinate and 
 direct, but also greatly ennoble, the best of the 
 scattered educational agencies which surround us ; 
 and for this purpose we ask that, in addition to 
 all the means of usefulness we already possess, 
 
UNIVERSITY PROBLEMS 107 
 
 the power of granting degrees shall be conferred 
 on us.' 
 
 There is no surer way of contributing to the 
 solution of a difficult problem than by showing 
 what it really is. Fitch had the gift of clear and 
 courageous intelligence which gets behind all the 
 surface complexities by which a practical problem 
 baffles or escapes us to the simplicity of the 
 problem itself. It was by simplifying the Uni- 
 versity problem that he so effectively pointed the 
 way to its solution. He was able to see it as a 
 whole because he insisted on examining it from 
 within. He recalled those reformers who per- 
 sisted in skirmishing at some chance point on the 
 circumference to the central position which com- 
 manded the whole field. The purpose of a 
 University remained at all times the same. It 
 was to foster and extend sound learning to the 
 largest possible extent and by every means which 
 might be from time to time available. The 
 method or methods by which this purpose could 
 best be accomplished varied, and were bound to 
 vary, according to the circumstances of place and 
 time. In the Middle Ages learning could flourish 
 only in great centres provided with sufficient 
 libraries, and therefore attracting the best 
 teachers. In our days the conditions were com- 
 pletely altered. The best teaching might still be 
 offered in the ancient foundations, or even in 
 
108 SIR JOSHUA FITCH 
 
 modern institutions founded on the same model. 
 But liberal learning could be acquired in many 
 other ways. A University could best achieve its 
 purpose by marking out courses of study to guide 
 students in their pursuit of knowledge, and then 
 by testing it, however acquired. This was, of 
 course, only the first and most obvious way in 
 which a modern University could attain its end. 
 It was its duty, besides, to keep in closest possible 
 touch with all institutions which provided the 
 highest teaching, to consult continually with 
 those who provided such teaching, to recognise 
 and co-ordinate the various instruments of educa- 
 tion, and to take action itself for extending the 
 usefulness or increasing the number of such 
 instruments. 
 
 This was the ideal of the work of a modern 
 University which Fitch advanced as a member of 
 the Senate of the University of London, and 
 enforced with all the power of his pen during the 
 long struggles of the nineties over the recon- 
 struction of that body. He was entirely in 
 sympathy with the desire for a teaching Uni- 
 versity in the first city of the English-speaking 
 world. He cherished as much as, perhaps more 
 than, any the alluring dream of Bacon and Stow 
 and Gresham and Cowley. He felt acutely the 
 national disgrace of a great capital like London 
 lagging behind Berlin and Paris in the organiza- 
 
UNIVERSITY PROBLEMS 109 
 
 tion of its higher education, the more that all the 
 instruments of the best knowledge lay about 
 ready to hand, but in most admired confusion. 
 He was especially anxious that University and 
 King's Colleges should be brought more closely 
 within the circle of University life, and that their 
 teachers should have an intimate share in shaping 
 the work of the University and guiding its 
 counsels. But he was equally anxious that in 
 seeking to gain this object the University should 
 not imperil the particular kind of success which 
 it had already achieved. By the accidents of its 
 brief history it had revealed the educational needs 
 of the time, and measured aright its own special 
 capacity to meet them. Originally founded to 
 meet the special needs of London, it had been 
 forced by the mere effort to do its own work as 
 well as it could be done to become a national, 
 even an imperial, institution. It had been com- 
 pelled to confine itself to the task of setting a 
 standard of the kind and range of knowledge to 
 be acquired, and of awarding the value of that 
 which had been acquired. To do this it had had 
 to loosen its original close connection with the 
 London colleges ; but the boldness of the step 
 had been justified by a success which could not 
 possibly be disputed. Its influence upon higher 
 education had penetrated throughout the whole 
 British Empire, and its awards were an absolutely 
 
110 SIR JOSHUA FITCH 
 
 trustworthy guarantee of the acquisition of a 
 high standard of knowledge in all its principal 
 departments. Fitch felt that this success must 
 not be tampered with or endangered for the sake 
 of any future developments, however important. 
 Yet he admitted fully that the work of the 
 University was incomplete so long as it stopped 
 here ; that it was essential that some means should 
 be found for incorporating the colleges more 
 closely in the life of the University; that the 
 University could become, and ought to become, a 
 centre of the best teaching for London, without 
 sacrificing the imperial functions which it had 
 come to discharge. By his frequent discussions 
 of the subject in the public forum of our leading 
 reviews, especially the Quarterly and the Nine- 
 teenth Century r , he did more probably than any 
 other single person to keep this twofold aspect 
 of a satisfactory solution to the front. By his 
 official labours on the Senate he did as much as 
 any to procure the actual solution which has 
 secured the practical recognition of both these 
 aims in the reconstituted University. 
 
 It might seem from what has been said that 
 Fitch was unduly enamoured of the examination 
 system, that he unduly depressed the importance 
 of fostering the great teaching corporations. 
 Both charges would be exactly the opposite of 
 the truth. Though he advocated the utmost 
 
UNIVERSITY PROBLEMS 111 
 
 freedom of method in acquiring knowledge, or, 
 rather, insisted that such freedom had universally 
 become a fact which the modern University must 
 recognise, and though he held that the controlling 
 function of a modern University must be to 
 assess the worth of the knowledge acquired by all 
 comers, he contended none the less strongly that 
 the examining work of the University was worse 
 than useless, that it must be pernicious and retro- 
 grade, unless it complied with two conditions. 
 It must set the highest possible standard of 
 knowledge, and it must be free from the slightest 
 suspicion of partiality. It was because he feared 
 that the multiplication of Universities must in- 
 evitably lower in both these respects the standard 
 of value attached to their tests of knowledge that 
 he so stubbornly resisted that policy. He was 
 always pointing a warning finger to the example 
 of America. When the dark shadow of the 
 Gresham University scheme hung ominously over 
 the educational future of London, he fearlessly 
 prophesied the woes which its fulfilment would 
 bring upon us. He dragged into the light the 
 thinly - veiled promises of cheapened medical 
 degrees which that scheme had immediately in- 
 duced some of the leading men in the profession 
 to make, and forced the public eye to measure the 
 disastrous nature of the results to medical learn- 
 ing which must follow. In the same way he 
 
SIR JOSHUA FITCH 
 
 signalled danger if the exclusive right of examin- 
 ing the students of the London colleges for 
 University degrees were to be reserved to their 
 own teachers. The public would have no 
 guarantee either of the strict impartiality or of 
 the high standard of knowledge required, which 
 were alike essential to the credit and the success 
 of a modern University. Nothing, in short, could 
 be a greater disservice, both to the cause of 
 education generally and to the public estimation 
 of Universities in particular, than an examination 
 system which could be legitimately suspected 
 either of partiality or of want of thoroughness. 
 
 On the question of the importance of fostering 
 great centres of teaching Fitch was equally decided. 
 Other methods of knowledge had grown up to 
 meet the variety of need of a complex society. 
 But the well-equipped college, with its staff of 
 learned teachers, each of them not only repre- 
 senting the best general culture of the time, but 
 devoted to some special branch of learning as the 
 business of his life, with its libraries, museums, 
 laboratories, with the incessant action of its 
 vigorous intellectual and social life this must 
 still remain the most perfect and universally 
 satisfactory instrument of education. Even the 
 best type of student must lose something by 
 missing the influence of such a society. Only 
 from such influence could the worst type hope to 
 
UNIVERSITY PROBLEMS 115 
 
 gain anything which could be justly called educa- 
 tion. That such institutions should grow in 
 number and develop in teaching power must be 
 the desire and the aim of every educational 
 reformer. But Fitch held that the surest way to 
 fetter them in the fulfilment of their legitimate 
 duty and in the development of their special 
 qualities was to grant them a University charter. 
 Lampeter and Durham were his awful examples. 
 Their business was to teach, to learn how to teach 
 better, to draw within their educational net un- 
 touched classes of society, and then to leave the 
 assessment of the worth of their teaching to some 
 impartial and largely independent tribunal. 
 
 Here, again, of course, he did not insist upon 
 an impossible and, indeed, injurious independence. 
 He felt that both the University and the teaching 
 colleges must profit by close harmony of aim and 
 continual consultation between examining and 
 teaching bodies ; but none the less the principal 
 duty of a modern University was to measure 
 results, just as the principal duty of a modern 
 teaching college was to produce them. That 
 principle once frankly recognised on both sides 
 and distinctly provided for, there could not be too 
 close an intimacy in their relations or too close a 
 co-operation in their survey and occupation of the 
 field of work. It was the principle which, owing 
 largely to Fitch's clear advocacy of its necessity, 
 
 8 
 
114 SIR JOSHUA FITCH 
 
 formed the basis of the compromise which gave 
 its present form and character to the University 
 of London. 
 
 But it was not only in large questions of Univer- 
 sity policy that Fitch's influence upon his Alma 
 Mater was felt. He gave himself wholly, with 
 his characteristic generosity of mind, to the 
 minutest details of University work which were 
 entrusted to him. He had been an excellent and 
 conscientious examiner, instinctively apt to take 
 just account alike of the vigorous requirements of 
 an examination standard and of the varieties of 
 human nature which presented themselves to be 
 tested by it. It was of course in vivd voce 
 examination that this opportunity of nice dis- 
 crimination was given him most liberally. And 
 he as liberally seized it. He had the power of 
 detecting easily and at once the moral abilities or 
 disabilities of an examinee, the shyness, mauvaise 
 honte, pretentiousness, self-possession, which usually 
 count one way or the other for so much in the 
 results of this kind of intellectual test. In the 
 hands of many an examiner it becomes a terrorizing 
 ordeal, and is worse than useless as a test of know- 
 ledge. Fitch regarded it as his supreme oppor- 
 tunity, and succeeded in making it such. He 
 quickly set the shy youth at his ease, and readily 
 drew out from him all he had to give. Just as 
 easily he unmasked pretentiousness and exposed 
 
UNIVERSITY PROBLEMS 115 
 
 it, and discovered what of real knowledge lay 
 behind an easy and assured manner. It was his 
 sympathy with the student that inspired even his 
 application of the rigorous standard of a Univer- 
 sity test. He had always before him not the 
 exacting claims of an official standard to be blindly 
 wreaked upon a number of morally indifferent 
 subjects, but the moral fortunes of a human being 
 to be determined, so far as a single act could 
 determine them, by the application of an intelli- 
 gent justice. In all sorts of ways his thoughtful- 
 ness sought and found the hearts of those whom 
 he examined. In reading aloud for dictation, he 
 always remembered the acoustic defects of an 
 examination hall, the need of perfect distinctness 
 in enunciation, of careful and unhurried repeti- 
 tion. In a memorandum of later years on the 
 examinations of the University in English he 
 advises the abandonment of that curious subject 
 in an Intermediate University examination which 
 was described as ' writing out the substance of a 
 paragraph previously read by the examiner.' The 
 reasons he gave for his advice exemplify this 
 thoughtfulness of his. They are marked, too, 
 with a touch of that sly humour which used to 
 strike one as the gentlest of ruffles on the surface 
 of his punctilious politeness of manner. 'The 
 different dimensions and acoustic properties of 
 the rooms in which the examination is held, the 
 
 82 
 
116 SIR JOSHUA FITCH 
 
 defective hearing of some of the candidates, and, 
 it must be owned, the imperfect elocution of some 
 of the examiners, combine to make this form of 
 test somewhat uncertain and unequal in its opera- 
 tion.' Such a hint of possible imperfection on the 
 part of examiners, as suspected by one of them- 
 selves, would have been a comfort in the days 
 when one had to bow before these deities throned 
 above the thunder. It may be a comfort to a 
 new generation to meet it now. 
 
 But perhaps the form of vivd voce examination 
 in which Fitch took most pleasure, and through 
 which he thought he was able to measure most 
 accurately both the intelligence and the know- 
 ledge of those whom he examined, was one which, 
 probably at his suggestion, had been adopted by 
 the Home and Indian Civil Service Commissioners. 
 He certainly recommended its adoption by the 
 Senate of the University. The candidate was asked 
 to send in a special list of books which he had read 
 with particular care and interest, and on which he 
 desired to be examined. It was the few minutes 
 devoted to this test which proved to be the 
 beginning of many a lifelong friendship between the 
 candidate who had crept, perhaps, abashed into the 
 examination hall and his very human examiner. 
 
 Fitch treasured the impressions of character and 
 the promise of future power which these oppor- 
 tunities often revealed to him. He would recount 
 
UNIVERSITY PROBLEMS 117 
 
 with the delight of a child to the members of his 
 family in the evening every instance of peculiar 
 intelligence or of marked literary interest which 
 the day's work had brought to his notice. On 
 one occasion he was surprised to find that the 
 candidate, instead of selecting, offered the whole 
 range of English literature for his test. Fitch was 
 inclined to be amused, and perhaps a little annoyed, 
 at the apparent presumption of the choice, or, 
 rather, want of choice. But he was not easily 
 annoyed ; besides, he was taken with the can- 
 didate's look and manner. So he set himself 
 seriously to the rather ample task which had been 
 set him. He took his favourite authors, Chaucer, 
 the Elizabethan dramatists, Milton, Fuller, Dryden. 
 He found that the candidate's appreciation of 
 literature and of the development of thought 
 which it represented was as marked as the range 
 and accuracy of his knowledge. Fitch was de- 
 lighted. He was full of his brilliant candidate for 
 some days, and told everyone he met about him. 
 He looked anxiously for the lists to appear in 
 order that he might learn the name of his hero. 
 When at length they did appear, he found to his 
 delight that the ' number ' which he had examined 
 represented a son of his old friend, Mr. Llewellyn 
 Davies. This was the spirit in which Fitch in- 
 variably set himself to the somewhat prosaic duty 
 of an examiner. Even in the examination hall he 
 
118 SIR JOSHUA FITCH 
 
 never forgot that he was engaged in the work of 
 education. 
 
 Another aspect of the function of Universities 
 which much occupied Fitch's thought was their 
 co-ordination of general culture and professional 
 learning. He regretted the growing English ten- 
 dency to separate them, the growing tendency of 
 the Universities themselves to depress the import- 
 ance of the professional faculties. He desired to see 
 professional training in the special work to which 
 human lives were to be dedicated as closely con- 
 nected as might be possible with that more general 
 culture which appertained to human beings as 
 such, with the learning which was rightly called 
 humane. It grieved him to observe that an in- 
 creasing number of young men were seeking 
 their professional instruction in legal and medical 
 schools, in colleges of engineering and practical 
 science, without the stamp of liberal learning 
 which they might have acquired within the walls 
 of one of the ancient Universities. He regretted 
 it because of the positive intellectual loss, but still 
 more because it fostered that spirit of mere pro- 
 fessional association which is only too ready to 
 assert its cramping influence among men engaged 
 in the same life-work. He used to quote with 
 whole-hearted approval a saying of his friend, the 
 late Lord Hobhouse, that ' the corporate spirit in 
 any profession is precisely that which it is easiest 
 
UNIVERSITY PROBLEMS 119 
 
 to create, and which it is easiest to have in 
 excess.' He felt that the largest and most whole- 
 some parb of a man's influence in the world was 
 determined by those interests which he had in 
 common with all other men, or at least with as 
 many other men as possible. One part of the 
 work of Universities was to foster the intellectual 
 cultivation of those common interests, to provide 
 for the life of men, as men, a common intellectual 
 background. An indispensable condition of suc- 
 cess in this aim was that they should retain and 
 strengthen the ties which bound the professional 
 teaching to the University system. In a wise 
 and striking passage he indicated exactly the 
 kind and the measure of the influence of the 
 Church of England as a result of the University 
 training of her clergy. 
 
 f It is in every way a fortunate circumstance/ 
 he wrote, f that the clergy of the Church of 
 England are, as a rule, not educated in theological 
 seminaries, but in communities which fairly reflect 
 the mind and tendencies of the non-clerical world ; 
 and it cannot be doubted that much of the legiti- 
 mate intellectual influence now exercised over 
 that world by the English clergy would be sacri- 
 ficed, even though greater skill in pastoral work 
 and in homiletics might easily be attained, by the 
 adoption of a more exclusively professional system 
 of clerical training.' Though written thirty years 
 
120 SIR JOSHUA FITCH 
 
 ago, it was no doubt meant to be as much a 
 warning as a bare record of fact. And it was 
 written by one who, though he would have dis- 
 claimed the somewhat narrow zeal which has 
 come to be associated with the modern term, ' a 
 strong Churchman,' would still have claimed to 
 be a faithful and devoted member of the Church 
 of England. 
 
 But it was not merely to the revived importance 
 and activity of the existing professional faculties 
 at the ancient Universities that Fitch looked for 
 a hopeful future for English education. It was 
 to the extension of the connection of the Univer- 
 sities with all influential forms of national activity. 
 And the prospect of this extension in the case of 
 the newer Universities which obtained charters 
 during the later years of his life did, perhaps, 
 reconcile him to a development of the University 
 system which on other grounds he deplored. But 
 it was still to the older seats of learning that he 
 appealed for an adequate recognition of this need. 
 * The larger conception of a studium generate,' he 
 wrote in 1876, 'includes both general and specific, 
 both human and professional, culture. There is 
 no real inconsistenc} T between these two purposes. 
 And it is mainly to a University that a nation 
 ought to look for those influences which will pre- 
 vent the professions from degenerating into trades. 
 Is it too much to hope, as one looks wistfully 
 
UNIVERSITY PROBLEMS 
 
 down into the future, and thinks of the gigantic 
 possibilities which lie in the tradition, the wealth, 
 and the young intelligence of the English Uni- 
 versities, that means may yet be found by which 
 they may play a larger part in co-ordinating the 
 various elements in the intellectual life and the 
 practical activity of the nation, and that they 
 may accept it as their mission, not only to equip 
 for his vocation in the world the cultivated scholar 
 and gentleman, but also the accomplished jurist 
 or physician, the keen naturalist or engineer, and 
 the skilled schoolmaster ?' 
 
 It was to the case of the schoolmaster, as that 
 with which he had immediate and special concern, 
 that Fitch mainly directed his attention. He 
 hoped that an arrangement might be reached by 
 which a University course, reinforced by some 
 evidence of training in the theory and practice of 
 teaching, should be accepted in place of the certifi- 
 cate of elementary teachers, and that some at 
 least of the students of the older Universities 
 might be tempted to undertake the more important 
 posts in the field of elementary education. Thus 
 the Universities would do something to save the 
 profession of schoolmaster from becoming a trade 
 or to prevent it from remaining one. But it was 
 mainly in the sphere of secondary and higher 
 education that he hoped for substantial help from 
 the Universities. The means which he proposed 
 
SIR JOSHUA FITCH 
 
 was the establishment of a professorial chair in 
 the science of teaching, in what must be described 
 by the unlovely name of Pedagogy. He knew, 
 indeed, how uninfluential the professorial system 
 had become in the English Universities. But 
 here again he hoped, and consistently pressed, for 
 reform. He was keenly alive to the intellectual 
 stimulus which the lectures of all the professors 
 ought to provide for young and eager minds, and, 
 though he frankly admitted that the tutorial 
 system tended to produce a greater thoroughness 
 and a more exact acquisition of knowledge, he 
 none the less bitterly regretted the decadence of 
 the professor's chair, and as ardently hoped for 
 its revival. Thorough Englishman as he was, 
 there was something in the character of Fitch's 
 mind which reminded one more of the Scotchman, 
 or the German, or the Frenchman. He had the 
 instinctive habit of arranging his impressions in 
 the form of general ideas, and the spontaneous 
 delight in them, which the Englishman seldom 
 possesses and always suspects. But he had, too, 
 the peculiarly English faculty for subordinating 
 his ideas to the clear exposition of a practical pro- 
 posal, and so he usually managed to win the con- 
 fidence of practical men interested in the same 
 subject as himself, and to gain his point, if not 
 directly, then indirectly. It was so in the case of 
 the University lectures on the science of teaching. 
 
UNIVERSITY PROBLEMS 
 
 He did not, indeed, persuade Oxford and Cam- 
 bridge of the neglected opportunities of the lecture- 
 hall. But he persuaded Cambridge of the necessity 
 of doing something for the training of the secondary 
 teachers of the country. And so the examinations 
 for University diplomas were inaugurated, and, 
 best of all, the lectureships were established which 
 produced as their first-fruits one of the most 
 inspiring contributions to the art and science of 
 good teaching which have ever been written, 
 his own famous ' Lectures on Teaching.' 
 
 One other aspect of University work, the for- 
 tunes of which Fitch followed with attention and 
 sustained by his advocacy may here be mentioned 
 the movement known as University Extension. 
 He was, indeed, one of those who, without know- 
 ing what they did, brought the movement, and 
 with it others of equal or greater importance, into 
 being. It was about the year 1866 that the 
 North of England Council for the Higher Educa- 
 tion of Women was founded. Mrs. J. E. Butler 
 was President, Miss Clough Secretary, and among 
 its original members were Mr. James Bryce and 
 Mr. Fitch. It was one of those associations of a 
 few reforming spirits, gifted with zeal, large ideas, 
 and practical wisdom, which become the germ of 
 important and far-reaching changes. One of its 
 original objects, for instance, was to induce the 
 University to promote the higher education of 
 
SIR JOSHUA FITCH 
 
 women by itself undertaking the regular examina- 
 tion of girls' schools. The Council succeeded in 
 its endeavour, and the revolution which the Cam- 
 bridge Higher Local Examinations have effected 
 in the character of the teaching given to girls 
 was the direct result of its action. Another in- 
 direct result of the work which the Council suc- 
 ceeded in doing was the foundation of Newnham 
 College at Cambridge. But the University Ex- 
 tension movement with all that has grown out of 
 it, and may yet grow out of it, was, perhaps, the 
 most important development of the educational 
 machinery which the Council set in motion. The 
 original organization of this crusade of knowledge 
 was simple and unambitious, but its immediate 
 success soon justified a vast extension of its 
 original aim. 
 
 In the year 1867 Mr. James Stuart, Fellow of 
 Trinity College, Cambridge, was asked by the 
 Council to lecture to women in Leeds, Liverpool, 
 Manchester, and Sheffield. Mr. Stuart's personal 
 influence and enthusiasm, and his remarkable 
 skill as a lecturer, at once made these lectures 
 popular. Fitch has himself described the progress 
 of the movement : ' The value of such lectures 
 was at once recognised as a means of directing 
 the reading and stimulating the appetite for 
 knowledge among girls who had recently left 
 school a class often sadly lacking in definite 
 
UNIVERSITY PROBLEMS 125 
 
 aims and in motives for intellectual exertion. 
 But attention having once been drawn to the 
 nature of the need which had to be supplied, and 
 to the capacity of the University to supply it, 
 memorials began to crowd in upon the University 
 praying that the system might be extended in its 
 aim and purpose and placed on a recognised and 
 secure basis. From Crewe, from Rochdale, from 
 Leeds, Birmingham, and Nottingham, and from 
 the North of England Council for the Education 
 of Women, addresses were in 1873 sent to 
 Cambridge, urging that there was an increasing 
 desire among working men, among ladies who 
 were intending to be teachers, or otherwise en- 
 gaged in self-improvement, and especially among 
 young men employed in business, for systematic 
 instruction such as might be furnished by courses 
 of lectures, popular and interesting, but scientific 
 in method, continuous during a period of several 
 months in the year, and followed up by class- 
 work and by suitable examinations. A syndicate 
 was formed to consider these memorials, and the 
 result was the establishment of missionary lectures 
 in great towns, which have of late been so well 
 known under the name of the University Ex- 
 tension Scheme/ 
 
 One of the most notable results of the 
 scheme was the eagerness with which rich citizens 
 of some of the great towns came forward with 
 
126 SIR JOSHUA FITCH 
 
 offers of funds for the provision and equipment of 
 suitable buildings as lecture-halls. Fitch saw 
 in this outburst of enthusiasm on the part of 
 leading citizens even more than in the somewhat 
 fluctuating success of the lecture system itself a 
 great hope for the future of English education. 
 What was wanted, he saw, to give permanence 
 and real educational value to the scheme was such 
 a graduated sequence of study and such a measure 
 of recognition by the University of the knowledge 
 gained as would induce a larger number of those 
 who might desire to become serious students to 
 take advantage of it. He was not at all depressed 
 by the reaction which seemed to follow upon the 
 first outburst of enthusiasm. His experience told 
 him that such apparent decline of interest was 
 only too likely to accompany the attempt to give 
 greater precision and system to the courses of 
 study, to convert them from an occasional intel- 
 lectual excitement into a serious educational 
 instrument. But he saw at the same time that 
 the local guarantors would not long continue to 
 bear the burden of heavy losses in providing an 
 education for which there was no effective demand. 
 He feared the possible wreck of a scheme which 
 contained in itself the best kind of promise. 
 
 It was one of the opportunities for his largeness 
 of educational view and his clear judgment of the 
 possibilities of new and tentative movements. He 
 
UNIVERSITY PROBLEMS 127 
 
 appealed to the Universities to support the work 
 they had begun by something more than their 
 advice and the provision of missionary lecturers. 
 He claimed that what the movement needed, in 
 order that it might grow in value and permanence, 
 was exactly what the University could supply 
 viz., resident teachers and some recognition of suc- 
 cessful students as its own alumni. The Universi- 
 ties, he thought, might establish a certain number 
 of fellowships, on condition of their holders becom- 
 ing resident lecturers in certain towns, personally 
 directing the studies of their pupils, and con- 
 tributing by their presence to impress upon an 
 industrial community some sense of the usefulness 
 and the dignity of the higher learning. He pro- 
 posed, in short, to establish University colonies 
 throughout most of the great towns of England. 
 In the same way he hoped that some means might 
 be found of connecting the colleges which had 
 grown up in some of the largest towns with the 
 ancient Universities. Finally, he desired to see 
 the Universities recognise as their own pupils 
 those who had attended the lectures of their 
 missionary teachers and passed with a certain dis- 
 tinction an examination at the close of a specified 
 course of study, by some such plan as dispensing 
 such students from one of the necessary years 
 of residence at the University and from the 
 necessity of passing the Previous Examination, if 
 
128 SIR JOSHUA FITCH 
 
 they should desire to prosecute their studies by 
 working for a University degree. 
 
 Such were some of the hopes and prospects 
 which opened out before the eager mind of Fitch 
 as he surveyed the field of English education, and 
 took accurate account of the vast work that needed 
 to be done, and of the instruments which were at 
 hand for its accomplishment. Never, perhaps, 
 was the principle of order so closely associated 
 with the instinct for reform as in his case. He 
 saw in extension from within, in an ordered 
 increase and development of the means at hand, 
 the true method of vital growth. He feared and 
 suspected the haphazard creation of new and 
 untried instruments, some of them futile and 
 ridiculous reproductions of the most questionable 
 aspects of institutions venerable by age and 
 length of service, some of them the mere daring 
 experiments of a raw and jejune empiricism. 
 Nowhere were both these tendencies of his mind 
 more conspicuously displayed than in his brilliant 
 and stimulating contributions to the question of 
 University reform. 
 
CHAPTER V 
 WOMEN'S EDUCATION 
 
 IT is characteristic of all practical reforms that 
 they are no sooner accomplished than they become 
 part of the natural and necessary demand of 
 society. It is with the social body as with the 
 individual body : its gains become part of its 
 indispensable outfit ; they need no second proof. 
 
 ' We might go freezing, ages give us fire ; 
 Thereafter we judge fire at its full worth, 
 And guard it safe through every chance, ye know P 
 
 Yet, just in proportion as the practical worth of 
 such gains is quickly absorbed into the life of 
 society, the arduous process by which they were 
 acquired is quickly forgotten. It is the fate of 
 nearly every reformer who lives long and has 
 been successful to see a generation arise which 
 takes for granted what he had spent his life in 
 accomplishing. Fitch was such a reformer. And 
 perhaps there is no change in which he had a 
 share which has come to be so generally taken for 
 
 129 9 
 
130 SIR JOSHUA FITCH 
 
 granted as that which the past generation wrought 
 in the position of women. It is almost difficult 
 for us to realize that not two generations have 
 passed since the time when 'almost the only 
 resource open to a woman who was above the 
 rank of a domestic servant, and who desired to 
 earn her own living, was the profession of teach- 
 ing/ and when the whole field of public service 
 was, even more by general opinion than by 
 specific ordinance, resolutely closed against the 
 entrance of women. Though the battle for equal 
 opportunities to the sexes may not yet have been 
 won, it is rather because the indolence which 
 follows upon partial victory has descended upon 
 the attacking forces than because there is much 
 heart left in the ranks of opposition. Opinion 
 has been conquered even where the tradition of 
 the past still lingers in outward forms. Yet the 
 battle was of yesterday, and many of those who 
 bore its brunt are still with us. In it none 
 certainly took a worthier or more fruitful part 
 than Fitch. He was not only closely identi- 
 fied with every phase of the struggle, but he did 
 much also by his clear-sighted exposition of the 
 reasonableness and justice of the movement as 
 a whole to recommend it to those who might 
 have been offended by some of its incidental 
 expressions. Here, for instance, is an appeal 
 to the common interest which is as noble and 
 
WOMEN'S EDUCATION 131 
 
 dignified in its conception as it is obviously true 
 to fact : 
 
 4 It cannot be doubted that in the intelligence 
 of many women, in their desire for truth, in their 
 high aims, and in their power to render service 
 to the world in which they live, there is a great 
 store of wealth which has never been adequately 
 recognised or turned to profitable account. The 
 world is made poorer by every restriction 
 whether imposed by authority or only conven- 
 tionally prescribed by our social usages which 
 hampers the free choice of women in relation to 
 their careers, their studies, or their aims in life. 
 It is probable that in many ways yet undis- 
 covered in certain departments of art, of scientific 
 research, of literature, and of philanthropic work 
 the contributions of women to the resources of 
 the world will prove to be of increasing value to 
 mankind. And it may also be that experience 
 will prove certain forms of mental activity to be 
 unsuitable. Nature, we may be sure, may be 
 safely trusted to take care of her own laws. The 
 special duties which she has assigned to one half of 
 the human race will always be paramount ; but of 
 the duties which are common to the whole human 
 race we do not know, and cannot yet know, how 
 large a share women may be able to undertake. 
 It is probably larger than the wisest of our con- 
 temporaries anticipate. If there be natural dis- 
 
 92 
 
132 SIR JOSHUA FITCH 
 
 abilities, there is all the less reason for imposing 
 artificial disabilities. Hitherto every step which 
 has been taken in opening out new forms of active 
 work and increased influence to women has been 
 a clear gain to society, and has added much to the 
 happiness of women themselves. It is, therefore, 
 not merely the chivalry, or even the sense of 
 justice, but also the enlightened self-interest of 
 man, that are concerned in the solution of this 
 problem. It is not his duty to urge women in 
 the direction of employments they feel to be un- 
 congenial to them ; but it is his duty to remove 
 as far as possible all impediments and disqualifi- 
 cations which yet remain in restraint of their own 
 discretion, to leave the choice of careers as open 
 to them as it is to himself, and to wait and see 
 what comes of it. Nothing but good can come 
 of it.' 
 
 Here as elsewhere Fitch approached the work 
 of reform in a spirit of serene and persuasive 
 optimism. He preached the gospel of liberty 
 and the gospel of education, which, united, formed 
 the gospel of common-sense. There was a certain 
 amount of human stuff out of which the growing 
 substance of human history had to be fashioned. 
 There were no doubt certain limitations set in the 
 nature of things to the profitable use of that stuff 
 and of its different qualities, limitations which, 
 because they had been fixed by Nature, must be 
 
WOMEN'S EDUCATION 133 
 
 learned and taken due account of. But there was 
 no other way of learning them than that of free 
 experiment. All apriorism in determining them 
 was a piece of sheer stupidity. It could only result 
 in establishing and consecrating artificial limita- 
 tions and in confusing them with the natural. Free 
 development alone would discover the measure, and 
 therefore the limits, of the usefulness of each unit 
 and each class of the total human society. Fitch, 
 with his fine sense of measure both in idea and 
 in language, would probably have detested the 
 phrase, ' the emancipation of woman.' But none 
 the less he knew that the thing which he strove 
 for was a free field for women. 
 
 Naturally his primary interest in the question 
 was where its solution depended upon his own 
 special work of education. His work on the 
 Schools Inquiry Commission had revealed to him 
 the immense ineptitude and the silly pretentious- 
 ness of what was considered by the majority of 
 middle-class people in England as a suitable 
 education for their girls. The characterization 
 of the defects of that teaching, as embodied in 
 the Commissioners' Report, sounds very like his 
 own language. It speaks of the teaching given 
 in girls' schools, or ladies' seminaries, as they 
 were called, as marked by l want of thoroughness 
 and foundation, want of system, slovenliness and 
 showy superficiality, inattention to rudiments, 
 
134 SIR JOSHUA FITCH 
 
 undue time given to accomplishments, and those 
 not taught intelligently or in any scientific manner, 
 and a complete absence of proper organization.' 
 His own special report to that Commission upon 
 the state of secondary education in Yorkshire, with 
 its continual complaint that the ' pious founders ' 
 of the past had entirely ignored the claim of girls 
 to education, shows how fully he must have con- 
 curred in the most revolutionary clause of the En- 
 dowed Schools Act of 1869. ' In framing schemes 
 under this Act provision shall be made, as far as 
 conveniently may be, for extending to girls the 
 benefits of endowments.' As one of the Assistant 
 Commissioners under that Act, he worked with 
 unwearied patience and tact to overcome the 
 timidity or the prejudice of trustees and to secure 
 for girls as large a share as was possible in the 
 advantages of those educational endowments of 
 the past. It was with a wholly impersonal satis- 
 faction that he chronicled towards the end of his 
 life the results of the famous twelfth clause the 
 more than eighty new secondary schools for girls 
 founded throughout the country under the Act, 
 the more than sixty schemes providing for girls, 
 by means of scholarships and otherwise, a share 
 in endowments formerly devoted entirely to the 
 education of boys. Fitch had indeed a peculiar 
 knack of inoculating even hard-headed men of busi- 
 ness with some of his own educational enthusiasm. 
 
WOMEN'S EDUCATION 
 
 He somehow succeeded where a less direct and 
 simple nature might have despaired of success. 
 He was an excellent representative of the diplomacy 
 of modest simplicity and a witness to its success. 
 To him London owes the excellent schools of the 
 Haberdashers 1 Company, founded on revenues once 
 appropriated to the support of an alms-house with 
 twenty residents and of a charity school with 
 twenty-five pupils. It was one of his great ambi- 
 tions to use some of the many wasted local charities 
 in establishing a network of such schools round 
 London ; but even his patience was not sufficient 
 nor his life long enough to wear down the ignorance 
 and the prejudice which barred the way to such a 
 scheme. 
 
 But perhaps a more important, though an in- 
 cidental, outcome of the Report of the Schools 
 Inquiry Commission, and especially of Fitch's 
 contribution to it, was the establishment of the 
 Girls' Public Day School Company in 1874. The 
 intelligent and active-minded section of the com- 
 munity had been alarmed and awakened by the 
 revelations of that report. To Mrs. William 
 Grey and her sister, Miss Shirreif, were due the 
 conception and initiation of a scheme for providing 
 schools in the great centres of population in which 
 girls could receive the best secondary education 
 that was possible. The model for such schools 
 already existed in the Ladies' College at Chelten- 
 
136 SIR JOSHUA FITCH 
 
 ham, founded so far back as 1854 by Miss Dorothea 
 Beale, and the North London Collegiate School for 
 Girls, founded in 1850 by Miss Frances Mary Buss. 
 Fitch was a member of the governing body of the 
 former school, and was also one of the most trusted 
 advisers and enthusiastic admirers of Miss Buss's 
 excellent work. It was natural, therefore, from 
 every point of view, that his help and advocacy 
 should be sought in launching the new project, 
 and just as natural that they should be freely 
 given. He helped not only by guiding the 
 principles of the whole movement, but by taking 
 an active personal interest in the fortunes of every 
 school founded by the Company which was within 
 his reach. Some notion of the range and value 
 of his interest in these schools may be obtained 
 from the following appreciation by Miss Jones, 
 the late head-mistress of the Netting Hill High 
 School for Girls : 
 
 ' I first met Sir Joshua Fitch about thirty years 
 ago, shortly after my appointment as head-mistress 
 of the Notting Hill High School. I was then 
 greatly impressed by the keen interest he took 
 in the opening of a new type of schools for girls, 
 and from that time onwards until his death I 
 always felt that the higher education of women 
 had no truer, wiser, and more zealous friend 
 than he. 
 
 ' As an Assistant Commissioner in the Schools 
 
WOMEN'S EDUCATION 137 
 
 Inquiry Commission, Sir Joshua Fitch knew from 
 personal investigation to what a low ebb the 
 education of girls had sunk during the first half 
 of the nineteenth century, and as far as lay in 
 his power he helped on the movement which 
 resulted in the gradual opening of schools through- 
 out the length and breadth of England, where 
 girls might enjoy the same advantages as boys, 
 and receive as good an education as their brothers 
 were getting in public schools. Of immense value 
 to teachers in the newly -opened schools were Sir 
 Joshua Fitch's lectures on educational subjects. 
 In 1876 he gave at Exeter Hall three lectures on 
 the teaching of English, a subject which his marked 
 literary ability enabled him to invest with interest 
 as well as with profit. During the next year he gave 
 an admirable course of lectures on the " Science, 
 Art, and History of Education" which were as 
 inspiring as they were instructive, and many of 
 those who heard them at once began to put into 
 practice some of his valuable suggestions. Happily 
 the lectures on education which he delivered 
 at the University of Cambridge were published 
 in 1881, and soon found their way into school 
 libraries, where they have become a standard classic 
 on the aims and methods of teaching. They are 
 indeed a mine in which one may dig profitably 
 and find the great principles underlying all true 
 education admirably set forth, as well as the new 
 
138 SIR JOSHUA FITCH 
 
 ideas and suggestions of one who had studied the 
 subject both as a science and as an art. 
 
 * Among the chief characteristics of Sir Joshua 
 Fitch were his wide, broad, temperate views on 
 all educational matters, and his freedom from fads 
 and eccentricities of all kinds. In the many 
 educational controversies of the last thirty years 
 his calm, clear judgment and his invariably 
 temperate language often formed a great con- 
 trast to the extremes indulged in by the opponents 
 of some existing system. On the subj ect of external 
 examinations, at one time so hotly discussed, he 
 wrote and spoke most reasonably. He would 
 point out how much we owe to external examina- 
 tions by showing up the schools, especially the 
 girls' schools, of pre-examination days, and whilst 
 allowing their possible abuse, he would acknow- 
 ledge their use when rightly conducted. Again, 
 many years ago there was a newspaper discus- 
 sion on " Brain and Nervous Pressure in Schools." 
 Sir Joshua Fitch read a paper on the subject 
 before the College of Preceptors. It was a very 
 able as well as a very temperate paper, owning 
 that some of the dangers were real, but that they 
 had been greatly exaggerated, and pointing out 
 forcibly that late hours and unhealthy entertain- 
 ments were often responsible for what is set down 
 to the pressure of school- work. 
 
 ' Another of Sir Joshua Fitch's characteristics 
 
WOMEN'S EDUCATION 139 
 
 was the extraordinary range as well as variety of 
 his educational knowledge and interests. From 
 the teaching and the codes of elementary schools 
 to the studies and aims of a University, from 
 the technical schools of Paris to the schools and 
 colleges of America, from the teaching of modern 
 languages to the training and registration of 
 teachers on all these subjects his knowledge 
 was great and accurate, whilst the literary form 
 in which that knowledge was often set forth for 
 the public added greatly to its interest. 
 
 1 To myself personally Sir Joshua Fitch invari- 
 ably showed great kindness, as well as much 
 sympathy with my work. Both he and Lady 
 Fitch always took a special interest in the Netting 
 Hill High School. About six years ago Lady 
 Fitch distributed the prizes, whilst Sir Joshua 
 gave an admirable address to the girls, not for- 
 getting a few wise words to the parents. He 
 always knew exactly what to say and how to say 
 it, which is not invariably the case with those who 
 make speeches on such occasions. And now that 
 he has gone from among us, I mourn his loss not 
 only as a personal friend of many years' standing, 
 but as a great and wise authority on all educa- 
 tional matters/ 
 
 It is an appreciation which may seem to take 
 us far beyond the limits of Fitch's interest in the 
 schools, but it is at least pertinent as revealing 
 
140 SIR JOSHUA FITCH 
 
 the measure of his effect upon them by the inspi- 
 ration which his wisdom and knowledge contri- 
 buted to the teachers themselves. Indeed, perhaps 
 his most notable influence upon education in his 
 time and it was an influence which, from the 
 nature of the case, was felt more in the education 
 of girls than of boys was that he helped to create 
 a new feeling of the dignity and worth of the 
 teachers' craft. As another head-mistress, Miss 
 Andrews, of the Maida Vale High School, said of 
 him, 'he looked on the work of teaching as a 
 sacred calling the noblest in which a man or 
 woman could engage. 7 And he imparted his view 
 to all the best teachers, especially women teachers, 
 of his time. He founded, in short, a new school 
 of teachers. He acted as a kind of informal 
 spiritual director to a great professional class. 
 Miss Beale says of him : ' He did not consider that 
 the duty of an inspector or a critic was chiefly to 
 find fault, but, when he saw anything going right, 
 to say " Well done !" pointing out at the same time 
 how improvements might be made. We used to 
 try to arrange our Teachers' Guild meetings when 
 he was in Cheltenham, and ask him to address 
 us on the subject of the evening. His patience 
 seemed inexhaustible, and his sympathy with the 
 difficulties not merely of teachers generally, but 
 of heads of schools, very great and helpful.' 
 
 One further witness to the impression which 
 
WOMEN'S EDUCATION 141 
 
 Fitch made upon the great band of women 
 engaged in the work of teaching in our time may 
 be adduced, not only for the warmth of its 
 appreciation, but by reason of the quarter from 
 which it comes. The success of the Girls' Public 
 Day School Company stimulated the Church of 
 England to launch a similar venture for members 
 of its own communion. It was one of the few 
 new schemes for the development of women's 
 education with which Fitch was not directly con- 
 nected. It seemed to him, with his special way 
 of regarding the Church in its relation to the 
 national life, as unnecessary, and tending to a 
 sectarianism which he suspected and feared, that 
 the Church should insist upon providing special 
 institutions of her own, and repudiate those which 
 had already been established upon a national basis. 
 Yet once the Church of England High Schools for 
 Girls had been founded, he took exactly the same 
 interest in their welfare as in the fortunes of those 
 with which he was more directly associated. It 
 is therefore the more pleasing to be able to quote 
 the testimony of the head of one of the schools, 
 Miss Strong. 
 
 * It was my misfortune to come very little into 
 personal contact with Sir Joshua, but that little 
 only confirmed the impression which I had built 
 up in my thoughts from the study of his writings, 
 especially his book on teaching. In that book 
 
SIR JOSHUA FITCH 
 
 he made me realize his intense enthusiasm for 
 teaching, and for the profession of the teacher, 
 but I felt it was an enthusiasm tempered with 
 the most excellent judgment, with exceptional 
 breadth of thought and elasticity of mind gifts 
 so often lacking to the man of zeal. I never to 
 this day read a page of that book on teaching 
 without being uplifted as a teacher, without having 
 the dignity of my work presented to me, without 
 having my enthusiasm and my zeal pricked on ; 
 and I never talked, even for a few minutes, with 
 Sir Joshua without having these same feelings 
 kindled within me. I believe we differed widely 
 in our views on some matters apart from educa- 
 tion, but what I always felt so very strongly 
 about him was that he never allowed differences to 
 prejudice, and that is a rare gift which one ac- 
 knowledges very gratefully when one meets it.' 
 
 This movement for improving the secondary 
 education of girls owed much of its success to the 
 fact that it was supplemented by a scheme to 
 provide them with University education as well. 
 The most prominent pioneer in this work was 
 Miss Emily Davies, and from the earliest days of 
 her patient and vigorous campaign she had Mr. 
 Fitch's warmest interest and most valuable sup- 
 port in all her efforts. As far back as 1862 he 
 read before the Social Science Congress a paper 
 written by Miss Davies on the whole subject 
 
WOMEN'S EDUCATION 143 
 
 of women's education. The women's colleges in 
 London, Bedford and Queen's, which had owed 
 their origin and much of their immediate success 
 to the vigorous interest of Maurice and Kingsley, 
 seemed to Fitch the promise of fuller opportunities 
 for women's share in the higher education of the 
 Universities. He felt that these opportunities 
 would be honourably and satisfactorily secured only 
 when the ancient Universities had been induced 
 to recognise it as their duty to provide them, or at 
 least to acknowledge and encourage them. When, 
 therefore, in 1867 Miss Davies, Lady Stanley of 
 Alderley, and others succeeded in founding a 
 college at Hitchin, chosen because it was a half- 
 way house between London and Cambridge, for 
 carrying on this work, Fitch was one of the first 
 to give a hearty adhesion to the scheme. Seven 
 years after the college was transferred to Girton, 
 near Cambridge. The final step had been taken 
 in asserting the claim of women to share in the 
 best and fullest knowledge of the time. Nor was 
 it long allowed to remain the single instance of 
 this demand. Already in 1871 Miss Clough had 
 established Newnham College in Cambridge, and 
 soon afterwards Somerville College was founded 
 at Oxford, to be followed in time by Lady Margaret 
 Hall and St. Hugh's Hall. From the first Fitch 
 was on the governing body of Girton. His chief 
 interest was centred in the bold yet patient efforts 
 
144 SIR JOSHUA FITCH 
 
 of Miss Davies and Miss Clough to give to the 
 colleges the educational status which they desired 
 by securing for their pupils the tests which the 
 University applied to men. These attempts he 
 followed with a keen and critical attention, and 
 he hailed each success as a temporary position 
 from which to work for more. He was by no 
 means one of those fiery spirits whose impassioned 
 zeal for reform blinds them to the difficulties 
 which a deeply-rooted and wide-branching tradi- 
 tion has set in its path. He appreciated the 
 hesitation of the ancient Universities to take the 
 step of admitting women to the full privileges of 
 University membership which might involve a 
 radical reconstruction of the whole fabric of their 
 endowments, and of the constitution established by 
 their means. But if he appreciated it, he did not 
 for a moment accept it as necessary. He exposed 
 its unfairness with a fairness which must yet win 
 the day for the view which he espoused. Mean- 
 while he constantly counselled action on the part 
 of the authorities of the women's colleges which 
 would leave the way open for the final settlement 
 of equal privileges for men and women within the 
 Universities, and would exclude any other solu- 
 tion. He stoutly resisted the idea of a special 
 examination for women. He rejoiced when that 
 plan, on its being tried at Oxford in 1875, broke 
 down and was superseded by the first step towards 
 
WOMEN'S EDUCATION 145 
 
 the admission of women to all University ex- 
 aminations. He approved of the Girton scheme 
 of procuring informal examination of its students 
 by the University examiners on the papers set in 
 the University itself as the surest means of com- 
 pelling in time a formal admission to the ordinary 
 tests. 
 
 Meanwhile, where he had the power, he urged 
 home the necessity of insuring this measure of 
 justice to women where the difficulties of yielding 
 it were not so great. It is a little astonishing to 
 recall now with what opposition the proposal to 
 open the degrees of the University of London to 
 women was met. Sir Richard Quain was the 
 head and front of that opposition ; but in Fitch 
 he had a foeman of fine temper as a fighter, 
 of patient and unbending purpose, and of un- 
 challenged authority. In the modern University 
 it was not necessary to effect reform by experi- 
 mental stages. The opposition was, perhaps, 
 more bitter and prejudiced than at the ancient 
 Universities, but when it was overcome it was 
 overcome completely. In 1878 the University 
 obtained a new charter enabling persons of both 
 sexes to graduate in all faculties on equal terms. 
 Fitch lived to see a group of still younger Univer- 
 sities concede, as an original element of their 
 constitutions, the same equality of privilege to men 
 and women. He lived, too, to see women sitting 
 
 10 
 
146 SIR JOSHUA FITCll 
 
 on the Senate of the reconstructed University of 
 London. There was a certain irony in the in- 
 gratitude of a body which deprived the reformer 
 of the position on its Senate which he had so long 
 held while so fully recognising the furthest im- 
 plications of the reform. 
 
 Like every thinker who is also a practical worker, 
 Fitch was also a learner. In later years indeed, 
 throughout the main term of his advocacy of the 
 cause of women's education he consistently and 
 strongly pressed the view that the subjects of 
 women's study should be determined by themselves, 
 that their special aptitudes should be subject to the 
 test of free experiment, and that there was, there- 
 fore, no need for a special type of education suited 
 to their supposed needs. The project of a women's 
 University, which commended itself more to some 
 women, seemed to him not merely unnecessary, 
 but, in the present stage of educational experi- 
 ment, retrograde. Yet that that was not always 
 his view the following letter, written to Miss 
 Davies in 1863, one of the few letters of his 
 which it has been possible to recover, will show : 
 
 ' . . . My ideal curriculum for a women's Univer- 
 sity differs much from that adopted at the existing 
 Universities of England. It gives the prominence 
 to history, modern languages, literature, and 
 especially to certain branches of inductive science, 
 rather than to the ancient languages, logic, and 
 
WOMEN'S EDUCATION 147 
 
 the pure mathematics. There is almost as great 
 a difference between the intellectual needs of men 
 and those of women as between the practical 
 pursuits of their lives. So I neither expect nor 
 hope that the orthodox academic course will ever 
 become very generally adopted by women. As a 
 rule, indeed, such a course is neither necessary nor 
 useful to them. But I feel sure that the present 
 arrangements which forbid all women to compete 
 for University degrees are clearly unjust, and 
 ought to be altered. A woman is better able than 
 anyone else can be to judge whether a certain 
 form of mental activity is good for her ; and if she 
 thinks it worth while to obtain for herself a 
 particular kind of knowledge, she is entitled to 
 have her exertions encouraged and her success 
 recognised exactly as if she were a man. 
 
 * The difference between the mental character- 
 istics of one woman and another is as great as 
 between those of the average man and the average 
 woman, and I can easily believe that to many 
 women the sort of discipline by which a degree is 
 to be won would prove very healthy and ennobling. 
 At any rate, we have no right to interpose any 
 hindrances in the way of one single honourable 
 effort which a woman may be disposed to make 
 in this direction. 
 
 * The only way in which a community can get 
 the maximum amount of good from its individual 
 
 102 
 
148 SIR JOSHUA FITCH 
 
 members is to leave to each the choice of the 
 particular form of intellectual exertion which 
 he or she prefers. Men claim this liberty 
 for themselves, and refuse, as individuals, to 
 be bound by rules merely because, on theory, 
 those rules are considered best for the majority. 
 It is unfair that the same freedom of choice as to 
 a career in life, and as to the kind of distinction 
 most worthy of attainment, should be denied to 
 women. I cannot doubt that, if the present re- 
 straints were removed, and if women were invited 
 to bring their own intellectual attainments to the 
 same tests to which men bring theirs, great good 
 would be accomplished. For every one who 
 obtained a degree, at least a hundred would be 
 beneficially influenced by the fact that a degree 
 was obtainable. There is no better way of raising 
 the general level of intelligence in any community 
 than by affording opportunities to some to rise 
 above that level ; and so long as the intellectual 
 ambition of the most accomplished women is 
 systematically checked by barriers which accident 
 has raised and prejudice keeps up we have no 
 right to complain that the average standard of 
 female education is low. 
 
 ' I confess to you that it is only by slow degrees 
 that I have come to my present conclusion. All 
 my feelings and habits of thought rebelled against 
 the proposal when it was first made; but the 
 
WOMEN'S EDUCATION 149 
 
 whole question becomes daily clearer to me as 
 simple matter of right and wrong, and I feel sure 
 it will ultimately be solved in the way you desire. 
 That our systems of education should be so altered 
 that the present University curriculum shall be 
 enforced on women, or even generally recommended 
 to them, I certainly do not desire, but that degrees 
 should be accessible to all who covet them and are 
 disposed to work for them seems to me very 
 evident, and will not, I hope, be long denied/ 
 
 In 1882 a Pro visional Committee was formed to 
 take measures for establishing a hall of residence 
 in London for women students, principally those 
 attending University College and the London 
 School of Medicine for Women. College Hall, as 
 it was called, was constituted provisionally for a 
 space of three years under the direction of the 
 late Miss Grove, and at the end of the three 
 years of trial a meeting of subscribers was 
 called to arrange for its future, over which 
 Fitch presided. As a result of this meeting 
 the Hall was incorporated as a limited liability 
 company in 1886. Fitch's experience was, as 
 usual, freely placed at the service of the Council, 
 and it was principally owing to his advice that an 
 endowment fund was started, out of which the 
 rent of the three houses in Byng Place, which 
 formed the Hall, should be paid. Such institu- 
 tions, he pointed out, in order to be successful, 
 
150 SIR JOSHUA FITCH 
 
 should start with a free gift of building and equip- 
 ment, or at least with an equivalent in the way 
 of endowment, so that these charges might not fall 
 upon a maintenance fund. It was in such humble 
 ways that this friend of the education of women 
 was ready to steer every fresh enterprise for 
 its furtherance through the shoals of its first 
 beginnings into the deep waters of the open 
 sea. It is not wonderful that the gratitude of all 
 friends cf this cause followed him throughout life 
 and still lingers about his memory. A picture of 
 him hangs in College Hall, the gift of Miss Annie 
 Leigh Browne, who was its honorary secretary from 
 its foundation to 1890, with the inscription : ' Sir 
 Joshua Fitch, LL.D., one of the earliest supporters 
 of College Hall. He presided at the meeting held 
 in University College in April, 1882 (when the 
 scheme for a College Hall of residence took shape), 
 and was a member of the Council from 1889 until 
 the time of his death in 1903.' 
 
 Fitch's championship of women's education was 
 always based upon the broadest grounds. Educa- 
 tion released human power and developed it. 
 That must be the sufficient motive of its advocacy. 
 ' Even though the knowledge or power which are 
 the product of a liberal education may seem to 
 have no bearing at all upon the special business 
 or definite duties of a woman, yet if it be felt by 
 its possession to make life more full, more 
 
WOME1STS EDUCATION 151 
 
 varied, and more interesting, and better worth 
 living, no other justification is needed for placing 
 the largest opportunities within her reach/ Educa- 
 tion was primarily concerned with the liberation 
 and development of qualities which were simply 
 human. Only after this work of liberation and 
 development had been continued for some time 
 was it desirable to enlist those qualities, or possible 
 to enlist them successfully, in some special type of 
 life-work. The liberal education ought always to 
 precede the professional. And it was with the 
 liberal education of women that he was primarily 
 concerned. But he did not on that account with- 
 hold his interest and sympathy from the many 
 attempts which women were making to utilize 
 their liberal learning in professional service. He 
 seemed to appreciate at once the importance of 
 woman's choice of the medical profession, without 
 any of the preliminary conflict with ingrained 
 prejudices through which most people who came 
 in time to accept the change won their way to 
 such acceptance. He was one of the best friends 
 of the London School of Medicine for Women. 
 Mrs. Garrett Anderson and Mrs. Thome both 
 testify to the value of his help in the foundation 
 of the school. 
 
 But it was not only on the more dignified 
 forms of professional work for women that he 
 bestowed thought and care. He was possessed 
 
152 SIR JOSHUA FITCH 
 
 by a great jealousy that women might show 
 themselves everywhere equal to the tasks which 
 they had so hardly won to undertake. He felt 
 as though his personal honour was at stake in 
 the loyalty of women to public trusts. There 
 was at one time a newspaper outcry over the 
 alleged negligence of women employed in the 
 service of the Post Office. It is just possible that 
 women of a class too long accustomed to the 
 mask of polite submission to the most despotic 
 vagaries of the shopping woman may have 
 acquired with too great ease, and perhaps, too, 
 with something of a savage pleasure, the habit of 
 abrupt defiance or of wearied tolerance which the 
 official so often manages to import into his deal- 
 ings with the layman. But Fitch would have 
 none of this tendency, if, indeed, it had begun to 
 appear. He addressed a gathering of these 
 workers, called together by the committee of the 
 Society for the Employment of Women, during 
 the thick of the newspaper discussion. It was an 
 appeal, marked by all his natural tact, to the 
 women workers to remember that they were 
 pioneers in a great movement ; that they held in 
 their keeping the honour of their sisters as capable 
 of the worthiest type of public service ; that their 
 admission to the ranks of public servants meant 
 not merely a position of economic freedom for 
 themselves, but also an arduous responsibility 
 
WOMEN'S EDUCATION 153 
 
 towards others. Fitch had that simple faith 
 in human nature which is not afraid of treating 
 it seriously. He had plenty of humour, and 
 perhaps it was that which made him fearless 
 of applying the sermon in season. He applied 
 it in this case with complete success. 
 
 It was natural that Fitch should be appealed 
 to by most of those who in his day were anxious 
 to imitate and repeat the educational benefactions 
 of the past, and especially by all who wished to 
 devote their wealth to the promotion of women's 
 education. When, for instance, the late Mr. 
 Pfeiffer, a city merchant, left 60,000 for this 
 purpose, he named Mr. Mundella, who was then 
 Vice-President of the Council, along with Mr. 
 Fitch and Miss Anna Swanwick, as a consultative 
 committee to apportion it as they might deem fit. 
 Mr. Pfeiffer and his wife, Mrs. Emily Pfeiffer, the 
 poetess, whose name he specially desired to be 
 associated with his own in the bequest, were 
 enthusiasts in the cause of women's education. 
 The will is a somewhat unconventional confession 
 of faith. ' I have always had/ it begins, ' and 
 am adhering to, the idea of leaving the bulk of 
 my property for charitable and educational pur- 
 poses in favour of women. Theirs is, to my mind, 
 the great influence of the future. Education 
 and culture and responsibility in more than one 
 direction, including that of politics, will gradually 
 
154 SIR JOSHUA FITCH 
 
 fit them for the exercise of every power that could 
 possibly work towards the regeneration of man- 
 kind. It is women who have hitherto had the 
 worst of life, and I therefore have determined to 
 help them to the best of my ability and means. 
 Moreover, boys should work out their own career, 
 and not be brought up with a silver spoon in their 
 mouth. The world would be by far the better 
 were every boy made to work, and no money be 
 left, except in peculiar cases, for him to lean and 
 depend on. I have therefore arranged my be- 
 quests in accordance with these never-forsaken 
 views. ... The remaining part of my property 
 I desire to be divided as endowments among 
 charities or educational establishments on behalf 
 of women I repeat, of women solely.' 
 
 Fitch was evidently enamoured of the spirit of 
 this document. He loved to quote its phrases 
 wherever opportunity made it apposite to recall 
 them. On Miss Swanwick and himself the main 
 burden of selection for its benefactions was laid. 
 With the sanction of the Court of Chancery, 
 Girton and Newnham received 5,000 each out of 
 the bequest, and a sum of not less than 2,000 was 
 allotted to each of a number of other educational 
 institutions, including Bedford and Queen's 
 Colleges ; the School of Medicine for Women ; the 
 Maria Grey Training College in London ; Somer- 
 ville Hall, Oxford; the Women's Training 
 
WOMEN'S EDUCATION 155 
 
 College in Cambridge ; the Women's Colleges and 
 Halls attached to Trinity College, Dublin, to the 
 Universities of Edinburgh and St. Andrews, and 
 to the Welsh Colleges at Cardiff and Aberystwyth, 
 besides the Society for the Employment of 
 Women, the Hall of Residence attached to Uni- 
 versity College, and the College for Working 
 Women. The choice illustrates the width of 
 Fitch's knowledge of educational work for women 
 and the catholicity of his sympathy with it. 
 There was not a single one of these institutions 
 whose value he could not have exactly appraised, 
 and there were few which he had not helped 
 either to bring into existence or to guide with his 
 wisdom and experience. 
 
 Another scheme in which Fitch's advice was 
 largely drawn upon and as liberally given was 
 the founding of Hollo way College. Mr. Thomas 
 Holloway seems to have consulted him with 
 regard to almost every clause of the founder's 
 deed, and to have been greatly influenced by his 
 counsel. There are letters from Mr. Holloway 
 covering a period of five years, and dealing with 
 the minutest points of the scheme ; but as Fitch's 
 answers are missing, it is only possible to guess at 
 the actual details of the constitution of the college 
 which are due to him. Two things at least are 
 clear : that the founder was not always easily 
 persuaded by his advisers, and that he recog- 
 
156 SIR JOSHUA FITCH 
 
 nised, and in the main yielded to, Fitch's authority 
 in all the purely educational aspects of his scheme. 
 It is evident, too, that Fitch devoted himself to 
 its perfecting with a thoroughness which witnessed 
 to his sense of immediate personal responsibility 
 for its success. It was characteristic of the man 
 in all that he undertook. 
 
 It would, indeed, be impossible to enumerate all 
 the projects, educational or otherwise, for further- 
 ing the influence and employment of women in 
 which Fitch had a share, and always a leading 
 share. An association was formed in 1897 for 
 promoting the employment of high-school girls 
 in elementary school work. The Archbishop of 
 Canterbury * became its President, and among the 
 many leading men and women who consented to 
 serve on its committee was that constant friend 
 of all educational causes, the present Bishop of 
 Southwark. Miss Judith Merivale, of University 
 Hall, Bangor, who acted as the honorary Secretary 
 of the association, writes : ' Our association was 
 formed in May, 1897, and Sir Joshua Fitch was 
 one of the first who consented to join it ; and 
 from that time he was present at all our meetings, 
 and acted as chairman of the executive com- 
 mittee. His wide knowledge of educational 
 matters, and his real concern for the welfare of 
 both teachers and taught, made his co-operation 
 most valuable, because his counsel was always 
 * Dr. Temple. 
 
WOMEN'S EDUCATION 157 
 
 not only wise, but kindly. He was in sympathy 
 with ail who are doing their best for the schools ; 
 and while strongly convinced of the need for 
 bringing into our elementary schools a fresh 
 element drawn from other sources, he still fully 
 appreciated the value of the work done by those 
 teachers who are devoting their best energies to 
 the service of the elementary schools in which 
 they have themselves been trained. It was this 
 spirit of kindliness which if I may add a personal 
 word I think I always felt most strongly in my 
 intercourse with him, and which made him always 
 ready to give his time and experience to help us 
 in any difficult question that might arise/ 
 
 It was the same kind of interest in giving as 
 much vividness and variety as was possible to the 
 teaching in elementary schools, and in employing 
 especially for that purpose the peculiar influence 
 and teaching capacity of educated women, that 
 led him to support the movement inaugurated by 
 Miss Isabel Fry for the organization of volunteer 
 teaching in elementary schools. Miss Fry had 
 herself tested the value of such work, and founded 
 a society to help all those who were taking part 
 in it by bringing them into touch with each other, 
 and to induce others to devote themselves to it. 
 Fitch knew quite well all the disadvantages which 
 might attend its working : the possible disorgani- 
 zation of time-tables and relaxation of discipline ; 
 the disfavour with which some of the better class 
 
158 SIR JOSHUA FITCH 
 
 of teachers, wedded to their routine, might view 
 the scheme ; and its lazy acceptance by the more 
 indifferent. But he felt also that its main effect 
 would be for good, that it would bring into the 
 schools that element of freshness and reality 
 which he always so much desired to see associated 
 with the teaching of children, and so he gladly 
 consented to take part in the working of the 
 society. He always knew exactly what was to 
 be expected from any new project, and his great 
 hopefulness robbed him of the official fear of 
 giving his name to anything which had in it the 
 seeds of usefulness. 
 
 The training of women teachers in secondary 
 schools was naturally one to which he always 
 gave much thought and constant counsel. With 
 the Maria Grey Training College and the Training 
 College for Women Teachers at Cambridge he 
 had been closely associated from their beginnings. 
 But no such institution came into existence in his 
 time without calling for his advice and command- 
 ing his support. Miss Alice Woods, the dis- 
 tinguished head of the Maria Grey College, thus 
 recalls her impressions of his work as a member 
 of the Council : * He was so extremely careful and 
 cautious, and always looked at questions from 
 every side ; but if circumstances justified a course 
 of action which he considered unwise, he was very 
 ready to admit that he had been mistaken. The 
 
WOMEN'S EDUCATION 159 
 
 rare occasions on which he could find time to 
 lecture to the students, or help with the criticism 
 lessons, were welcome days for everyone. He 
 helped forward the work of training on every 
 possible occasion hoth in public and in private, 
 and had so wide an outlook in educational 
 matters that there was scarcely anyone to whom 
 I felt it more helpful to appeal in any difficult 
 educational problem.' One other testimony to 
 the interest he took in the work of training may 
 be quoted. The Mother Superior of the Roman 
 Catholic Training College in Cavendish Square 
 writes : ' His first visit to us was paid on 
 March 10, 1896, as we had applied to the 
 Cambridge authorities to recognise us as a train- 
 ing college. Sir Joshua was sent to look into our 
 scheme of work, etc., and it was my privilege to 
 see him on each occasional visit and to receive his 
 instructions. He was so thorough in the work, 
 and so patient in listening to any difficulties, that 
 I soon learnt to rely upon him as a good friend. 
 Several visits of inspection were paid during that 
 year and 1897. At last, when he decided that 
 we might apply again to the University, he ex- 
 pressed a wish to meet Cardinal Vaughan and 
 hear what his wishes were about a Catholic 
 college. This showed, I thought, his kind con- 
 sideration for the opinions of others. Accord- 
 ingly, on November 18, 1897, the two great men 
 
160 SIR JOSHUA FITCH 
 
 met here, with the result that, at Sir Joshua's 
 kind intervention on our behalf, we received the 
 letter of recognition from Cambridge which has 
 established our work here so satisfactorily. I 
 always feel we lost in him a true friend. On one 
 occasion I appealed to him as a last hope to gain 
 some little concession for a foreign student. He 
 exerted himself most kindly, called to learn 
 further particulars, and obtained by his authority 
 a favour which a less considerate patron would 
 hardly have troubled himself about.' 
 
 But it was not in the matter of women's educa- 
 tion alone that Fitch's sympathies were enlisted. 
 He rejoiced over every fresh opportunity of 
 applying women's peculiar power and influence 
 to the public service. He was a warm and con- 
 sistent advocate of the extension to them of the 
 Parliamentary suffrage. He resented the later 
 expedient of co-opting women to service on special 
 committees, with certain restricted duties, of 
 public bodies, and claimed for them the right to 
 election and to full control. He placed the 
 highest value upon their work on Boards of 
 Guardians and in the administration of all 
 charitable trusts. He hailed every new demon- 
 stration of their skill and capacity in professional 
 work. Perhaps the greatest pleasure which he 
 knew in later years came to him from the appoint- 
 ment of women on the Consultative Committee of 
 
WOMEN'S EDUCATION 161 
 
 the newly-constituted Board of Education. He 
 felt, in short, that from the point of view of the 
 public service woman was a newly-discovered 
 national asset not merely a reserve of power 
 hitherto untouched, but a fund of power comple- 
 mentary to that of man. Yet it was not with a 
 view to the mere development of this kind of 
 service that he so strongly advocated the educa- 
 tion of women as a national duty ; it was still 
 more with a view to the development of the power 
 and quality of her service in the home, and to the 
 introduction of that quality of service into public 
 life. In a remarkable address on ' The Part of 
 Women in National Education/ which he de- 
 livered before the Association of University 
 Women Teachers in January, 1902, he urged this 
 point most forcibly. 
 
 ' Man/ he said, * may make the machinery and 
 contrive the instruments of administration, but 
 the motive force which sets the machinery in 
 action comes in a large degree from the sentiments 
 and moral ideals that are cherished by the best 
 women. It will always be true that men will 
 wish to be and try to be what women will admire 
 and respect; and when the ideals of women are 
 noble and right, the whole standard of life and 
 conduct and manners of the society in which they 
 move is lifted up to a higher plane. I think that 
 as this becomes more generally recognised, the 
 
 11 
 
162 SIR JOSHUA FITCH 
 
 function which women have to discharge in 
 education will be seen to become more and more 
 important. Schoolmasters cannot help looking at 
 what they teach in its bearing on the market, on 
 the workshop, on the profession, or on public life 
 and duty. Schoolmistresses will not, of course, 
 disregard these things, but they will be freer to 
 consider the bearing of what they teach mainly 
 on the home. Now, to every good man, and to 
 all women, the home is the centre of the world, 
 the sacred enclosure in which the highest enjoy- 
 ment is to be found, and in which all that is best 
 in human character grows and flourishes. What- 
 ever, therefore, makes the home more dignified 
 and more attractive helps to make the life of all 
 the inmates better worth living, and proves to be a 
 moral safeguard, as well as a source of happiness.' 
 It rings true, this exaltation of the home as 
 the centre of life. It sounds like the sincere 
 expression of a personal experience, as most things 
 that Fitch ever said or wrote did. It was no 
 doubt to his native chivalry, to his love of free- 
 dom, to his sense of justice, that Fitch's incom- 
 parable advocacy of the claims of women was due. 
 But it was due also, and above all, to the fact 
 that he enjoyed all his life long the blessings of a 
 home of the most intimate charm, where he daily 
 offered and received the comfort and sustenance 
 of a supreme affection. 
 
CHAPTEE VI 
 
 A 'MERCHANT OF LIGHT' 
 
 WHEN, in Bacon's ' New Atlantis,' the Father of 
 Solomon's House has set forth the end of the 
 foundation and the 'preparations and instruments' 
 by which it is to be achieved, he proceeds to de- 
 scribe ' the several employments and functions 
 whereto our fellows are assigned/ And in the 
 forefront he places those ' twelve that sail into 
 foreign countries, who bring us the books, and 
 abstracts, and patterns of experiments of all other 
 parts.' These are the 'merchants of light.' Fitch 
 was never so happy as when serving as a 'merchant 
 of light.' It was impossible for him, as, indeed, 
 it is impossible for any cultivated man, to find 
 himself among strange peoples and in the midst 
 of those unfamiliar human conditions which do 
 so much to stimulate observation and challenge 
 thought, without storing up fresh impressions as 
 to the conduct of life and the effect of various 
 types of educational method upon it. He had, 
 besides, the advantage over most observers that 
 
 163 U2 
 
164 SIR JOSHUA FITCH 
 
 he brought to his observation ' a life spent train- 
 ing for the sight/ He had a wide and accurate 
 knowledge of the educational systems of modern 
 nations, and he was continually correcting and 
 vivifying the knowledge of the study by the close 
 scrutiny for which travel gave the opportunity. 
 No one felt more than he the practical fallacy in- 
 volved in the attempt to transplant institutions 
 which had worked well in one country into the 
 soil of another, which might be so constituted as 
 to afford them no promise of healthy growth. 
 But, none the less, he knew that there were few 
 local experiments which had not their universal 
 bearing, that it was a responsibility laid upon all 
 who were zealous for education to discover how 
 such experiments might be made to bear profitably 
 on the work of instruction in their own countries, 
 and that in proportion to the special appropriate- 
 ness of the experiments to one set of conditions 
 there was the more need of thought and imagina- 
 tion in disengaging their universal worth and 
 incorporating it in an alien system. 
 
 Fitch's best work in this kind is contained in 
 his ' Notes on American Schools and Colleges,' 
 and in the * Memorandum on the Working of the 
 Free School System in America, France, and 
 Belgium/ which was presented to both Houses of 
 Parliament in 1891. Each of these reports is 
 marked by his characteristic thoroughness, sym- 
 
A MERCHANT OF LIGHT ' 165 
 
 pathy, and judgment. He confined himself to a 
 record of what he had observed, and refrained 
 from hasty generalizations as to the peculiar ex- 
 cellences or defects of the systems which he 
 reviewed. He was anxious only that the record 
 of his experience might sink gradually into the 
 most thoughtful section of the public mind. ' No 
 attempt,' he says, at the conclusion of his Memo- 
 randum of 1891, 'has been made here to discuss 
 the significance of the facts now collected in their 
 bearing on any of our controversies at home. But 
 it is thought possible that a simple account of the 
 conditions under which free school systems exist 
 in other countries may be of some service, if not 
 for warning or for guidance, at least for sugges- 
 tion and helpful comparison/ It was in the same 
 spirit that he issued his ' Notes on American 
 Schools. ' e As to mere figures, statistics, and printed 
 reports,' he says, 'they may prove seriously mislead- 
 ing, unless the special conditions which give their 
 true significance to their details are thoroughly 
 understood.' He had just received a lesson from 
 America itself in the fatal ease with which the 
 most unjust and unwarranted conclusions may 
 be drawn from statistics imperfectly understood. 
 Dr. Edward Everett Hale, one of the most dis- 
 tinguished and fair-minded citizens of the United 
 States, had just contended in the Forum (July, 
 1889) that there were twenty times as many 
 
166 SIR JOSHUA FITCH 
 
 readers in America in the same population as there 
 were in England. This remarkable conclusion he 
 deduced from the figures, obtained from Whitaker's 
 Almanack, of the expenditure upon public educa- 
 tion in Great Britain. He found that Great 
 Britain, with a population of 35,000,000, had 
 spent 17,000,000 dollars on education, while in 
 the same time the State of Massachusetts, with 
 less than 2,000,000 people, had spent 6,000,000 
 dollars. It was not difficult for Fitch to show 
 how fallacious the mechanical use of statistics had 
 been, how the 6,000,000 dollars of Massachusetts 
 had been spent on higher and intermediate, as 
 well as on elementary, education, while the 
 17,000,000 dollars of Great Britain formed only 
 that part of the money spent on one kind of 
 education the elementary which was supplied 
 by a Parliamentary grant, while even on that 
 kind the actual expenditure from all sources was 
 35,000,000 dollars. Fitch knew too well the de- 
 ceitfulness of statistics the dangers of a random 
 and mechanical use of them to make mistakes of 
 this kind himself. Besides, he felt keenly the 
 odium and the general futility of comparisons. 
 Yet he knew how to learn, and to help others to 
 learn, from the educational experience of other 
 countries, and there were very few educational 
 controversies of his later years to which he did 
 not bring some light from such sources. 
 
A MERCHANT OF LIGHT ' 167 
 
 America had always attracted him. His hope- 
 ful spirit had seen in it the unknown possibilities 
 of a vigorous race straining towards the future. 
 He admired the fearlessness, the audacity, the 
 self-possession, the candour, the generosity and 
 warm-heartedness, above all, the instinct for 
 public service, and the enthusiasm for righteous 
 causes, of its people. Even where a certain fas- 
 tidiousness in him recoiled from the brusqueness 
 which occasionally accompanied the manifestation 
 of these virtues, he still appreciated them at their 
 full worth. The American want of reserve did 
 not repel him as it repels so many Englishmen. 
 He felt the reality and warmth of the human 
 interest which it expressed. It was, therefore, a 
 great pleasure to him when, in 1888, he was 
 allowed an extension of his official holiday for the 
 purpose of visiting America and reporting on its 
 schools and colleges. The Americans prized him 
 as much as he prized them. Already his name 
 was a household word among all interested in 
 education in the States. For years he had con- 
 tributed to the Educational Review (edited by 
 Dr. Murray Butler, the President of Columbia 
 University, and, next to Dr. Eliot of Harvard, 
 perhaps the most influential figure in the educa- 
 tional life of America), a monthly record of the 
 progress of education and of educational thought 
 in England. His ' Lectures on Teaching ' had 
 
168 SIR JOSHUA FITCH 
 
 had a great vogue, and exercised a profound 
 influence among all those engaged in teaching 
 throughout the country. Everything that he 
 had written since was eagerly looked for. He 
 had come, in short, to be something of an educa- 
 tional oracle in America. It was natural, there- 
 fore, that a country naturally hospitable, and so 
 much predisposed in his favour, should receive 
 him with open arms. The Americans were as 
 anxious to learn from him as he was to learn from 
 them. 
 
 His own feeling of the interest of the 
 New World may best be expressed in his own 
 words, written long afterwards : ' There is no 
 country in the world whose social and intellectual 
 progress is so profoundly interesting and so full 
 of significance to the thoughtful Englishman, and 
 none wherein the institutions and polity, the 
 ideas and experience of the people, will so well 
 repay his attentive study. All the interest of 
 his journey lies in the help he gains for the con- 
 templation of the future. He finds himself in the 
 presence of some of the most potent forces which 
 will move the world in the coming centuries, and 
 he cannot fail to be struck with the pace at which 
 life is lived, the energy and enterprise of the 
 people, their boundless exhilaration and hopeful- 
 ness, their consciousness of power, and their con- 
 fidence in themselves.' It was just the kind of 
 
A ' MERCHANT OF LIGHT ' 169 
 
 satisfaction which an eager spirit like his desired 
 the satisfaction of contact with a life which was 
 marching with unfearing confidence towards the 
 future. Everyone he met interested him. His wife 
 and their niece, who accompanied him, enjoyed it 
 all as frankly as he did himself. They were ideal 
 travellers, preserving the freshness of their interest 
 on the longest journey, and ready at the end to 
 admire all that some new host was eager to show 
 them. Fortunately, they had all three that un- 
 failing and vivid interest in things and people 
 which at least in a climate like the American 
 made rest all but unnecessary. Their stay in 
 New England they specially enjoyed. They were 
 there just in time for that feast of colour, its 
 autumn woods. 
 
 But it was Boston itself, its memories and its 
 celebrities, that most attracted them. Francis Park- 
 man, the historian, received them at his beautiful 
 house in Jamaica Plain. Though a great invalid, 
 he insisted on accompanying them himself to all 
 the spots which had grown familiar and dear to him 
 through long association. They visited Wendell 
 Holmes at Beverley Farm, where he then lived 
 with his married daughter. Phillips Brooks was 
 an old friend, whom they had often met and 
 always enjoyed meeting in London, Fitch had 
 an intense admiration of Brooks both as a man 
 and as a preacher. One of his most valued 
 
170 SIR JOSHUA FITCH 
 
 possessions in his house in Leinster Square was a 
 portrait of Brooks, which the great preacher had 
 sent him, and which reached London only after 
 his death. 
 
 But Fitch did not allow himself to be diverted 
 by American hospitality from the main purpose of 
 his mission. Wherever he went, he kept his eyes 
 open to note every unfamiliar detail of new educa- 
 tional experiments. One of the things that most 
 interested him was the ' co-education ' scheme of 
 some of the higher colleges and Universities 
 the provision for teaching young men and young 
 women in the same classes and under the same 
 professors. Another was the arrangement in 
 college chapels, like that of Harvard, by which 
 representatives of the different religious denomina- 
 tions were asked to preach throughout term. He 
 recalls, for instance, how he found on the rota of 
 University preachers for a single year the name of 
 Phillips Brooks, followed by those of well-known 
 Unitarian, Presbyterian, Methodist, and Baptist 
 ministers. The naturalness and suitability of 
 such an arrangement to the American mind 
 seemed to him a measure of the distance which 
 separated opinion in the Old World and the New 
 on the relations of the Churches to one another, 
 and to the great educational foundations. 
 
 Anxious above everything else to acquaint 
 himself with the aims and hopes of the teachers 
 
A 'MERCHANT OF LIGHT 1 171 
 
 themselves, Fitch seized every opportunity of 
 attending their conferences. He was present at 
 the Convention of Head Masters and Assistant 
 Masters at St. Johns, New Brunswick, at New- 
 port, and at Chautauqua. The latter place 
 illustrated for him more than anything else he 
 saw the spontaneity and unconventionality of 
 American attempts to extend the sphere and 
 influence of knowledge. This summer camp on 
 the shores of Lake Erie, with its heterogeneous 
 collection of classes and of interests, aroused his 
 unreserved admiration where it might have merely 
 challenged cynical criticism. What stirred him 
 was the unfeigned interest in knowledge which 
 characterized the whole assemblage, an interest 
 which might have been pathetic had it not been 
 at once so confident and so humble. Here were 
 men from lonely farms, from the workshop, 
 ministers of religion, whole families enjoying 
 their summer holiday together, but all inspired 
 by the same desire to add to their knowledge, 
 and to penetrate, however perfunctorily, into 
 that world of thought and larger interests which 
 lay apart from the ordinary routine of a too 
 busy life. And here, too, were some of the most 
 distinguished of American teachers and scholars 
 ready to share of their best with all comers on 
 perfectly equal terms. It was an object-lesson 
 in the helpfulness, the freedom from prejudices 
 
172 SIR JOSHUA FITCH 
 
 of either social or intellectual caste, the true 
 brotherliness, of a great democracy. It made 
 such an impression on Fitch that, immediately 
 on his return to England, he wrote an enthusi- 
 astic description of it for the Nineteenth Century. 
 The article inspired that veteran enthusiast and 
 reformer, Dr. Paton, of Nottingham, along with 
 Dr. Hill, Master of Downing College, Cambridge, 
 to found the National Home Reading Union. 
 Dr. Hill's account of the origin and objects of 
 the Union is so discriminating, and his apprecia- 
 tion of those elements in Fitch's character which 
 made him the inspirer of these and similar move- 
 ments so just, that they may be quoted here. 
 
 ' My own interest in the National Home Read- 
 ing Union, or, to speak more correctly, my desire 
 to see such an organization as this established, 
 is entirely due to him. In the Nineteenth Century 
 for October, 1888, Sir Joshua contributed an 
 article on the Chautauqua Reading Circles, which 
 set me and many others talking and planning. 
 How far it served to inspire Dr. Paton to found 
 the Union I cannot say ; it certainly prepared 
 the ground. If so broad a scheme for education 
 of the most popular kind met with such signal 
 success in America, why had we no similar scheme 
 on this side the Atlantic ? University Extension 
 had done excellent work ; but lectures are ex- 
 pensive. Those of us who had lectured for the 
 
A 'MERCHANT OF LIGHT 1 173 
 
 Extension, and had seen the pleasure and purpose 
 which this form of instruction brings into thousands 
 of lives, saw also the opportunity for a more 
 widely-permeating movement. It must be the 
 cheapest, most elastic, and most popular of schemes, 
 suited to the limited experience and limited leisure 
 of the classes who find University Extension 
 lectures too great a strain upon their mental 
 energy ; and at the same time it must supply 
 the place of lectures in the case of those who, 
 owing to their isolation or other reasons, find 
 them inaccessible. Above all, it must be a guild 
 of readers. It must involve the idea of co-opera- 
 tion, and bring with it the sense of comradeship 
 in intellectual pursuits. 
 
 ' There is nothing easier than to decry popular 
 culture. Few leader-writers, when ostensibly 
 extolling movements which have this aim, can 
 resist the temptation of pointing out that Uni- 
 versity Extension, the Home Reading Union, 
 and similar agencies can hardly be said to make 
 for culture at all, as measured by the writer's 
 own superior standard. Study (if the word may 
 be used) of this kind is but scrappy, superficial, 
 amateur, at the best. The self-complacent 
 recipient of a little second-hand learning does 
 not value his acquisitions for their intrinsic 
 interest. He wears his Brummagem jewels in 
 order that they may excite the envy of neighbours 
 
174 SIR JOSHUA FITCH 
 
 who, having no jewels, either genuine or paste, 
 mistake these for diamonds of the first water. 
 Sarcasm directed at this subject is sure to reach 
 its mark. There is truth in the sneer. Yet it 
 need not be so limited in its application as the 
 critic intends. We can imagine the representa- 
 tive of a truly cultivated people, if such shall 
 ever arise, alleging that he discovers treason to 
 learning even amongst our recognised leaders. 
 It is not only amongst those who have not had 
 the good fortune to receive a University educa- 
 tion that the desire to know is less active than 
 the desire to attain a reputation for knowing. 
 Of this kind of snobbery Sir Joshua Fitch was 
 absolutely free. He neither displayed his own 
 learning nor depreciated the attainments of 
 others, whether Board school children, training 
 college students, or artisans. Knowledge and un- 
 derstanding were talents to search for, however 
 limited they might be in amount, however humble 
 their possessors. This may seem but a small 
 thing to say of him, yet to those who have striven 
 to raise the general standard of mental attain- 
 ment it will mean a great deal. At Chautauqua 
 Sir Joshua Fitch recognised an aspiration towards 
 a higher intellectual life ; he overlooked the 
 meaner purpose. In describing what he had 
 seen he dwelt upon the dignity and significance 
 of the ceremonies which mark the students' up- 
 
A 'MERCHANT OF LIGHT 1 175 
 
 ward progress. He had the self-restraint to 
 omit from his description the short-comings or 
 exaggerations which occasionally convert ceremony 
 into burlesque. The same sympathetic earnest- 
 ness distinguished him in all matters of which I 
 have any experience. He never depreciated 
 effort. Recognising existing conditions, he planned 
 to obtain, under them, a slightly better result. 
 This faculty of looking at things in all their 
 relations is very rare. 
 
 ' Reformers are numerous. Numberless are 
 the men who do not attempt to reform what 
 they lightly condemn. The honest, earnest spirit 
 which applauds what is meritorious and consis- 
 tently strives to give it freer play is not so 
 common. Sir Joshua looked at the world with 
 kind eyes. His long experience as one of Her 
 Majesty's inspectors had taught him to watch 
 for points worth praise ; praise duly given, every- 
 one paid attention to his " Here and here you 
 can do better." It is very difficult to give 
 specific illustrations of this habit of mind. 
 Numerous as were the occasions on which, in 
 my recollection, Sir Joshua Fitch said the right 
 thing at the right time and in the right way, 
 checking discursive conversation, bringing the 
 members of a committee back to the business 
 in hand and face to face with practicable issues, 
 such instances will not bear quoting. I can but 
 
176 SIR JOSHUA FITCH 
 
 give expression to my own feeling of confidence 
 in his ripe judgment and great tact, to the satisfac- 
 tion with which I used to note his presence, and 
 to the greater responsibility which rests upon me, 
 now that his help is no longer to be obtained.' 
 
 Fitch, indeed, had never more truly found his 
 role than when he was trafficking as a merchant 
 of light. Every land he visited was for him a 
 Land of Promise, and he would never return 
 from it with empty hands. His friend Matthew 
 Arnold had written to him on the eve of his 
 own departure for America : c I don't like going, 
 I don't like lecturing, I don't like living in 
 public, and I wish it were all well over. I shall 
 be glad, however, to see an American common 
 school with my own eyes.' Fitch did not mind 
 any of these things. He was conscious of them 
 only as the necessary incidents of the getting 
 or the giving of knowledge. He was himself as 
 ready to give as he was anxious to get. And 
 America, which held so lightly to the past and 
 even to the present in its confident readiness to 
 invade the future, seemed likely to give him 
 just what he wanted. Arnold had written to 
 him in a letter of the same period : * I hope that 
 some day we shall change r61es, and that you 
 will have my outing to America, and I shall 
 have yours to Italy.' It marks just the difference 
 in outlook of the two men the poet and thinker 
 
A MERCHANT OF LIGHT ' 177 
 
 whose eyes scanned the present with such clear 
 and often disappointed scrutiny because they 
 were naturally lifted to the hills of the highest 
 human achievement in the past, and the practical 
 reformer who occasionally visited the hills of the 
 past to trace the course of the waters that ferti- 
 lized the plain wherein his hopeful spirit laboured 
 and rejoiced. Italy pleased Fitch, but America 
 satisfied him. He could appreciate the dignity 
 and the beauty of all that remained of what 
 had once been life, but he revelled in the chaotic 
 energy of that which was actually alive. 
 
 From America he had brought much educa- 
 tional inspiration. Its experiments in method ; its 
 use, however crude, of psychology in perfecting 
 method ; its provision for the development of 
 technology and practical science ; its * elective J 
 system of study ; its encouragement of post-grad- 
 uate research at the Universities all these were 
 elements in the American system which he thought 
 might be adapted co English needs, or, in so far 
 as they had been adapted, might point the way 
 to their further extension at home. But it was 
 not only from America that he got useful hints 
 for the improvement of English education. The 
 subject of technical instruction was one which 
 interested him very closely, and it was to France 
 and Germany that he looked for special guidance 
 in that field. In October, 1896, he was invited 
 
 12 
 
178 SIR JOSHUA FITCH 
 
 by the Technical Education Committee of the 
 Newcastle City Council to report upon the grants 
 made by it to different institutions in the city for 
 the promotion of technical education. The report 
 which he presented in February, 1897, was marked 
 by all his usual carefulness of inquiry and shrewd- 
 ness of judgment. One of the objects which he 
 had most in view in such reports was to secure 
 that technical instruction, wherever it was given, 
 might be closely and vitally connected with a 
 more liberal course of study. It was to his Parisian 
 experience that he looked for a model of successful 
 accomplishment in this object. ' Of institutions 
 with a still more directly practical object ' he 
 quotes from his own memorandum on the subject 
 ' the Ecole professionelle menagere, in the Rue 
 Fondary, for girls, and the Ecole Diderot, for 
 boys, are sufficiently remarkable to justify a brief 
 description here. Each of them may be regarded 
 mainly as an apprentice school in which the pupil 
 is learning the particular art or trade by which he 
 or she intends to get a living. But neither is a 
 mere trade school, for intellectual instruction re- 
 ceives much attention in both. In the girls' 
 school the day is divided into two parts, the 
 morning being devoted to the general education 
 presumably acquired by all the pupils alike, and 
 the afternoon to the special businesses which they 
 have respectively chosen. From half-past eight 
 
A 'MERCHANT OF LIGHT' 179 
 
 to half-past eleven the work includes advanced 
 elementary instruction generally, exercises in 
 French language and composition, book-keeping, 
 since French women are very largely employed 
 in keeping accounts, one foreign language Eng- 
 lish or German, at the parents' choice and such 
 practice in drawing or design as has a special 
 bearing on the trade or employment to which the 
 pupil is destined. The afternoon of every day is 
 devoted to the practice, under skilled instruc- 
 tresses, of millinery, dressmaking, artificial flower 
 making, embroidery, and other feminine arts. 
 Orders are received from ladies, and articles are 
 made and ornamented by the pupils and sold at a 
 profit. 
 
 ' In the Ecole Diderot, for youths from thirteen 
 to sixteen, a similar general plan prevails. There 
 is an entrance examination, which is practically 
 competitive. The mornings are spent in the class 
 or in lecture- rooms, under the care of professors in 
 language, mathematics, chemistry and physics, 
 history, geography, design, geometrical and 
 artistic, and comptabilite. The pupil elects one 
 foreign language, German or English, at his dis- 
 cretion. Written reports are also required of 
 visits to factories, and descriptions with drawings 
 of machines and instruments. The afternoons 
 are spent in the workshops. During the first 
 year a boy visits each of these in turn, gets some 
 
 122 
 
180 SIR JOSHUA FITCH 
 
 elementary knowledge about tools and their use, 
 but does not select his metier until the beginning 
 of the second year. Then, when he has been 
 helped to discover his own special aptitude, the 
 choice is before him. There are the forge, the 
 engine-house, the carpenter's shop, the modelling- 
 room, the turning lathes, the upholsterers' de- 
 partment, and the workroom in which instru- 
 ments of precision are used for making electrical 
 or other scientific apparatus. When he has 
 selected one of these, he devotes the afternoons 
 of the remaining two years of his course to learn- 
 ing, under a skilled director, the " art or mystery " 
 of his special craft. In the workshops articles 
 are made and finished for the market, many of 
 the desks, forms, and blackboards, for example, 
 required in the Paris schoolrooms being manu- 
 factured in the carpenters' department, and in 
 this way some part of the generous provision 
 made by the municipality for affording gratuitous 
 technical instruction is rendered back in the form 
 of profit. 
 
 ' The most striking feature of these two great 
 trade schools is the association in them of general 
 and special training. There is in them no attempt 
 to divorce hand-work from head-work, or to treat 
 the first as a substitute for the second. The girl 
 who is to be a modiste or a brodeuse is to be that 
 and something more. The boy who is to be a 
 
A < MERCHANT OF LIGHT' 181 
 
 joiner or an engineer is also to know something of 
 literature and science. It is in this spirit that 
 manual training appears to me to be finding its 
 true place in the French schools, not as a new 
 instrument of education in rivalry with the old, 
 but as a part of a rounded and coherent system 
 of discipline, designed to bring into harmony both 
 the physical and intellectual forces of the student, 
 and to make them helpful to each other/ 
 
 Fitch rejoiced over the Act of 1890 by which 
 the local Customs and Excise duties were allotted 
 to the County Councils for the promotion of 
 technical instruction. He regarded it as a neces- 
 sary addition to the existing provision for national 
 education. But the burden of his counsel as to the 
 use of it was always that it might not be made an 
 excuse or an occasion for the divorce of the head 
 and the hand, that no art or craft should be 
 taught apart from an adequate knowledge of the 
 sciences on which it depended. He repeated his 
 advice in an excellent speech delivered at a distri- 
 bution of certificates at the Norwood Technical 
 Institute in 1898, and again in a paper read before 
 the Society of Arts and printed in the Society's 
 journal for July, 1897. 
 
 Another scheme which Fitch did more than 
 anyone else to promote, and in illustrating and 
 recommending which he again drew on his foreign 
 experience, was that of schools savings-banks. 
 
182 SIR JOSHUA FITCH 
 
 It was not merely from the economic, but espe- 
 cially from the moral, point of view that he was a 
 strong and consistent advocate of thrift. The 
 economic view of the value of thrift may suffer 
 change, but the moral considerations which 
 weighed with Fitch remain. He held that the 
 right use of money was one of the most intimate 
 and universal tests of character, and the training 
 in its right use one of the most potent and gener- 
 ally applicable instruments in making character. 
 His attention was called to a scheme with this 
 object in view inaugurated in the communal 
 schools of Ghent by M. Laurent, a professor in 
 the University of that city. He visited Ghent 
 and other Belgian towns where the experiment 
 had been tried, and in 1874 wrote an account of 
 it in Macmillaris Magazine. He quoted with 
 evident conviction of their applicability to our own 
 case M. Laurent's fine words : ' Les besoins factices 
 sont la plaie et la malediction de la richesse,' and 
 he did not hesitate to add that such needs are 
 not unknown among the poor, and that of poverty, 
 too, they may be an unsuspected plague-spot and 
 curse. At any rate, it was as a training in the 
 unselfish use of money, in thought about and 
 the sense of responsibility for its use, that he 
 desired to see thrift urged upon the young on 
 the very threshold of life. The schools savings- 
 banks which he did so much to establish in the 
 
A 'MERCHANT OF LIGHT' 183 
 
 elementary schools of England have not, perhaps, 
 had all the success he could have desired, but at 
 least they have done something towards the forma- 
 tion of wiser and worthier habits of life. 
 
 But it was not only examples for imitation that 
 as a merchant of light he brought from overseas ; 
 it was also warnings as to possible dangers which 
 ought to be avoided. When the Education Bill 
 of 1896, with its daring scheme of decentraliza- 
 tion by transferring so much of the purely educa- 
 tional control of the Education Department over 
 the schools to local authorities, seemed likely 
 to become law, Fitch pointed warningly to the 
 ' awful example ' of America. That was just, as 
 he claimed, one of the points of unquestioned 
 superiority in the existing English system over the 
 American. American education is entirely in the 
 hands of the individual State or municipal autho- 
 rities that is to say, it is entirely local. The 
 Government of the United States has no part 
 whatever in the education of the country beyond 
 the maintenance of a Bureau of Education, with- 
 out even the power of imposing regulations or 
 principles of action upon the Legislature of any 
 State, with, indeed, no function beyond that of 
 collecting statistics, which, however useful they 
 might be, and occasionally are, are too seldom 
 turned to profitable account. The result of this 
 purely local system is that, while in a few of the 
 
184 SIR JOSHUA FITCH 
 
 older, richer, or more populous States education 
 was a matter of as anxious public concern, and 
 was as thoroughly developed, as in the older coun- 
 tries of Europe, yet in perhaps the majority of 
 the newer States the period of school attendance 
 was absurdly brief, the teaching of an inferior 
 quality, and the public interest in education un- 
 trustworthy. With his usual shrewd and just 
 appreciation of varying national circumstances, 
 he was also able to point out that in practice the 
 evil results of such a system in a new country 
 like America were neither so apparent nor so real 
 as they must be in England. The immense 
 energy of the people, with its innumerable outlets 
 in a rich and undeveloped country, with the vivid 
 interest it gives to life, in itself atones for an 
 imperfect preparatory education. Besides, in such 
 a country men who begin to make their way have 
 everywhere at hand the means of supplementing 
 their imperfect initial equipment, and do not fail 
 to use them. The American may not. sooner or 
 later, have acquired much knowledge, but at least 
 he is always acquiring it. But in England the 
 defects of the initial preparation are not likely to 
 be atoned for or repaired. And it is just those 
 defects which would be the inevitable result of 
 any relaxation of the central authority on at least 
 the purely educational side of the management of 
 the schools of the nation. 
 
A 'MERCHANT OF LIGHT' 185 
 
 In the long-drawn-out controversy on the ques- 
 tion of religious education in elementary schools 
 which has raged intermittently since 1894, Fitch 
 bore his part. It was naturally not the part of 
 heated zealots on either side, whose least interest 
 in the controversy was educational. Yet it 
 happened to be the part of uncompromising 
 opposition to the claims of what is known as 
 the Church party, but what was really, according 
 to Fitch, who had some knowledge behind his 
 opinion, a party composed of one section of the 
 clergy of the National Church and of a handful 
 of laymen. He contributed article after article 
 on this subject to the leading reviews between 
 1894 and 1902, all of them based on an impartial 
 scrutiny of the facts, and all of them contending 
 for an unhesitating rejection of the proposed 
 measures. Indeed, he was by far the most 
 powerful and influential opponent of the various 
 proposals of the Government (the views and 
 unauthorized suggestions of the thousands of 
 newspaper legislators never stirred him to com- 
 ment) during those years. He had but one 
 motive in every line he wrote upon this question 
 his desire that religious education, to which he 
 attached an absolute value as an integral portion 
 of the school education of every child in the 
 nation, might be preserved. Here, again, he 
 referred his countrymen to France and America 
 
186 SIR JOSHUA FITCH 
 
 for examples of what was to be avoided in the 
 solution of the religious question in the schools. 
 He held that the educational systems of both 
 these countries had been weakened by their 
 exclusively secular character ; that the weakness 
 of the French system had revealed itself in the 
 necessity which the Church felt was imposed 
 upon her by the existence of the secular State 
 school of establishing a rival and hostile school 
 in nearly every commune by its side ; while the 
 weakness of the American system betrayed itself in 
 a virtual violation, in many cases, of the secular 
 character of the schools, and, in spite of the in- 
 tense devotion of America to the common school 
 system, in the possibility, even likelihood, of a 
 coming indictment of this particular aspect of it. 
 
 In England he believed that, with common- 
 sense and something of that give and take which 
 accorded so well with the national temper, there 
 was no need for such a menace ever to arise. 
 Through the circumstances of the growth of the 
 national system of education, a sufficient, and, 
 besides, the only practicable, religious education 
 of all the children in the schools had been secured. 
 In the schools of the National Church a religious 
 education authorized by the Church was given 
 by its own teachers to its own children. In most 
 of the Board schools throughout the country a 
 course of religious teaching such as that prescribed 
 
A < MERCHANT OF LIGHT' 187 
 
 by the London School Board prevailed. This 
 teaching was simple and practical, and was 
 founded upon a study of the most devotional 
 parts of the Bible refracted through that 
 minimum of dogmatic conception which is the 
 common medium of their religious faith for prac- 
 tically all English laymen. It was, besides, given 
 by teachers who could teach, who understood the 
 mind and character of children, who in nearly 
 all cases believed in their religion arid conceived 
 of it through the simple theology of the ordinary 
 layman, who undertook the Scripture lesson in 
 a spirit of earnestness and reverence and with 
 a deep sense of its value to the educational work 
 of the school and to the formation of the children's 
 character, and who, finally, had been most of 
 them trained in the colleges of the Church. 
 
 This priceless privilege of the common English 
 school, permanently guaranteed by long usage 
 and accepted gratefully by the vast majority of 
 the people, was, it seemed to Fitch, about to be 
 wantonly endangered for the sake of proposals 
 which had not the slightest chance of being 
 carried, and which, if they were, would destroy 
 the moral even more than the formal discipline 
 of the school, would place the religious instruction 
 in the hands of persons of whose capacity for 
 teaching children there was no guarantee, and 
 would rob the responsible teacher of one of his 
 
188 SIR JOSHUA FITCH 
 
 most influential and most highly-prized privileges. 
 He held that the real danger of these proposals 
 was that either a protracted agitation in favour 
 of them, or the chance of their being carried in 
 some moment of despair of a wearied and worried 
 Legislature, would provoke a passionate and irre- 
 sistible national demand for purely secular educa- 
 tion in the State schools wholly alien to the 
 normal desire of the English people. It was to 
 avert this disaster that he fought so courageously 
 and persistently for the established state of things. 
 His exposure of the hollowness of the arguments 
 by which these proposals were supported was, of 
 course, genial and good-natured, but it was also 
 relentless. When their upholders posed as cham- 
 pions of the rights of the parents, he reminded 
 them that the parents were apparently entirely 
 unsuspicious that their rights had been infringed, 
 and confidently asserted that, even if these sup- 
 posed rights were restored to them, they would 
 never think, if left to themselves, of claiming 
 them. And he twitted these champions of the 
 rights of poor parents with neglecting to enforce 
 their own exactly similar rights where they were 
 at perfect liberty to do so. For, he reminded 
 them, they allowed their own sons and daughters 
 to receive in schools of their own choice, and 
 supported, for the most part, by their own pay- 
 ments, a religious education of exactly the same 
 
A 'MERCHANT OF LIGHT 1 189 
 
 kind as that against which they were clamouring 
 in the State-aided elementary schools. 
 
 Fitch was, indeed, like most of the educational 
 officials of a past day, and with more conviction 
 than most of them, the truest friend of the 
 voluntary schools. He liked variety of type in 
 the educational system of the country ; he valued, 
 and did his best to foster, local interest in and 
 local sacrifice for the cause of education ; and he 
 thought it right that the Church, which had 
 shown so much of that interest and endured so 
 much of that sacrifice, should continue to enjoy 
 the privilege of teaching its own children in its 
 own schools. But he saw that the recent trend 
 of legislation was slowly but surely robbing her 
 of the last remains of right to that privilege. 
 He saw that measures like the abolition of school 
 fees, and the special aid grant, and, still more 
 recently, the imposition of the full charge of 
 school maintenance upon the ratepayers, in gradu- 
 ally reducing the amount of voluntary subscrip- 
 tions, were also removing both the evidence and 
 the fact of ioca! interest and sacrifice, and were, 
 therefore, annulling the justification of the con- 
 tinued control of schools by unrepresentative 
 persons. It was because he saw this process of 
 gradual destruction of the voluntary schools 
 going on, by the very means on which their 
 supporters relied for their continued existence, 
 
190 SIR JOSHUA FITCH 
 
 that he desired so much to see that working 
 arrangement for the continuance of religious 
 education, which had grown up since 1870, 
 generally accepted. It would secure that, when 
 all the schools were at last brought under the 
 management of the ratepayers' representatives, a 
 simple and universal scheme of religious teaching 
 suited to the capacities of children, and capable 
 of being supplemented by the pastoral care of 
 the churches, should prevail. There was no 
 object for which Fitch, with his deeply religious 
 nature, fought harder or was ready to sacrifice 
 more. 
 
 One more instance of the way in which he 
 could learn from foreign experience may be given. 
 It is an excellent example of how his shrewd 
 wisdom could detect the truth underlying conflict- 
 ing evidence where a less penetrating mind would 
 have been imposed upon by the mere superficial 
 appearances and confused by their contradictori- 
 ness. His report on the working of the free-school 
 system in America, France, and Belgium was 
 drawn up with a view to the introduction of 
 the measure which practically abolished fees in 
 English elementary schools. One of the questions 
 on which legislators needed information was, what 
 would be the probable effect upon attendance of 
 a free system ? Would free education do away 
 with the necessity of a vigilant and vigorous 
 
A 'MERCHANT OF LIGHT ' 191 
 
 exercise of the right of the State to compel 
 attendance in its schools ? In America, where 
 compulsion was repellent to the republican in- 
 stincts and sentiments of the people, and where, 
 therefore, attendance was not legally enforced, 
 it was fitful and unsatisfactory. In France, on 
 the other hand, where attendance was legally 
 enforceable, it was so generally satisfactory that 
 the need of compulsion was of the slightest. 
 Fitch's interpretation of this conflicting evidence 
 is an admirable essay in the comparative psy- 
 chology of nations. * There is in France,' he says, 
 ' a longer tradition [than in England] among the 
 working classes in favour of education for their 
 children. It is rare for a parent, in any rank 
 of life, to be content to see his children brought 
 up more ignorant than himself; and when in 
 any country a system has existed long enough 
 to produce one instructed generation of parents, 
 legal compulsion, except in a few cases, becomes 
 unnecessary. Moreover, democracy in France 
 differs essentially in the manner of its manifesta- 
 tion from that of America. It does not take the 
 form of self-assertion in regard to such a matter 
 as the education of children, nor look upon the 
 authority of the State, in this particular, as 
 intrusive or objectionable. Compulsory laws, as 
 we have seen, are alien to the habits and 
 feelings of American citizens. They exist to a 
 
192 SIR JOSHUA FITCH 
 
 very limited extent in the States of the Union, 
 and when they exist they are seldom enforced. 
 But in France they are in harmony alike with 
 the instincts and with the interests of the people ; 
 and :n the long history of revolutionary and 
 governmental changes, one fails to find any ex- 
 pression of impatience or any sense of grievance 
 on the part of the working classes in relation to 
 the laws and usages which require the regular 
 attendance of children at school. In France, as 
 in Germany and Switzerland, in Sweden and 
 Denmark, the peasant and the ouvrier have 
 learned to identify the success of their children 
 in life with the possession of a good education, 
 and, therefore, to acquiesce cheerfully in the 
 maintenance of the obligatory law/ The lesson 
 for us was so obvious that he did not stay to 
 enforce it. Since, happily, the method of com- 
 pulsion is possible of application in England, let 
 us use :"t for the one o: 1 two generations which 
 will make its use no longer necessary. 
 
 It was ir this spirit and with this nigh measure 
 of capacity that Fitch discharged his duties as a 
 * merchant of light.' Wherever he went he gained 
 much, and perhaps he gave as much. As we have 
 seen, h?s influence over the teaching world of 
 America was unbounded. In France, too, his 
 name was highly respected. There was something 
 of secret sympathy binding him to the high 
 
A 'MERCHANT OF LIGHT' 193 
 
 intelligence and the clear reason of that great 
 nation. He had no greater pleasure when in Paris 
 than in attending the lectures at the College de 
 France or the Sorbonne. He longed to see his 
 own University attempt something of the same kind 
 for London. The measure of success which has 
 attended recent experiments in this direction would 
 no doubt have delighted him. But he would have 
 been very bold and asked for more. It was 
 fortunate for the English Education Office that 
 it had at its moment of greatest and most critical 
 activity such a capable servant to report to it 
 upon the general movement of education beyond 
 our shores. It was fortunate for the English 
 nation that, in the forging of its educational 
 machinery, it could command a craftsman of the 
 greatest skill, of the widest knowledge, and of 
 indefatigable industry. 
 
 13 
 
CHAPTER VII 
 
 OTHER DOINGS AND INTERESTS 
 
 WHEN the Fitches came back to London in 1870, 
 they took up their residence at 5, Lancaster 
 Terrace, Regent's Park. There they remained 
 till after Fitch's retirement from official life, when 
 they removed to 13, Leinster Square. At Lan- 
 caster Terrace they were within easy distance of 
 many old friends and of the institutions in which 
 they were specially interested, like University 
 College and Bedford College. Miss Anna Swan- 
 wick was near at hand in Cumberland Terrace. 
 Fitch was attracted by her vigorous mind, her 
 literary tastes, and her active interest in all 
 reforming movements. She in turn admired in 
 him the public servant in whom thought and 
 work, zeal and wisdom, were so happily wedded, 
 but, above all, the consistent and chivalrous advo- 
 cate of the free admission of women to all the 
 privileges and responsibilities of the common life. 
 When, in 1890, a committee was formed to present 
 Fitch with his portrait in memory of his services 
 
 194 
 
OTHER DOINGS AND INTERESTS 195 
 
 to the cause of the higher education of women, 
 it was Miss Swanwick who was chosen to express 
 their gratitude. No one could have done it 
 better than she, for no one shared more com- 
 pletely Fitch's conception of education as the 
 deliberate and various organization of life. 
 
 Fitch lived in his work, and every form of work 
 which was ever so remotely connected with his 
 manifold intellectual interests became his by an 
 instinctive appropriation. He would seek it out, 
 measure its scope and effect, interest himself in all 
 those who were engaged in it. There was no 
 important forward movement of his time which 
 he did not in this way make peculiarly his own. 
 For most men such variety of interest might have 
 resulted in a dissipation of energy. For him it 
 was itself the natural and orderly expression of a 
 strongly concentrated energy. He cared about 
 so many things because he saw them all as parts 
 of an ideal whole for which he was consistently 
 working. Sir Robert Hunter, in an article in the 
 Contemporary Review for December, 1903, happily 
 described this inspiration which gave force and 
 meaning to all that Fitch did. ' Sir Joshua 
 Fitch/ he says, ' had always the inspiration of a 
 great cause, that of so organizing the means of 
 instruction in England that every child shall have 
 the best chances of developing the faculties which 
 it inherits, and of tilling that position in the 
 
 132 
 
196 SIR JOSHUA FITCH 
 
 community for which it is best adapted. In this 
 cause Sir Joshua was an enthusiast, and in its 
 advocacy and in his daily labour for its promotion 
 he found that stimulus which kept his faculties at 
 full stretch, and that pleasure which attends the 
 hope of far-reaching results.' It was into this 
 general plan that all his special interests fitted, 
 and he knew how to advise in the special case 
 because he saw so clearly the needs of the whole. 
 No one was ever so ready as he to attend meet- 
 ings, sit on committees, deliver a lecture to some 
 obscure society, because in doing any of these 
 things he knew that he was contributing, and 
 exactly the measure in which he was contributing, 
 to a general end. 
 
 It was especially after his retirement from 
 official life that he found opportunities for this 
 kind of service. At an age when most men 
 would have regarded the release from official duty 
 as the due term of a life of action he continued 
 his work exactly as if nothing had happened. 
 The work remained much the same both in its 
 nature and in its extent. Only the manner of 
 doing it had changed. And even the method 
 changed but little. He continued, for instance, 
 to write freely upon all the educational questions 
 which were being publicly discussed during the 
 last nine years of his life. And the pen of the 
 independent critic differed but little from the pen 
 
OTHER DOINGS AND INTERESTS 197 
 
 of the official public servant. During his official 
 life he had never hesitated to speak his whole 
 mind with perfect freedom, so that retirement did 
 not mean for him a recovery of independence, 
 Nor, on the other hand, had he any tendency to 
 yield to that craze for excessive and irritating 
 frankness which occasionally marks the enfran- 
 chised official. On the contrary, in the freedom 
 of unofficial life he spoke his mind with all sin- 
 cerity indeed, but also with all due respect for 
 the responsible authority whose policy he had so 
 long helped to mould and direct. Nothing more 
 clearly revealed his humility and self-effacement 
 for the sake of work than the fact that he did 
 not use the years of his retirement in writing 
 some permanent and authoritative contribution to 
 the literature of education by which his name 
 would have been remembered. He had the 
 knowledge, he had the literary skill, he had the 
 delight of a true craftsman in the literary art. 
 But he had trained himself all his life long to 
 treat the pen as an occasional instrument in 
 advancing a practical cause. And he continued 
 to use it for that purpose only. He devoted the 
 whole of his time in retirement to the practical 
 claims of the cause which he had made his 
 own. In so far as the pen could serve the 
 cause, he used it. In so far as it could be 
 better served in other ways, he turned to them 
 
198 SIR JOSHUA FITCH 
 
 with perfect contentment and singleness of 
 purpose. 
 
 It would be impossible to enumerate the ser- 
 vices, public and private, which Fitch rendered 
 to the cause of education, either in its technical 
 sense or in that wider sense which was his own, 
 during the last nine years of his life. A few, 
 however, must be mentioned, if only as charac- 
 teristic of the laborious days he lived to the end. 
 In January, 1895, he was appointed by Mr. Shaw 
 Lefevre a member of the Departmental Com- 
 mittee ' to inquire into the existing systems for 
 the maintenance and education of children under 
 the charge of managers of district schools and 
 Boards of Guardians in the Metropolis, and to 
 advise as to any changes that may be desirable.' 
 His friend Mr. Mundella had written to him 
 some weeks before : ' I am satisfied that a report 
 from you upon these schools would be a great 
 national advantage. The opportunity is too good 
 and too important to be lost, and I should be 
 grateful to you if you would confer with me 
 upon it.' Fitch's work upon the Committee was 
 marked by his usual zeal and thoroughness. He 
 visited most of the Poor Law schools in or near 
 London, as well as the cottage homes at Bir- 
 mingham and Sheffield. His examination of the 
 state of these schools convinced him that their 
 educational control would be more effectively 
 
OTHER DOINGS AND INTERESTS 199 
 
 entrusted to the Education Department, and he 
 strongly urged that they should be subject to the 
 ordinary inspection of elementary schools. He 
 was, therefore, not altogether satisfied with the 
 report of the Committee, which, as usual with such 
 reports, was somewhat of a compromise. 
 
 When Lord Spencer was at the Admiralty, he 
 nominated Fitch as one of the members of a small 
 Committee to inquire into the working of the 
 naval and dockyard schools. It opened up to 
 him a new aspect of the educational problem, and 
 brought him into contact with men of a very 
 different training and experience from his own. 
 He liked both the work and the men, and when 
 the report was completed his colleagues devolved 
 upon him the duty of drafting it. The Rev. J. C. 
 Cox-Edwardes, Rector of Ecton, Northampton- 
 shire, who was one of his colleagues as the then 
 Chaplain of the Fleet, thus writes of him : 
 
 1 When associated with Sir Joshua Fitch on a 
 committee to inquire into the management and 
 working of the Royal Marine and Royal Dockyard 
 Schools, one was at all times impressed not only 
 by his ability and by his earnestness in all matters 
 connected with education, but by his absolute 
 honesty in all he said and did. One admired the 
 patience and courtesy with which he so readily 
 listened to the opinions of others when they 
 differed from his own ; and one could not help 
 
200 SIR JOSHUA FITCH 
 
 feeling that his final decision was not made 
 without giving due weight to all that might be 
 said. 
 
 ' A good deal of sentiment and tradition had 
 grown up in connection with the management of 
 these service schools ; it was a pleasure to see 
 how tender he was towards all this, and how 
 careful to avoid recommending any changes which 
 would seem likely to do violence to those tradi- 
 tions and that sentiment. 
 
 ' It was at all times a real pleasure to be with 
 him, not only in hours of business, but in social 
 intercourse, for nothing seemed to ruffle him, and 
 he was always genial and full of a quiet humour.' 
 
 This report had not yet been presented when, in 
 January, 1895, the Lords of the Admiralty ap- 
 pointed another Committee * to consider whether 
 Greenwich Hospital School should be placed under 
 the inspection of the Education Department.' 
 Fitch was nominated on this Committee also, and 
 it was owing to his advice that the Department 
 undertook the inspection of the school. It was 
 another triumph for his ideal of a national test of 
 the value of every form of national education. 
 
 But random Commissions from Government 
 Departments were not enough to occupy his time 
 or his energy. His later years remind one of the 
 spontaneous zeal of those immediate successors 
 of the Apostles in the Early Church who were 
 
OTHER DOINGS AND INTERESTS 201 
 
 itinerant bishops and evangelists in one. He 
 constituted himself at once a propagandist of the 
 educational faith in all its details, and an overseer 
 of all the schools at least, of all within his reach. 
 Miss Latham, Principal of St. Mary's College, 
 Paddington, writes of him : ' When we first came 
 to St. Mary's College, in January, 1901, Sir 
 Joshua was most kind in every way. I had 
 met him in old days at the Ladies' College at 
 Cheltenham, but there was no special reason why 
 he should help us in our work, which presented 
 very grave difficulties. For that reason we valued 
 all the more Sir Joshua's kindness to us as a 
 college in coming several times in the midst of all 
 his engagements to lecture to our students on 
 the National Gallery and the National Portrait 
 Gallery. Those who were able to avail them- 
 selves of the further pleasure of visiting the 
 National Gallery with him will not forget all that 
 he helped them to see in the pictures. For my- 
 self, I may perhaps add how deeply I shall always 
 value the sympathy and help given so generously 
 in the most difficult days of our work in the 
 training of teachers. There were many reasons 
 why this sympathy might have been withheld, 
 but it was given fully and freely.' It may be 
 safely asserted that to Fitch himself there never 
 were any reasons powerful enough to induce him 
 to withhold his sympathy from any capable and 
 
SIR JOSHUA FITCH 
 
 conscientious effort to make the work of teaching 
 real. However little he might sympathize with 
 the accidental constitution of particular educa- 
 tional foundations, it was enough that they were 
 doing the work of teaching well to secure for them 
 the full measure of his interest and support. For 
 him there was no distinction between school and 
 school save such as was marked by their com- 
 parative excellence in method and skill in work. 
 Nor was there any distinction in the service he 
 rendered as a public official and as an independent 
 authority on all educational matters. The one 
 form of service was never formal because pre- 
 scribed, nor the other casual because voluntary. 
 
 Few things delighted Fitch more than the 
 opportunity of teaching others about his favourite 
 subjects. He not only taught others to teach, but 
 loved to teach himself. There was something 
 strangely inspiring in the readiness of one who 
 had fulfilled a long career of public service and 
 was approaching his eightieth year to leave his 
 fireside on a cold winter evening for the purpose 
 of lecturing in some dingy room to a little group 
 of people who were making some humble attempts 
 after self-culture. Yet he never refused such 
 invitations, save when other engagements made 
 it impossible to accept them, and then only with 
 sincere regret. In the last months of his life he 
 struggled through a London fog after dinner to 
 
OTHER DOINGS AND INTERESTS 
 
 deliver his lecture on the National Portrait 
 Gallery to a literary society, humble in its aims 
 and insignificant in its numbers, which met in 
 a cold and dreary schoolroom in Paddington 
 Green. He had delivered the same society's 
 inaugural lecture the winter before on ' The Value 
 of Literature in a Business Life.' It was the same 
 delightful lecture, full of a serene wisdom and of 
 happy estimates of his favourite authors, which 
 he had delivered years before to the thousands 
 assembled at Chautauqua. He probably enjoyed 
 the attempt to arouse an interest in literature 
 among forty or fifty of his working-class neigh- 
 bours as much as the meed of acclamation with 
 which the American multitudes received him. He 
 had a real pride in our great art collections, and 
 an immense sense of their educational value for 
 London. He never gave a lecture on the National 
 Galleries without offering his services as a guide 
 to those who might desire to visit one or other of 
 them in his company. He was always ready to 
 devote his Saturday afternoons to this work, which 
 he regarded as one of the pleasantest recreations 
 of his busy days. 
 
 Perhaps no single enterprise of his later years 
 enlisted so much of his thought and care as did 
 the establishment of St. Paul's Girls' School under 
 the great foundation of Dean Colet. It appealed 
 both to his imagination and to his sense of justice 
 
204 SIR JOSHUA FITCH 
 
 that the girls of London should at last share in 
 one of the greatest and most famous educational 
 foundations of the past, and that there should 
 be at least one girls' school in England whose 
 revenues would enable it to rival, both in the 
 range and in the quality of its teaching, some 
 of the best public schools for boys. When at last 
 the scheme was successfully launched, he gave 
 the closest attention to the selection of a site and 
 the choice of an architect. One of his favourite 
 afternoon recreations was to go down to Brook 
 Green from time to time to watch the progress of 
 the building. There was something delightfully 
 fresh and childlike in the pleasure which he found 
 in the promise of great things which he could 
 never see fulfilled. He was appointed one of the 
 committee to choose the head mistress. But 
 he did not live to see the opening of the school 
 which was the crown of all his lifelong hope and 
 labour for the education of girls. The present 
 Bishop of Bristol, who, as a representative of 
 the University of Cambridge on the Board of 
 Governors of St. Paul's School, was Fitch's 
 colleague during the years in which the project 
 of the girls' school was being carried through, 
 thus describes his labours on its behalf, as well as 
 his general work as a Governor : 
 
 1 It is a pleasure to be allowed to write a few 
 words about my friend Sir Joshua Fitch. 
 
OTHER DOINGS AND INTERESTS 205 
 
 ' Of his great influence in educational affairs 
 it is quite unnecessary for me to speak. He is a 
 part, and no small part, of the history of primary 
 education in England in the past and passing 
 generation. He and I did not take at all the 
 same view of the treatment of the religious 
 element in education ; but he was one of those 
 rather rare men in whose company it is possible, 
 and indeed easy, to leave out of sight a whole 
 compartment of difference of opinion, with abun- 
 dant scope left for hearty agreement. 
 
 ' It was in his work as one of the elected 
 Governors of St. Paul's School that I saw most 
 of him. He represented the University of London, 
 as I did the University of Cambridge. From the 
 very first I found myself in complete agreement 
 with him in that most important work. The 
 position of the University Governors was, and is, 
 a very responsible one. The Company Governors 
 namely, the master, wardens, and selected 
 members of the Mercers' Company outnumber 
 the nine representatives of Oxford, Cambridge, 
 and London, as in my judgment it is right that 
 they should. But I never knew a clear opinion 
 of the University Governors overridden by the 
 Company's majority. There never, in my time, 
 was a separation into two camps, nor was even 
 a tendency in that direction perceptible. It 
 seemed to me sometimes that almost too much 
 
206 SIR JOSHUA FITCH 
 
 respect was paid to the opinions which some of us 
 on the part of the Universities expressed. I am 
 inclined to attribute a great deal of this singularly 
 happy state of things to Fitch's influence. He 
 was so kindly, so courteous, so clear in his argu- 
 ments, so full of common-sense and simplicity in 
 combination with a keen insight, so eminently 
 anxious to give at least full weight to the 
 argument of an opponent, that he naturally kept 
 discussion and good - temper at a high level. 
 I should like to take this opportunity of saying 
 that he and I frequently spoke in private, with 
 gratitude and admiration, of the charming treat- 
 ment we all of us received from the succession of 
 able and experienced men who represented the 
 Company on the Governing Body. 
 
 ' There were, during the period of our joint 
 tenure of office, two grave questions, to which 
 continuous attention was given. The one was 
 the great question of the amount of income 
 from Dean Colet's endowments which should 
 be placed at the disposal of the Governors each 
 year, including the question of the application 
 of the surplus. The other was the question of 
 establishing a girls' school which should rank as 
 high in women's education as St. Paul's School does 
 in the education of men. On the former point feel- 
 ings ran very high. There was for a considerable 
 period of time a real danger that the Charity Com- 
 
OTHER DOINGS AND INTERESTS 207 
 
 missioners would cut the Governors down to a 
 small number of thousands a year, and apply the 
 large remainder to education lower than the 
 highest. Fitch was firmly set against this, and 
 many a plan he and I have devised for making 
 our opposition effective. In the end the efforts of 
 the whole body of Governors were completely 
 successful, and mischief, which it is impossible to 
 estimate at its full danger, was averted. No one 
 played a higher part in the fight than my peaceful 
 friend Fitch. Of the other matter it is not too 
 much to say that he, more than anyone else, kept on 
 pegging away, regardless of difficulties and delays, 
 good-temperedly pressing on and keeping the 
 ultimate goal clearly before the eyes of his 
 colleagues. Before he passed away he knew that 
 the victory was won and was complete. Every- 
 one wished that he had lived to attend the 
 auspicious opening of the girls' school at Brook 
 Green a few weeks ago. 
 
 ' A grateful companion of his in some parts 
 of his work for the St. Paul's Schools is of opinion 
 that to no one man more than to Sir Josh ua Fitch 
 is the now assured independence of position of 
 St. Paul's School, and the actual existence of the 
 girls' school at Brook Green in full life, to be 
 counted as due.' 
 
 But Fitch was not satisfied with being 
 the apostle and evangelist of his educational 
 
208 SIR JOSHUA FITCH 
 
 faith. By some silent but unanimous vote 
 he had been appointed a kind of educational 
 consul-general for all strangers who came to our 
 shores in search of knowledge. And he never 
 thought of declining the task which had been 
 thus imposed upon him. Nothing gave him 
 greater pleasure than to know that people 
 wanted to learn anything that he could teach 
 them, or to find that they wanted help which he 
 could give. One was always siire to meet at his 
 house men from all parts of the world a professor 
 from some American University, a student from 
 India or Japan, a Frenchman or German studying 
 some phase of our national life. And it was not 
 only men of distinction who found the welcome of 
 his kindly face and his richly-stored mind. He 
 paid just as much attention to the rawest youth 
 whom some friend had commended to his interest 
 and assistance. Indeed, he loved the young with 
 their generous enthusiasms, and remained himself 
 till the last as young and as generous-minded 
 as any of them. Of his help to Indian students 
 in this country, the late Miss Manning, who 
 worked indefatigably for many years as honorary 
 secretary of the National Indian Association, 
 wrote : 
 
 ' Among the many illustrations of Sir Joshua 
 Fitch's kindliness, I like to remember the friendly 
 interest that he showed to Indian students in 
 
OTHER DOINGS AND INTERESTS 209 
 
 London, especially to those who came to England 
 with the object of learning about our educational 
 institutions. He was always ready to supply 
 the desired information, or, through introductions, 
 to enable them to visit colleges and schools. Sir 
 Joshua's volume of Lectures on Teaching, de- 
 livered at Cambridge, has been widely circu- 
 lated in India, and one Bombay schoolmaster told 
 me that he had presented a copy to each of his 
 assistants. His name was, therefore, already 
 familiar to many Indian students, and, if he could 
 have visited their country, he would have certainly 
 received a very cordial welcome. 
 
 1 In October, 1896, Sir Joshua Fitch presided 
 at a lecture given by Professor S. Satthian- 
 adhar, M.A., of Madras, at the Imperial Institute, 
 the subject being ' What has English Education 
 done for India ?' In his opening speech he dwelt 
 on the great difficulties connected with the 
 adapting of Western educational methods to 
 the peculiar character and traditions of the people 
 of India. Questions as to success in this direction 
 must constantly occur to responsible officials in 
 that country, and thus, Sir Joshua observed, the 
 present system could only be considered experi- 
 mental. In saying that experience would indicate 
 some modifications he predicted what has actually 
 happened, for the recent Universities Commission 
 in India was appointed in order to inquire into 
 
 14 
 
210 SIR JOSHUA FITCH 
 
 several defects in the educational system which 
 had been disclosed by time, and to suggest 
 effectual remedies/ 
 
 The same kind of generous aid he extended to 
 those French students and professors of the Ecole 
 Normale, elected to the free travelling scholar- 
 ships awarded by their Government to promote 
 the knowledge of foreign languages and insti- 
 tutions, who chose England as the land of their 
 educational pilgrimage. Fitch had made the 
 acquaintance of M. Bonet-Maury (the successor 
 of Auguste Sabatier as Dean of the Protestant 
 Faculty of Theology in Paris), at the London 
 Health and Education Exhibition of 1884, and 
 learned from him the scope and purpose of the 
 scheme of travelling scholarships inaugurated the 
 year before by M. Jules Ferry. M. Bonet-Maury 
 says : ' It was impossible that a mind so open and 
 progressive as Sir Joshua's should fail to recognise 
 the bearing of the scheme upon the work of civili- 
 zation. When I had the honour of being pre- 
 sented to him, and of discussing with him this 
 work of international education, he showed the 
 liveliest interest in it, and promised me his co- 
 operation. It was not, indeed, easy, without the 
 help of those who held high educational positions 
 in Great Britain, to place our countrymen in the 
 training colleges, or to arrange for their presence 
 at the lessons given in the grammar schools. It 
 
OTHER DOINGS AND INTERESTS 
 
 was owing to the recommendation of Sir Joshua, 
 then Inspector of Training Colleges, that our 
 young women teachers were introduced into the 
 training colleges at Oxford and Cambridge and 
 at Cheltenham, and our men into the colleges at 
 Battersea, Isle worth, Westminster, and Exeter, 
 and at Edinburgh and Glasgow. They were 
 everywhere welcomed and encouraged in their 
 studies by the principals of the colleges. Each 
 time they passed through London they called 
 upon Sir Joshua, who received them with his 
 charming kindness, and shared with them the 
 fruits of his consummate educational experience. 
 Many of these professors, who have since become 
 directors of training colleges, professors of English, 
 or newspaper writers, bear grateful testimony to 
 his kindness, and confess that he exercised a 
 fruitful influence on the development of their 
 character and their power as teachers. It was in 
 recognition of these services that the Government 
 of the Republic nominated him to be a Chevalier 
 of the Legion of Honour. For myself, whom he 
 had honoured with his friendship, I can hardly 
 express the high opinion which I formed of him. 
 Sir Joshua Fitch was, to my mind, the type of 
 the perfect gentleman, of the English Liberal, and 
 of the ideal educator. He was of the stock of 
 the Arnolds and the Gladstones, and the knight- 
 hood which he received from Queen Victoria was 
 
 142 
 
SIR JOSHUA FITCH 
 
 only the public consecration of the nobility of his 
 character and the superiority of his intellect.' 
 
 No notice, however brief, of Fitch's various 
 energy during these later years of his life can 
 afford to leave out of account his admirable 
 thought and work in the cause of public charity. 
 To him it was a part, and certainly not the least 
 important part, of a sound national economy, and 
 therefore of a worthy ideal of national education. 
 As far back as December, 1869, he contributed 
 a trenchant article on the subject to Fraser's 
 Magazine. A pioneer in so many things, he was 
 here, too, perhaps unconsciously, a pioneer in 
 the conceptions of public charity, at once more 
 scientific and more humane, which have grown 
 up in recent years. The Fraser article outlined 
 the main principles and methods of the Charity 
 Organization Society, and though that Society 
 was in existence some months before the article 
 was published, Fitch does not seem to have 
 known anything of its work at the time. It 
 was after his retirement that he devoted himself 
 with his usual thoroughness and zeal to its service. 
 He was attracted to it partly, no doubt, by the 
 fact that his niece, Miss Pickton, had long been 
 one of its most interested and untiring workers. 
 But its businesslike methods and its sense of the 
 effect of all administration of charity upon char- 
 acter the character both of those who gave and 
 
OTHER DOINGS AND INTERESTS 
 
 of those who received appealed to all that was 
 most characteristic in his own view of life. During 
 the year that he presided over its Council he 
 visited most of the committees in London, and 
 made himself thoroughly acquainted with their 
 work. But it will be best to leave the account 
 of his connection with the Society to the man 
 who is best able to estimate it. Mr. C. S. Loch 
 writes : 
 
 ' You ask me to write a few lines about Sir 
 Joshua Fitch, and I gladly note down some 
 thoughts about him, and some reminiscences of 
 his manner of regarding problems and questions in 
 which we had a common interest. I knew him 
 only in the latter years of his life, at least with the 
 intimacy that comes of comparatively frequent 
 meetings and casual discussions. He was then 
 soon to retire from his work in the Education 
 Office, and was to have more leisure for other 
 things, though education in one form or another 
 remained his chief interest, and his experience 
 and conclusions in regard to it coloured and 
 influenced his thought respecting many other 
 subjects on which it was the duty of some of us 
 to take counsel and to decide as the years went 
 by. The circle of questions that touch on " charity 
 organization," some social, some religious, some 
 educational, represents the range of opinions, 
 projects, hopes, and apprehensions which were 
 
SIR JOSHUA FITCH 
 
 most frequently discussed by us, sometimes in 
 set debate, more often familiarly and intermittently. 
 And in regard to these his position, the position 
 acquired by him in a life of public service and 
 constant self-education, was that of " a kind of 
 natural magistrate " and counsellor. 
 
 ' He had, indeed, in social questions something 
 more than the experience of many of the active 
 and intellectual men of his generation. He had 
 himself seen the wasteful slothfulness of bad 
 administration as an inspector of endowed schools. 
 He had seen it on two sides the educational and 
 the charitable. On both he often found it a 
 meaningless routine, in which personal and selfish 
 interests prevailed over the common good. On 
 the other hand, he had measured the immense 
 force of local tradition, which, as local patriotism, 
 might serve the parish with as good a spirit as 
 it might serve the country, or, unsupervised 
 and unprovoked to good works, might become 
 merely obstructive and unreasonable. Hence, 
 partly by experience and partly, it may be, by 
 temperament, he was, like Sir Stafford Northcote 
 and his colleagues upon the great Friendly 
 Societies Commission of 1874, a believer not 
 only in administrative control and inspection, 
 and the supervision that comes both of official 
 report and of personal conference, but also in 
 the preservation of a certain spontaneity and 
 
OTHER DOINGS AND INTERESTS 215 
 
 spring in those on whom the duties of administra- 
 tion or of education devolve locally and at first 
 hand. 
 
 1 Hence, by inference we may say of him that, 
 as with many of his generation, administration 
 seemed to him largely itself a question of educa- 
 tion, and any proposal that seemed likely to 
 lessen the intellectual scope and energy of the 
 individual was, in his judgment, on the ground of 
 its ultimate effect on the people, to be scrutinized 
 with particular severity and with a qualified 
 mistrust. This, indeed, was a distinctive trait, 
 and it was based on a principle which, with many 
 of that generation, was at the root of all sugges- 
 tion and all comment in public affairs. It was, 
 they thought, better to regulate than to centralize. 
 It was good to have a curriculum or to have 
 regulations ; but, in teaching, the real want was 
 activity of mind in the teacher an activity that 
 would take the pupil from books to observation, 
 from prose to poetry, that would make the pupil's 
 mind in its turn an active, apprehensive organism, 
 not content with being taught or having learned, 
 but, out of the sheer spontaneity of its own 
 interests, stimulated to teach itself. So, in ad- 
 ministering, the real want was a similar activity, 
 so that, as, in self-help and thrift, public or other 
 subsidies to institutions or individuals might 
 smother their natural fire, that fire should be 
 
216 SIR JOSHUA FITCH 
 
 kindled rather, stirred and fed by the incitements 
 that are found in life and grow out of it love 
 of parents and friends, the realization of the 
 responsibilities of life, the provision of better 
 opportunities for self-maintenance. So, further, 
 on the main lines of administration, whatever 
 the special department might be, he would argue 
 that the gift that weakened discrimination and 
 effort killed, just as the letter of edict and regula- 
 tion also killed, killed or slowly starved the better 
 life, and that the whole end of administration 
 was the creation of a larger mental force in the 
 individual and in the community ; and part of 
 that mental force was a quickened and reasonable 
 sympathy. 
 
 ' I write all this, of course, in my own words. 
 He would, perhaps, have expressed what I mean 
 somewhat differently. I think of him as one 
 of a group of men who, in their various ways, 
 helped to reform the social life of England, and 
 out of their own experience drew conclusions 
 which many of a younger generation may, with 
 a lesser or a different experience, be inclined to 
 reject, but whom, if I had to write their 
 biographies, I should class together as men (and 
 one might include women too) who, in spite of 
 many differences, had this broad, distinctive social 
 belief in common and left it to us as their heritage. 
 
 'In 1898-1899 Sir Joshua Fitch was chairman 
 
OTHER DOINGS AND INTERESTS 
 
 of the council of the Society, and some of his 
 speeches about that time illustrate his manner 
 of regarding questions of charity organization. 
 
 ' When he became chairman of council he 
 turned inspector on his own account, and, to 
 see what the work of the Society was in detail, 
 with what care and in what spirit it was done, 
 he visited district committees and attended their 
 meetings ; and part of his speech at the close 
 of his year of office, was an account of his inspec- 
 tion. This was characteristic. Not less so was 
 his statement of the scientific nature of charitable 
 work : 
 
 ' " There is a cluster of buildings arranged round 
 the quadrangle of Burlington House which have 
 been placed by the Government at the disposal 
 of various societies for the promotion of science. 
 There are the Linnsean, the Chemical, the Astro- 
 nomical, the Geological, and others. The members 
 of each of these are engaged in the investigation 
 of truth in some one special department of intel- 
 lectual or practical activity ; but although those 
 departments differ in range, the methods pursued 
 in them are practically the same in all. There 
 is, first, the careful collection of facts, the sifting 
 and verifying them ; then a refusal to generalize 
 while the data for arriving at principles are 
 incomplete ; and more than this, a readiness to 
 listen to new experience such as may require 
 
218 SIR JOSHUA FITCH 
 
 even the best of general principles to be absorbed 
 and superseded by something larger and better 
 than itself. On such conditions only does any 
 body of truths, whether in chemistry, biology, 
 or botany, become entitled to the name of science, 
 and hope to make a real advance in human know- 
 ledge. And the Charity Organization Society, 
 concerned as it is mainly in the discovery of 
 such truths and principles as bear upon the wise 
 administration of charity, is bound in like manner 
 to conduct its investigations in a scientific spirit, 
 to watch carefully the working of new experiments, 
 to note carefully their successes and their failures, 
 and to find out why they succeed or why they 
 fail." 
 
 1 And so on another occasion : 
 
 ' " The administration of charity is a fine art ; 
 perhaps it would be stricter to say an inductive 
 science the science of settling rules and principles 
 before putting them in action. Every physical 
 science begins with facts, with making experi- 
 ments, making the best use of such suggestions 
 as experience offers, and by taking the successes 
 and failures especially the failures gradually 
 arriving at general principles, which, however 
 valuable as generalizations, will, by larger expe- 
 rience, be absorbed and superseded by something 
 still better, and thus eventually something like 
 permanent principles of action will be arrived at." 
 
OTHER DOINGS AND INTERESTS 219 
 
 ' Thus, in his view, charity was not a kind of 
 playground set apart for the grown-up people of 
 the world to play in just as they liked. It was 
 part of life, and as such it could claim no title to 
 be released from life's ordinary responsibilities 
 consideration, science, and foresight. But, further, 
 because it was scientific, because it was not 
 merely emotional and whimsical, because it satis- 
 fied not merely the passing demands of instinctive 
 feeling on the transitory feverishness of devotion, 
 but the greater demands of religious and social 
 obligation, it was full of hope, and was assured 
 that there lay before it a promised land, where 
 new knowledge would lead to new experiments, 
 where by success and failure, " something like 
 permanent principles of action," would be dis- 
 covered and applied. This optimism of hope 
 through science was a constant note in everything 
 he said and did, so far as I knew him. 
 
 ' So when the question under discussion affected 
 the public elementary school, his words might be 
 summed up thus : " Teach the teacher, teach the 
 child, teach the parents." 
 
 * Thus, when we discussed the assistance of 
 school-children, he did not take the line, so often 
 taken, that the teachers saw most of the children, 
 and therefore they would be the best almoners. 
 He said he " knew teachers well, and how sym- 
 pathetic they were towards their children. But 
 
220 SIR JOSHUA FITCH 
 
 their sympathy required to be fortified by know- 
 ledge. It was impossible they should know 
 very much about the home circumstances of the 
 children. They were rarely resident in the dis- 
 trict of their schools ; the schools themselves 
 were enormous, and it was hardly possible for 
 them to judge by anything but obvious appear- 
 ances. He was inclined to think that the prin- 
 ciples of relief should be included in the curriculum 
 of training colleges." 
 
 * And the school could, in its degree, be a 
 centre for social education far more than at 
 present. He laid stress on the importance of 
 impressing upon children the right use of money 
 saved, spent, or acquired. When, in 1891, educa- 
 tion was made free, he took much trouble to 
 explain and enforce the view that the school fees 
 saved to the parent by the alteration of the law 
 might, through the child at a school bank or in 
 some other way, be put by to the credit of the 
 child or the family. As we used to say in loan 
 cases, when the loan is paid off, go on paying it 
 off to yourself and you won't want another. A 
 hard saying, perhaps, for borrowers but seldom 
 acquire the art of saving; and the parents of 
 elementary school- children after 1891 did as 
 borrowers do, when the pressure of the enforced 
 payment of fees was taken off their shoulders 
 spent the money rather than saved it. At least, 
 
OTHER DOINGS AND INTERESTS 221 
 
 after some time the school banks showed signs of 
 falling off. " Perhaps it was," he said, " partly 
 owing to the trouble of keeping the accounts 
 becoming too great for the teachers, or to the 
 want of interest of managers, or from the talk of 
 old age pensions, which, he thought, would deter 
 the children from saving." But however this 
 might be, the end of school, he felt, was not 
 literary or other accomplishment, but life. This, 
 no doubt, he said in many ways and on many 
 occasions. But on his recognition of it depended 
 his faith in the doctrine of parental responsibility. 
 If the end of school was life, to weaken parental 
 responsibility was to spoil both school and life too. 
 The parents were could not but be teachers 
 also. If they were tempted to resign their posts 
 as home-teachers, or became incompetent for such 
 an office, the teaching power of the whole nation 
 on the social side would be reduced immensely. 
 Accordingly, for instance, he looked on the em- 
 ployment of children out of school- hours with 
 more lenience than would satisfy many philan- 
 thropists. There were, no doubt, " shocking 
 instances of abuse," he said, " but they were rare 
 and exceptional, and diminishing under many civi- 
 lizing influences. It would be a grievous blunder to 
 disturb a natural process by introducing the hard, 
 harsh hand of legislation. It would be fatal to 
 substitute a communal for an individual conscience. 
 
222 SIR JOSHUA FITCH 
 
 The ill-treatment of children was a serious matter, 
 but a far more serious and more permanent danger- 
 was threatened by further legislative interference 
 in the relations between parents and children." 
 School and home life were not, in fact, looked 
 upon by children and parents as wholly separate 
 one from the other school as a weary round of 
 severe discipline, home as a place of enforced 
 employment. " Lessons were made interesting, 
 and the children spent some of their happiest 
 hours in school. So, too, many of the employ- 
 ments in which they were occupied out of hours, 
 such as cleaning knives and boots, delivering 
 newspapers, etc., were very innocent. They were 
 not generally laborious. The children took pride 
 and pleasure in them children had a knack of 
 getting pleasure out of things and they were 
 not without a disciplinary value in teaching alert- 
 ness, obedience, and punctuality. They were 
 especially valuable in the case of a serious-minded 
 boy who felt his responsibilities, and wanted to 
 do something to help his family like a little man." 
 1 When one reads over these words the manner 
 and mind of the speaker recur to one. He had 
 a balanced, temperate, believing judgment. Often 
 the little thing that had to be done would make 
 all the difference, he would say in effect. So " a 
 little statesmanship " would settle the question of 
 the inspection of Poor Law schools by inspectors 
 
OTHER DOINGS AND INTERESTS 
 
 of the Education Department, and bring them 
 into the general educational system of the country. 
 He had a long and quite exceptional experience 
 of life, winning his place in it by little and little, 
 as with the " serious-minded boy " to whom he 
 referred with special kindliness. Therefore he 
 was drawn not to large schemes, to overlegislation, 
 to overemphasis, in relation to society and its 
 wants, but to quieter means of thoughtful growth 
 an administration that seconded individual effort, 
 and individual effort as the friend and ally of the 
 wise administrator. He believed in that gradual 
 unfoldingof strength and purp ose in the people 
 which is, after all, the meaning of "development"; 
 and he was patient in the presence of that self- 
 unfolding growth, and was reverent towards it. 
 In much this was a characteristic of the group of 
 men of a day and generation to which it was his 
 good fortune to belong ; in much in a very 
 great degree it was the outcome of his own 
 scientific intelligence, his administrative ability, 
 and his large knowledge of life. And to it all he 
 added a genial kindliness, which gave it a special 
 savour and graciousness a kindliness which none 
 who enjoyed his hospitality or took part in con- 
 versation with him will forget.' 
 
CHAPTER VIII 
 
 THE REST OF A WORKER 
 
 SUCH services as it fell to Fitch's lot to render to 
 the commonalty are not exactly those which the 
 great public hears much of, or interests itself much 
 in. By the elect public, however, of those con- 
 cerned in education, through which he wrought for 
 the national future, he was widely honoured and 
 almost idolized. Above all, teachers of all grades 
 knew his worth, and listened with attention to 
 the least word he uttered. Official recognition of 
 his worth came in the way in which, perhaps, he 
 most valued it viz., in continuous claims of the 
 most various kinds upon his services. There was 
 more formal recognition as well. In 1885 the 
 University of St. Andrews conferred upon him 
 its honorary degree of Doctor of Laws. The 
 French Government made him a Chevalier of the 
 Legion of Honour in 1889. In 1896 the honour 
 of knighthood was conferred upon him by Queen 
 Victoria. 
 
 Even when released from the trammels of office 
 224 
 
THE REST OF A WORKER 225 
 
 he never took a leading part in public affairs. 
 The dust and heat of the forum were distasteful 
 to him. His temper was essentially peaceful and 
 conciliatory. Strong in his convictions, and fear- 
 less in the expression of them, he had none of 
 the blunt masterfulness which distinguishes the 
 successful public man. He naturally approached 
 the most decided statement of personal conviction 
 along a way made smooth by a delicate and con- 
 scientious respect for the opinion which he was 
 combating. Above all, his scrupulous justice led 
 him to take account of factors in a given situation 
 which the ordinary party man could not afford to 
 appreciate, so that he often irritated and confused 
 those who thought they were most sure of his 
 support. He was, alike by temperament and by 
 his reading of the needs of the times, % con- 
 vinced indeed, an ardent Liberal. Yet when 
 Sir Michael Foster, a Unionist, stood for the 
 University of London against a Liberal opponent, 
 Fitch held that Foster's academic distinction and 
 scientific eminence made him the worthier candi- 
 date for the representation of the University, and 
 strongly supported him, in spite of his personal 
 friendship and esteem for the Liberal candidate. 
 Where the conflicting claims of party allegiance 
 and academic merit would have made decision 
 difficult for the ordinary voter, Fitch was clear 
 in his judgment of the right course to take, and 
 
 15 
 
226 SIR JOSHUA FITCH 
 
 inflexible in his adherence to it. In the same 
 way he never made a secret of his detestation of 
 the South African War. The rude simplicity of 
 the people of the Boer States, their republican 
 spirit, their religious fervour, and their unmistak- 
 able sacrifices on behalf of their ideal of racial 
 and national freedom, won him unreservedly to 
 their side in the great conflict. Like others who 
 were influenced by the same feelings, he suffered 
 within from the division between what he believed 
 to be the cause of justice and the cause which his 
 country had made her own, and without from 
 some measure of the persecution which was meted 
 out in those dark days to all who took the un- 
 popular side. Yet he preserved both his serenity 
 and his common-sense throughout it all. 
 
 It was at such times that one discovered in him 
 the reality of that vein of quiet humour which is 
 the salt of life. He felt that protest to be effective 
 must be allied with a complete self-possession, must 
 work through a communicative good-humour, and 
 that where that failed only the protest of patient 
 and silent abstention from the popular madness 
 was possible. At the time when the horrors of the 
 concentration camps were sending a momentary 
 tremor of doubt through the hearts of even the 
 most unthinking supporters of the war, it was 
 proposed to hold an indignation meeting in 
 Paddington to protest against the continuance of 
 
THE REST OF A WORKER 
 
 the system. Fitch and a friend of his, a Paddington 
 clergyman, who was known to be a Liberal and an 
 opponent of the war, were asked by their political 
 friends to make arrangements for the meeting ; 
 but Fitch strongly advised that it should not be 
 held, and it was accordingly abandoned. No one 
 was more absolutely fearless than he, but he felt 
 that the matter was a mere side-issue in the whole 
 account of the national defection from the path of 
 right, and that in the then state of public feeling 
 a meeting of protest might help to quench the 
 spirit of self -judgment which had begun to work, 
 however faintly, in the breast of the nation. 
 It was of this fine balance and measured temper 
 that the man was made. 
 
 But if he did not care to fight on the platform, 
 he was always fighting with his pen. In the 
 Nineteenth Century, the Quarterly Review, the 
 Contemporary, the Spectator, the Speaker, he was 
 always discussing the questions or the books which 
 interested him. The Times had no more frequent 
 or weighty contributor on the important events 
 of the passing moment. He caught and registered 
 the permanent note in the most discordant clamour 
 of public discussion. After reading the briefest 
 of these criticisms of his, one feels that all that is 
 positive and worthy in some violent public outcry 
 has been redeemed from the negative and vicious 
 elements which obscured it. In December, 1900, 
 
 152 
 
228 SIR JOSHUA FITCH 
 
 he wrote for the Journal of Education a most wise 
 and timely condemnation of the movement for 
 introducing military drill into the public schools, 
 which was afterwards reprinted as a leaflet by the 
 National Reform Union. Every morning of his 
 later leisure brought him something new to think 
 about and to reason out calmly in his active- 
 meditative fashion. It was a pleasure to find him 
 in his literary workshop with his books, news- 
 papers, and reports about him, and the light 
 streaming in on the fine head posed in a serene 
 and steady activity of thought. Every sentence, 
 as he wrote it down, came from a lifelong expe- 
 rience ripened to that particular point of thought 
 and time. Fitch had certainly found the secret 
 of whatever sacredness and dignity there is in 
 work. 
 
 His afternoons he spent for the most part at his 
 club. He liked club life, as most busy men do. 
 Though no man was more sufficient to himself, less 
 dependent upon others, in the formation of his 
 opinions and the conduct of his business, yet he 
 had none of the instinct of the man of affairs for 
 escaping occasionally from his fellow-men. Perhaps 
 it was that his work brought him into contact 
 with so many different kinds of people, that the 
 human variety of his ordinary workaday life 
 stimulated rather than dulled his interest in 
 them ; perhaps it was merely native disposition. 
 
THE REST OF A WORKER 229 
 
 At any rate, he loved to discuss the events of the 
 hour, the problems of politics, the tendency of 
 opinion. Purely personal talk interested him 
 less, though he was always honestly curious 
 about everything that happened to his friends. 
 The curiosity of the heart, however, is often silent 
 when the curiosity of a merely frivolous imagina- 
 tion is most voluble. In old days he was a 
 member of the Savile Club, and was often there. 
 But after his election to the Athenaeum in 1888 
 (he was proposed by Archbishop Temple and 
 seconded by Matthew Arnold), he was usually to 
 be found of an afternoon in its reading-room. He 
 liked to walk back across the park just in time for 
 dinner, and perhaps an evening's work of his 
 favourite kind a lecture to some teachers' 
 association or working-men's institute. Walking, 
 indeed, was his one form of physical exercise. He 
 did nor shoot, or hunt, or fish, or play golf, or, 
 in short, do any of the things which a healthy 
 Englishman is supposed to do. Yet he was 
 the healthiest of men, though even his holidays, 
 which were his great enjoyment, he liked to share 
 between his interest in the treasures of past 
 civilization or present - day social life in some 
 foreign city and his delight in roaming all day in 
 the open air on the hillsides or lower mountain- 
 slopes of Switzerland. Lady Fitch has contributed 
 the following account of their holiday times, 
 
230 SIR JOSHUA FITCH 
 
 which were always spent together, and in later 
 years with their niece, Miss Pickton. 
 
 * No account of my husband's life would be com- 
 plete without some mention of the holidays which 
 he so much enjoyed. Although there was always 
 a little reluctance to break off from work, yet, 
 when a holiday was once decided on, he had keen 
 pleasure in arranging some interesting journey, 
 and he threw into his travels his characteristic 
 energy and enthusiasm. 
 
 ' One of his earliest holidays as a young man 
 was to the Lake District, his love of Wordsworth 
 making him desirous to see the scenery which 
 was so familiar through the poems. He also 
 saw the old poet himself, and this was always 
 a pleasant memory. Another early journey was 
 a walking tour through some of the Belgian 
 cities, in order to acquaint himself with different 
 forms of church architecture, a subject which 
 was specially interesting to him. At different 
 times he also saw all the English cathedrals. 
 
 1 When our home was in York we usually came 
 south for our holidays, and visited relations and 
 friends ; but after we were settled in London our 
 long holidays were more often spent in foreign 
 travel, and generally during some part of August 
 and September. On the greater number of our 
 journeys our dear niece accompanied us. 
 
 ' If there happened to be in any foreign town 
 
THE REST OF A WORKER 231 
 
 a special fine art or industrial exhibition, my 
 husband would contrive to include it in our 
 route. He never felt, as so many do, that 
 exhibitions were to be avoided. Pictures could 
 not fail to give pleasure, but exhibitions of all 
 kinds were of interest to him, if only as showing 
 evidences of progress in various departments of 
 industry. An industrial exhibition at Diisseldorf 
 led to a trip up the Rhine and visits to some 
 of the old German towns, and following on an 
 exhibition of pictures at Amsterdam was a tour 
 in Holland. If there was no special exhibition 
 in progress, we generally arranged to visit one of 
 the famous galleries, so that for some years past 
 my husband had become almost as familiar with 
 them as he was with our own National Gallery. 
 
 ( We all enjoyed Switzerland, not so much the 
 lakes or the usual crowded tourist resorts as the 
 high mountain places preferably those which 
 could only be reached on foot or by mule, as this 
 meant quieter hotels and fewer people. Amongst 
 other places, Eggischorn, Rieder Alp, Bel Alp, 
 Evolena, St. Luc, Chandolin, Miirren (before the 
 railway), Monte Generoso (before the railway), 
 were well known to us. At the latter place we 
 had the pleasure of seeing Mr. Lear, the author 
 of the "Book of Nonsense," with whom my hus- 
 band went one morning to see the sunrise from 
 the Bella Vista, with its wonderful view of the 
 
SIR JOSHUA FITCH 
 
 Italian lakes, and across the Plain of Lombardy. 
 During our second visit to Chandolin the little 
 English church was opened with a special dedica- 
 tory service, at which my husband took a part, at 
 the request of the chaplain, by reading the lessons. 
 ' Though not a regular Alpine climber, my hus- 
 band was a great walker, and thoroughly enjoyed 
 long expeditions on the glaciers or mountain 
 ascents. The Bel Alp was a favourite resort, 
 especially when the late Professor Tyndall was 
 staying at his chalet. He used to come down to 
 the hotel to see if he found friends there to invite 
 up to tea. We much enjoyed going, and, besides 
 the interesting talk there was sure to be, the 
 Professor knew that his guests would like the 
 home-made bread he gave them, which was a 
 contrast to the sour bread at that time provided 
 by the hotel. On one occasion we all, with some 
 friends, including the late Canon Nisbet, then 
 Rector of St. Giles-in-the-Fields, were making the 
 ascent of one of the mountains in the vicinity of 
 the Bel Alp. A little short of the top, where the 
 path became very rugged, the Canon stopped and 
 said he could go no further. Just then Professor 
 Tyndall strode up and said : " Oh, you must go 
 to the top ; the view is magnificent. Just follow 
 where I tread, and you will be quite able to 
 manage it," and then, with a twinkle in his eye : 
 " It is not the first time, you know, that Science 
 
THE REST OF A WORKER 
 
 has come to the help of the Church." Another 
 favourite place was Saas Fee. One specially 
 pleasant visit was when Lord Avebury (then 
 Sir John Lubbock) was also there. My husband 
 was glad to have the opportunity of long talks 
 with his old friend ; and the walks we all took 
 to the glaciers and rocks were made particularly 
 interesting owing to Lord Avebury 's special know- 
 ledge. 
 
 ' Although there was always keen enjoyment 
 for the beauties of snow mountains and glaciers, 
 Italy had a special attraction with its wealth of 
 pictures and noble churches. In all the towns 
 we passed through my husband used to like to 
 go into the church or cathedral in the early 
 morning and see the people crowding in before the 
 work of the day began, and we knew if he had 
 visited the market by the flowers and fruit we 
 would find on the breakfast-table. Venice, Verona, 
 and Cadenabbia, with their historic interest and 
 association, as well as art treasures and natural 
 beauty, had peculiar charm for him. 
 
 ' We once took a holiday in the spring in order 
 to visit Rome. The weather was beautiful, so we 
 could enjoy to the full all that we had time to 
 see, and, in addition, we had the pleasure of 
 seeing our old friends Mrs. William Grey and 
 Miss ShirrefF, who had been in the habit of 
 wintering in Eome for many years. At their 
 
234 SIR JOSHUA FITCH 
 
 Sunday afternoon gatherings we met Mr. Adolphus 
 Trollope and many other interesting English and 
 Italian residents. Mrs. Grey obtained for us all 
 tickets for a special service at the Sistine chapel, 
 and also kindly lent us black lace for the head, 
 which was necessary for all women who were 
 present, and which, as tourists, we had not got 
 with us. We were glad to have had this oppor- 
 tunity of seeing the magnificent sight, suggesting 
 a pageant of the Middle Ages. The quaint dresses 
 of the Swiss guard, the uniform of the officers and 
 Ambassadors, the picturesque costume of the Pope's 
 Chamberlains, the red robes of the Cardinals, 
 with the purple cassocks of their chaplains, were 
 a fine setting for the Pope himself, carried aloft 
 on his chair, looking as white as his robes, and 
 with the white peacock-feathers waving before 
 and behind. The beautiful music, and the digni- 
 fied appearance of Leo XIII. as he gave his bless- 
 ing, were most impressive. 
 
 ' Only a short time was available for Naples. 
 Vesuvius was unusually active, and the streams 
 of lava pouring down the sides looked at night 
 like flames of fire. We ascended as high as we 
 could over the hot ashes, till stopped by the 
 sulphurous fumes and showers of stones. Pom- 
 peii surpassed our expectations. Much as we 
 had heard and read of its unique interest, when 
 we really saw the city and wandered through its 
 
THE REST OF A WORKER 235 
 
 streets we felt that the half had not been told us, 
 and we regretted we could not stay longer. 
 
 ' Another very memorable journey was to Ober- 
 ammergau to see the Passion play. It was the 
 last occasion on which Joseph Meyer took the 
 part of Christ, and the dignity and pathos of the 
 whole performance impressed us all very much. 
 My husband was such a good manager that every- 
 thing went smoothly with us on our travels ; only 
 twice did we have serious mishaps, and that 
 through no fault of our own. 
 
 ' We were staying at the Bear Hotel at Grindel- 
 wald when it, together with the d^pendance, 
 English church, and between fifty and sixty 
 chalets, were burnt down. As soon as the fire 
 was noticed it was felt that the hotel was doomed, 
 as it was built mainly of wood and a strong wind 
 was blowing. Had it been at night, it would 
 have been almost impossible to escape ; as it was, 
 we could only save a few of our possessions by 
 hastily throwing them together and dragging 
 them into the fields. Everyone did what they 
 could to help the villagers save their chalets, and 
 we obtained shelter for the night in the village, 
 but the next morning started for home, as we 
 found we had lost so many necessary things, and 
 also for a time we felt indisposed to live in wooden 
 houses. Our only other mischance was when I 
 was taken seriously ill at Cadenabbia, on Lake 
 
236 SIR JOSHUA FITCH 
 
 Como. Fortunately, Dr. Michael Foster was 
 spending his holiday there, and I had the advan- 
 tage of his great skill, as well as the most careful 
 nursing of my niece ; but it was many weeks 
 before we could return home by slow stages. 
 
 ' When his anxiety with regard to me was 
 somewhat lessened, my husband was able to enjoy 
 long talks with his friend the late Bishop of 
 Chichester, who was staying at the next hotel. 
 Although of an advanced age, Bishop Durnford 
 was full of plans for future work, and could take 
 long walks, and seemed to be in his usual health 
 when he left Cadenabbia. It was sad, therefore, 
 to hear of his death as he was on his way home. 
 
 ' One year we went to the Channel Islands, and 
 at Jersey had the pleasure of seeing the Bailiff 
 and his wife, Sir George and Lady Bertram, who 
 remain warm friends now that he has retired and 
 lives in London. We also met a French friend, 
 who suggested our visiting her at her chateau in 
 Caen. This we did, and a most interesting, 
 quaint place we found it, with its numerous heir- 
 looms. We then continued our tour in Normandy, 
 staying a few days at Mont St. Michel. 
 
 ' Our American journey is referred to elsewhere. 
 Holidays were also spent in Wales, Scotland, and 
 Ireland. On our last visit to Dublin my husband 
 had the pleasure of lunching with Archbishop 
 Walsh, who wished to talk over Irish education 
 
THE REST OF A WORKER 237 
 
 difficulties with him. The two had often corre- 
 sponded, but had not before met. 
 
 ' When staying at Gleiigariff the fine spectacle 
 was to be witnessed of some of the Channel Fleet 
 in Bantry Bay. Admiral Sir Harry Rawson was 
 staying in the same hotel as we were, and most 
 kindly lent us his steam yacht to take us out to 
 the Jupiter^ with a letter of introduction to the 
 commander, Captain Durnford (now one of the 
 Lords of the Admiralty), who received us most 
 courteously, and enabled us to see what a man- 
 of-war was like. 
 
 'Our last foreign journey was to Italy, spending 
 some days in Milan to revisit the Brera Gallery, 
 and then going to Perugia and Assisi. My hus- 
 band had always been specially fond of Perugino 
 as a painter, and a portrait of him had hung for 
 many years in our drawing-room. It was a great 
 pleasure to see his work in Perugia, and the olive- 
 trees and blue Umbrian hills, which form the 
 background to so many of his pictures. The visit 
 to Assisi one can never forget, nor Ravenna, with 
 its wonderful mosaics. 
 
 1 We had planned to see these places another 
 year, adding Siena and some of the hill towns, 
 but this was not to be. 
 
 ' My husband's energy in all he took part was 
 noticeable in his play as well as work. He liked 
 to get to know a town as much as was possible in 
 
238 SIR JOSHUA FITCH 
 
 a short stay, and enjoyed wandering through the 
 streets and observing the people. Not content 
 with ordinary sightseeing, he would go into a 
 school and see the children, chat to the peasants 
 in the market-place and to the priests in the 
 churches, and after dinner stroll out to see the 
 simple amusements of the people. Everywhere 
 he had an eye for old book- shops, and in Paris all 
 available time was spent on the quays looking at 
 the bookstalls there. 
 
 ' At mere halting-places his power of seeing 
 below the surface enabled him to find something 
 of interest, so that every journey continued 
 throughout delightful to us all. 
 
 ' Travelling as we did at the official holiday time, 
 we were sure to come across many friends, but it 
 was a surprise when the cultivated monk with 
 whom he talked when we stayed at the St. Bernard 
 Hospice recognised his name, and showed him 
 one of his lectures in the library of the monastery. 
 In addition to our foreign journeys, we frequently 
 attended the meetings of the British Association, 
 my husband reading papers or taking part in the 
 discussions in the economic section. The meetings 
 were always interesting, and it was at the one at 
 Norwich that the Bishop of Peterborough (Dr. 
 Magee) preached a very remarkable sermon. We 
 also attended many meetings of the Social Science 
 Congress, and occasionally the Church Congress. 
 
THE REST OF A WORKER 239 
 
 When the latter met in York, we entertained as 
 many clergy as our house would accommodate.' 
 
 In religion, Fitch would probably have described 
 himself as a Broad Churchman, a Liberal of the 
 non- theological school, a mixture of what was 
 best in the pietist and the humanist. He hoped 
 for and laboured towards a practical unity among 
 the different religious communions into which the 
 theological spirit had divided English Christianity. 
 It was this hope which attracted him to become 
 a member of the Christian Conference, an occa- 
 sional convention of Churchmen and Noncon- 
 formists which still meets under the presidency 
 of the Dean of Ripon. Fitch was a most regular 
 attendant at its meetings. He was also one of 
 the original members of the Churchmen's Union, 
 a society of Churchmen which aimed at dis- 
 engaging the positive religious results of a critical 
 and historical treatment of the Christian docu- 
 ments and doctrines. But it was religion itself 
 that he cared for, the profound and eternal lessons 
 of the long experience of the human heart in its 
 attempt to be true to the highest. His was the 
 common religion of the English layman, a religion 
 that may occasionally attribute a kind of secondary 
 importance to theological technicalities, but is more 
 often indifferent to and even a little suspicious of 
 them. Among his best friends were some of the 
 more Liberal English clergy of the passing genera- 
 
240 SIR JOSHUA FITCH 
 
 tion men like the Bishop of Hereford, Mr. 
 Llewelyn Davies, Mr. Haweis, Professor Bonney, 
 Mr. Shepard, late surmaster of St. Paul's School, 
 Prebendary Covington, Mr. Barion Mills, Mr. 
 de Courcy Laffan, and Mr. Bradley Alford, the 
 late Vicar of St. Luke's, Nutford Place. It was 
 at St. Luke's that Fitch worshipped during all 
 the later years of his life. And Mr. Alford it 
 is who has written in a few sentences one of the 
 most charming and faithful pictures of the man. 
 
 ' What I admired so much in Sir Joshua Fitch 
 was his great versatility of mind. That education 
 of others which constituted his life-work, and 
 which has often had a narrowing influence on 
 those who undertake it officially, was for him the 
 opening to many and various interests. He would 
 discuss the different characteristics of paintings 
 in the National Gallery ; he would bring his 
 experience of the world to bear upon the vexed 
 questions of pauperism and relief ; he would come 
 out of an evening, tired, no doubt, after a day 
 full of engagements, to meet the working men of 
 London socially face to face. I used to wonder 
 at his unflagging energy at a time when retire- 
 ment from office might well tend to repose. Nor 
 did he do these things with the air of a man 
 performing a duty, but with all the appearance 
 of one enjoying to the full whatever he did. 
 
 * He was an admirable chairman of a meeting, 
 
THE REST OF A WORKER 
 
 as full of courtesy as of tact, knowing when to 
 intervene and how to sum up results. 
 
 6 In respect of the chief subject of my own 
 studies, theology, while he had no patience with 
 the blatant ecclesiasticism of the day, the inter- 
 pretation of Scripture, its application to the prac- 
 tical needs of existence, the Catholicism, which 
 is truly catholic, in that it loves and sympathizes 
 with the truth honestly upheld in any and every 
 church, and rates a man according to his conscience 
 and character rather than by his outward creed, 
 these things found in him an ardent supporter. 
 
 ' Once I met with a refusal from him which 
 rankled in my mind for a moment, but which I 
 can now look back upon as having been both just 
 and wise. It was at the time when the Education 
 Department was pressing somewhat heavily (as 
 we thought) upon voluntary schools, insisting on 
 considerable outlay for improved accommodation. 
 I appealed to Sir Joshua Fitch, as knowing me 
 and my colleagues, to obtain some exemption for 
 us, or mitigation of requirements ; but he would 
 not turn his friendship into favouritism on our 
 behalf, and we have lived to find out that we are 
 much the better off for not having been spared. 
 
 * May the education of the future meet with 
 others like-minded, to guide authority rightly 
 through the difficulties of a new departure !' 
 
 Fitch's interest in religious teaching was of the 
 
 16 
 
242 SIR JOSHUA FITCH 
 
 keenest. It was an interest of long standing. 
 When he was still at Borough Road he found time 
 to take a Sunday-school class. In 1862 he de- 
 livered an address on ' The Art of Teaching in a 
 Sunday-school' before the General Sunday Con- 
 vention. He lectured, too, on the same theme to 
 the members of the Church Sunday -Schools Asso- 
 ciation, founded by the late Canon Cadman, and 
 to the Sunday-School Union. It was a subject 
 on which he had thought much and thought 
 clearly, and he looked forward to a transforma- 
 tion and a consequent development of the Sunday- 
 school system as a result of the growing and 
 inevitable tendency to reduce the time devoted to 
 religious teaching in the ordinary day-schools. 
 His admirable essay on this subject has been 
 reprinted in his volume entitled ' Educational 
 Aims and Methods.' 
 
 Though so much a man of the town and of its 
 busy life, he loved the peace and charm of the 
 country. It was a kind of Words worthian pleasure 
 he found in Nature, the pleasure of the meditative 
 mind and the restful spirit. Indeed, through 
 many a dusty summer heat in London, his 
 Wordsworth was for him, in the intervals of 
 repose from labour, the kindly deputy of Nature 
 and custodian of her secret treasure. But it was 
 a refreshment to consult her at first hand as often 
 as he could gain a few days' freedom, and to 
 
THE REST OF A WORKER 243 
 
 learn from herself her secret things. He enjoyed 
 in old days the week-ends which he was often 
 invited to spend at High Elms, Lord Avebury's 
 place in Kent. There he sometimes met Darwin, 
 who lived near, and Ruskin. He liked the high- 
 souled prophet of Nature, even in his most over- 
 powering and oracular moods. In 1902 an ex- 
 hibition was held in London with the view of 
 fostering the study of Nature in schools. Fitch 
 worked hard to organize it, and read a delightful 
 paper at one of the conferences arranged in con- 
 nection with it on ' The Influence of Nature - 
 Study on School and on the Home-Life.' 
 
 Thus he spent the evening of his days, import- 
 ing the vivid interest of youth into everything 
 he did, and ready, at the invitation of his friends, 
 to turn his knowledge and experience to such 
 useful account as they might require. Now Dr. 
 Welldon would have him consult on methods of 
 teaching in public schools with his masters at 
 Harrow ; now his friend the Bishop of Hereford 
 would have him address his diocesan conference 
 on the best way of using the educational endow- 
 ments of the diocese. It was, indeed, on the 
 occasion of this last engagement that the first 
 signs of the end, as yet unsuspected by any, 
 came. He had a slight attack of illness, enough 
 to prevent his travelling down to Hereford, and 
 the paper which he had carefully prepared had to 
 
 162 
 
244 SIR JOSHUA FITCH 
 
 be read in his absence. It was the first touch 
 of the disease that, within a year, was to 
 bring the end. But for the moment he speedily 
 recovered, and all the old equable energy was 
 renewed. Often in those last years, and even 
 months, his heart went back to the special 
 work of his lifetime, to ,the ideals of his old 
 calling, to all that an inspector might be and do 
 for the cause of education in his district. At 
 Bath, at Guildford, at West Ham, he addressed 
 meetings of people interested in education whom 
 the inspectors had drawn around them. He had 
 become a kind of educational patriarch, whose 
 jurisdiction extended over the whole country, and 
 who had even won a kind of informal, but very 
 efficient, authority far beyond our shores. Quite 
 suddenly the end came to all this unresting, but 
 always serene and happy, work. Towards the 
 end of June, 1903, he had a sharp attack of his 
 former illness. It turned to jaundice, and he 
 gradually became unconscious, and passed away 
 peacefully on July 14. He was laid to rest in 
 Kensal Green Cemetery on Saturday, July 18. 
 Nearly every educational interest in London was 
 represented at the service in St. Mary's, Padding- 
 ton Green, where during his later years he had 
 frequently worshipped. The service was taken by 
 his old friend the Bishop of Hereford and the 
 Vicar of St. Mary's. Never did the familiar 
 
THE REST OF A WORKER 245 
 
 hymn, ' Now the labourer's task is o'er,' recall the 
 memories of a nobler life or record the Christian 
 hope for it with a juster confidence. The master- 
 worker in a great cause was with us no more, but 
 his work, and, we may hope, the spirit of his work, 
 had become a part of the England that is to be. 
 
 His life had been singularly happy. There 
 was in it none of that divorce, from which so 
 many suffer, between the body and the soul, 
 between the individual impulse and the public 
 work, between life in the home and life in the 
 world. Unfailing health, a native radiance of 
 spirit, the sense of original vocation for his work, 
 and, above all, the ceaseless interest of the com- 
 panion of his life in all he did these made his 
 life a perfect harmony. His wife had been a 
 help meet for him. His friends were her friends, 
 his interests were her interests. She knew, with 
 something of his own intimate knowledge, the 
 details of every new educational project on which 
 his mind and heart were set. She worked with 
 him in the cause of women's education, and was, 
 both consciously and unconsciously, his inspira- 
 tion in it. Their tastes and sympathies were so 
 mutually responsive that the friend of the one 
 became almost of course the friend of the other. 
 They had no children of their own, but they both 
 loved children, and they bestowed all the affection 
 which their children would have received upon 
 
246 SIR JOSHUA FITCH 
 
 their niece and adopted daughter, who repaid it 
 with an entire devotion. The three did not 
 merely live together in one house : they made one 
 home, and carried it with them into the life of 
 the world. In all their voluntary work, in social 
 life, in their working days and their holidays 
 alike, they were always together. Only death 
 brought parting, and a withdrawal of the visible 
 presence of one of them from that indissoluble 
 bond of affection. Two good and brave women 
 still do their work in the world in the certainty 
 that such shows of things as time and change 
 cannot break it. 
 
 Shortly after her husband's death the Prime 
 Minister offered Lady Fitch a pension on the 
 Civil List. She felt, more than anything else, 
 the recognition of her husband's literary eminence 
 by one who was himself a distinguished thinker 
 and writer. Fitch had lived a life of such high 
 conscientiousness and devotion to the work in 
 hand that he could never have hoped to die rich. 
 It is well that the country should feel its respon- 
 sibility towards such men. The Civil List pen- 
 sions cease to be an anachronism when they are 
 so worthily distributed, when they recognise the 
 merit of a career of self-spending in the country's 
 service. In this case the gift was as great an 
 honour to him who offered it as to her who re- 
 ceived it. 
 
THE REST OF A WORKER 247 
 
 Sir Joshua Fitch enjoyed a great reputation, 
 and wielded a great and legitimate authority 
 over the whole field of his interests. Outside 
 it he was content to remain unknown, and 
 probably was unknown. Yet he was worth the 
 great world's knowing, for the very reasons 
 which left him to it unknown. The typical 
 Englishman is the official administrator, the man 
 who can put all that is best in him his intellect, 
 his imagination, his enthusiasm into the routine 
 work of a lifetime. The work of such men is 
 probably more alive than any other work done 
 on earth. It is not a machine product ; it is 
 warmly human. It is such work that makes 
 England what it is. Yet the men who do it 
 remain comparatively unknown. Fitch was this 
 typical Englishman at his very best. There were 
 no exceptional moments in his life. There were 
 in the stuff of his character none of those eccentric 
 qualities which compel attention. His personality 
 was fused in his work, and was fused equably 
 in its every moment. Men were struck by the 
 hopefulness, the geniality, the thoroughness, the 
 easy, unhasting accomplishment, the steady ex- 
 cellence, amid much variety, of his work. But it 
 was not wonderful, for these were his own personal 
 qualities translated into the only form of expression 
 which they ever needed or desired. Fitch was 
 the typical Englishman in that being and doing 
 
248 SIR JOSHUA FITCH 
 
 were for him one thing. He would have dis- 
 trusted the work which had not demanded and 
 secured the heart's alliance with the head and 
 hand. The record of his own work is at once a 
 national possession and a national inspiration. 
 
 How it all struck a contemporary will appear 
 from the following reminiscences of one who had 
 known him in many phases of his public service, 
 the present Master of Peterhouse* : 
 
 ' I think that it was shortly before I settled down 
 as a Professor at the Owens College, Manchester 
 why I mention this circumstance will immediately 
 appear that Mr. W. E. Forster, who was then 
 incubating the great Education Act of 1870, of 
 which Sir Joshua Fitch remained to the last a 
 resolute upholder, selected him as one of two 
 special commissioners appointed to report on the 
 educational conditions of some of the great- 
 northern towns ; but, if I remember right, it was 
 not he, but Mr. Bryce, who visited Manchester. 
 Some years later, however, when the Owens 
 College was rising in revolt against the fetters im- 
 posed upon its legitimate advance by its necessary 
 dependence upon the examination system of the 
 University of London, Mr. Fitch and the writer 
 of this letter came into public contact, and, indeed, 
 into what I suppose I ought to describe as con- 
 flict. At a meeting of the Social Science Con- 
 
 * Dr. A. W. Ward, 
 
THE REST OF A WORKER 249 
 
 gress at Cheltenham in 1878 he held a brief 
 against me for the University of London, for 
 which he always cherished a loyalty with which 
 that rather stony-hearted mother must be allowed 
 to have succeeded in inspiring some of the most 
 generous of her children. I am speaking, of 
 course, of the University of the past, which 
 Mr. Fitch had formerly served as an Examiner 
 in the comprehensive " English " group of subjects 
 for several years not of the present teaching 
 University, which his endeavours as a member 
 of the Senate were to help to call into life. 
 
 ' He, or the policy of caution which he repre- 
 sented, was victorious in that first encounter ; 
 but very soon a compromise was approved, and 
 the revolving years have in due course brought 
 with them a complete concession of the academical 
 independence which Manchester had the audacity 
 to claim more than a quarter of a century ago. 
 My contention with my Cheltenham adversary was 
 not an embittered one ; for his sense of justice 
 never deserted him in argument, and I felt then, 
 as I had ample reason for knowing afterwards, 
 that it was not in his nature to refuse sympathy, 
 or even co-operation, in any educational develop- 
 ment which offered greater opportunities of pro- 
 gress without sacrificing the necessary safeguards 
 of efficiency. 
 
 ' The all but unequalled experience which he 
 
250 SIR JOSHUA FITCH 
 
 acquired during the years in which the inspection 
 of training colleges for women was in his hands 
 he readily placed at our service when we ventured 
 on the experiment of connecting day training 
 colleges for men and women with our Northern 
 University College ; and when, at a later date, 
 we took the more novel step of instituting a 
 University diploma for secondary teachers, his 
 aid, both as an adviser and as our first examiner 
 in the theory and practice of teaching, were 
 invaluable. On the whole subject of the train- 
 ing of teachers, Sir Joshua Fitch, by means of 
 his published " Lectures " and mixed educational 
 papers, which show the results of his American 
 as well as home experience, will long remain a 
 standard authority ; and if he has not lived to 
 see a fuller recognition of the value of training 
 for secondary teachers in particular, the lines are 
 now laid down along which the advance must 
 prove irresistible. Sir Joshua Fitch was well 
 aware of the nature of the lordly indifference 
 against which the methods advocated by him 
 have to contend, but will, it is still conceivable, 
 not in the end have to contend in vain. 
 
 c In the years all too few which followed 
 upon his retirement from regular official work, 
 but which certainly could not be called a period 
 of leisure, I had the pleasure of meeting Sir 
 Joshua more frequently than of old. He took 
 
THE REST OF A WORKER 251 
 
 much interest in the responsibilities of his 
 governorship at Girton, and we also met once 
 or twice at St. Paul's, where it is a satisfaction 
 to think that he lived to see the definitive estab- 
 lishment of the girls' school, and to take part in 
 the election of its first head mistress. The higher 
 education of women had no warmer and more 
 constant friend than Sir Joshua Fitch, who on 
 this head was true not only to the most fertile 
 traditions of the University of London, but also 
 to the true Liberalism which was part of his 
 nature. I am not referring to his political sym- 
 pathies, of which he made no secret, but which 
 he was not the man to allow to influence his 
 public work or to affect its spirit a fact well 
 understood by the Minister who recommended 
 him for the honour that fitly crowned his official 
 career. 
 
 1 No better, and at the same time no more 
 pleasing, illustration of Sir Joshua's Fitch's ever- 
 fresh interest in secondary education, and of his 
 appreciation of the fact that the line separating it 
 from primary is a purely formal one, could be 
 furnished than his book on Thomas and Matthew 
 Arnold, one of the last products of his inde- 
 fatigable pen. The last word may have been 
 said certainly, no more satisfactory, and at the 
 same time no more temperate, judgment has, to 
 my knowledge, yet been pronounced on some of 
 
252 SIR JOSHUA FITCH 
 
 the matters incidentally treated here (the place of 
 classical studies in our secondary, the method of 
 biblical teaching in our primary, schools, and the 
 like) ; but the questions still burn, and it is use- 
 less to stir them at the corners. I therefore 
 prefer to conclude by pointing out that this 
 unpretending volume shows Sir Joshua Fitch to 
 have possessed literary gifts of no common order. 
 ' The account of Thomas Arnold is, to my mind, 
 the best brief summary which we possess of his 
 character and genius, and there never was an 
 eminent man in whom it was less possible to 
 distinguish the one from the other. Sir Joshua 
 Fitch perceives that the dominating qualities in 
 Thomas Arnold were not those of the scholar or 
 even of the educationist a word which Sir 
 Joshua says Matthew Arnold abominated, but 
 which I can vouch for his having found himself 
 constrained to employ. Thomas Arnold was a 
 statesman at heart and in purpose ; but as he 
 was never made even a Bishop, the legend has 
 grown up which, though it seeks to do justice to 
 many qualities unmistakably possessed by him, 
 has contrived to dwarf what was his real intel- 
 lectual stature. Of Matthew Arnold's personality 
 Sir Joshua writes with the kindliest appreciation, 
 touching his foibles with the gentlest forbearance, 
 and justly extolling the vivifying power which 
 his faith in his ideals exercised even over the 
 
THE REST OF A WORKER 253 
 
 rank and file of the profession with which 
 fate half-whimsically connected him. That the 
 biographer was capable of sounding the depths 
 of his brilliant colleague's mind is proved inter 
 alia by a sentence to which, in form as well as 
 in matter, I hardly think Matthew Arnold him- 
 self would have disdained to subscribe : 
 
 ' " There is in Arnold little of the rather help- 
 less lament over an unforgotten but irrecoverable 
 belief, such as is to be found in * In Memoriam,' 
 where weak faith is seen trying to come to the 
 aid of weaker doubt ; but a sane and manly 
 recognition of the truth that, while some changes 
 in the form of men's religious life are inevitable, 
 the spirit and the power of the Christian faith 
 are sure to survive." 
 
 ' For the rest, as this volume does not fail 
 to show, great writers with lofty aims, and great 
 statesmen in esse and in posse, must alike suffer 
 from limitations imposed upon them by a resist- 
 less fate. And, albeit such a thought is unlikely 
 to have suggested itself to one so arduous in 
 endeavour and at the same time so modest in 
 self-judgment as the subject of this letter, he is 
 not to be accounted unenviable in life or in death, 
 to whom it was given to perceive the full signi- 
 ficance of the life's task which he was set to 
 perform, and to achieve it within his allotted 
 day/ 
 
254 SIR JOSHUA^FITCH 
 
 One of the best appreciations of him has been 
 written by one who did not see much of him, but 
 evidently saw him sympathetically and under- 
 stood him well Mr. Percy Bunting. He says : 
 
 ' I first came to know Sir Joshua Fitch over 
 thirty years ago. The Wesleyan Methodist 
 Church had appointed a small commission to 
 consider the reform of their schools for ministers' 
 sons, and made me secretary of it. Looking 
 about for skilled advice on the subject, I applied 
 to Mr. Fitch, whom, of course, I knew by reputa- 
 tion as one of the most trusted of our educational 
 experts. He attended our little meeting, and 
 delighted us all, both by his personal interest in 
 our business and by the wisdom of his counsel. 
 He was one of those charming personalities whom 
 to meet was to know and to be friends with. 
 Acquaintance at once took on the colour of friend- 
 ship. His urbanity, his courtesy, his gracious 
 manner were no masks ; they simply displayed at 
 once and frankly the genial warmth of a sincere 
 and pure soul. Ever after that first interview 
 I seemed to know him familiarly, and we often 
 met in public and private. I think of him now 
 as one of the serenest of men, busy intensely 
 busy but always at rest, always master of him- 
 self and his work, never hurried or perplexed, 
 clear and methodical, and, withal, entirely devoted. 
 He was inevitably a Liberal by temper, hopeful, 
 
THE REST OF A WORKER 255 
 
 firm in his grasp of principles, knowing what he 
 believed and what he wanted done, and entirely 
 given up to it ; so certain that he could freely 
 welcome new ideas and new criticisms ; at ease 
 in his deep faith in knowledge and goodness. Of 
 his great ability and the task he accomplished I 
 am not competent to speak. His memory does 
 not seem to me mournful, for his life and work 
 were complete and rounded, and his graciousness 
 abides in the hearts of those who remain behind/ 
 
BIBLIOGRAPHY 
 
 BOOKS 
 
 Lectures to Sunday-School Teachers. 
 Science of Arithmetic. 
 School Arithmetic. 
 Arithmetic for Beginners. 
 
 Lectures on Teaching Cambridge Press 
 
 Educational Aims and Methods ,, 
 
 Notes on American Schools and Colleges Macmillan 
 
 Thomas and Matthew Arnold Heinemann 
 
 ,, ,, (American Edition) ... Scribner 
 
 MAGAZINE ARTICLES, ETC. 
 
 London University London Quarterly Review, 1857 
 
 Decimal Coinage 
 
 Arithmetic Ancient and Modern ,, ,, ,, 
 
 Language and Grammar ... ,, ,, 
 
 English Dictionaries ,, ,, ,, ,, 
 
 Children's Literature ,, ,, ,, ,, 
 
 Social Science ,, ,, 1858 
 
 Arctic Explorations ,, ,, 1859 
 
 Why is a New Code Wanted? 1861 
 
 International Exhibition Planet, 1862 
 
 Joseph Lancaster Museum, 1863 
 
 On Teaching English History ,, ,, 
 
 On the Teaching of Arithmetic ,, ,, 
 
 The Education of Women Victoria Magazine, 1864 
 
 Proposed Admission of Girls to the University Local Ex- 
 aminations Museum, 1865 
 
 Educational Endowments Fraser's Magazine, 1869 
 
 Charity 
 
 Dulwich College 1873 
 
 Charity Schools Westminster Review, 1873 
 
 Statistical Fallacies respecting Public Instruction 
 
 Fortnightly Review, 1873 
 
 256 
 
BIBLIOGRAPHY 257 
 
 Unsolved Problems in National Education 
 
 Fortnightly Review, 1874 
 Economic Experiment in the Communal Schools of Ghent 
 
 Macmillan's Magazine, 1875 
 Universities and Training of Teachers 
 
 Contemporary Review, 1876 
 University Work in Great Towns ... Nineteenth Century, 1878 
 
 London University Quarterly Review, 1887 
 
 Chautauqua Heading Circle Nineteenth Century, 1888 
 
 Education Chambers' Cyclopaedia 1889 
 
 Women and the Universities ... Contemporary Review, 1890 
 Contemporary Thought in England 
 
 Educational Review, New York, 1891 
 
 Memorandum on Free School System in America, France, 
 and Belgium, prepared at the request of the Govern- 
 ment 1891 
 
 A Teaching University for London ... Quarterly Review, 1892 
 Professional Training of Teachers 
 
 Educational Review, New York, 1892 
 
 Instructions to H.M. Inspectors, with appendices on Thrift 
 and Training of Pupil Teachers, issued by Education 
 
 Department 1893 
 
 Proposed University for London 
 
 Educational Review, New York, 1893 
 
 Religion in Primary Schools Nineteenth Century, 1894 
 
 The Bible in Elementary Schools ... ,, 
 
 Eeligious Issue in the London Schools 
 
 Educational Review, New York, 1895 
 
 Education and the State ... Contemporary Review, 1895 
 
 Some Flaws in the Education Bill ... Nineteenth Century, 1896 
 
 London University Problem 1897 
 
 Creeds in the Primary Schools 
 
 Eeligious Education in England ... Educational Record, 1899 
 
 Primary Education in the Nineteenth Century 
 
 Chapter in ' Education in Nineteenth Century,' 1901 
 
 Preface to Teachers' Edition of * Life of Stanley ' 1901 
 
 Inspection of Secondary Schools 
 
 From ' National Education, a symposium,' 1901 
 
 Higher Grade Board Schools Nineteenth Century, 1901 
 
 Education Problem 1902 
 
 Amendments to Education Bill ... ,, 
 
 17 
 
258 BIBLIOGRAPHY 
 
 Supplementary Article on Education in ' Encyclopaedia 
 
 Britannica.' 
 
 Several biographies in * National Dictionary of Biography.' 
 University of London : Sketch of Work and History usyd as 
 
 Preface to the Calendar. 
 Preface to ' Elementary Education ' Manual. 
 
 LECTUKES AND ADDRESSES. 
 
 Professional Training of Teachers 1859 
 
 Middle Class Education 1865 
 
 York Institute ... 1866 
 
 Methods of Teaching Arithmetic 1869 
 
 College for Working Women 1872 
 
 Yorkshire Union of Mechanics Institutes ... ... ... 1875 
 
 Proposal for New University in North of England (Social 
 
 Science Congress) 1878 
 
 Edgehill Training College ... 1885 
 
 Endowments University of Pennsylvania ... ... ... 1888 
 
 Stockwell Training College 1898 
 
 Presidential Address, Teachers' Guild 1895 
 
 Some Limitations to Technical Instruction 1897 
 
 Norwood Technical Institute 1898 
 
 Conference of Managers and Teachers of the Guildf ord District 1901 
 
 Jubilee of Eussell British School 1902 
 
 Hereford Diocesan Conference 1902 
 
 British Teachers' Association 1902 
 
 Influence of Nature Study on School and Home Life . . . 1902 
 
 School Work in Relation to Business 1902 
 
 Reports on Yorkshire District, 1864, 1867, 1869. 
 
 Schools Inquiry Commission on Grammar Schools and Secondary 
 
 Instruction hi Yorkshire. 
 Reports on Lambeth District, 1878, 1882. 
 Reports on Lambeth and Eastern Counties, 1884. 
 Reports on Women's Training Colleges, 1886, 1887, 1888, 1889, 
 
 1890, 1891, 1892, 1893. 
 
 Report on Technical Education in Newcastle-on-Tyne, 1897. 
 Memorandum on Training of Teachers for Royal Commission on 
 
 Secondary Education. 
 The Relations which should subsist between Primary and Secondary 
 
 Schools (Royal Commission on Secondary Education). 
 
INDEX 
 
 AINGBR, CANON, 92 
 Alderley, Lady Stanley of, 143 
 Alford, Eev. Bradley, 240, 241 
 * American Schools and Colleges, 
 
 Notes on,' 69, 164 
 America, visit to, 69, 164, 165, 
 
 166, 167, 168, 169, 170, 171, 
 
 172 
 
 Anderson, Mrs. Garrett, 151 
 Andrews, Miss, 140 
 Arnold, Matthew, agreement 
 
 with, as to State action, 29, 
 
 176, 229, 252, 258 
 ' Arnold, Thomas and Matthew,' 
 
 32, 252 
 
 Athenaeum Club, 229 
 Avebury, Lord, 233, 243 
 
 Barkby, W., 11 
 Beale, Miss, 136, 140 
 Bedford College, 143, 154 
 Bertram, Sir George and Lady, 
 
 236 
 
 Bonet-Maury, M., 210, 211 
 Bonney, Professor, 240 
 Borough Road Training College, 
 
 8,9 
 ' Brain and Nervous Pressure in 
 
 School,' 138 
 
 Bristol, Bishop of 205-207 
 British and Foreign School 
 
 Society, 8, 9 
 
 Brooks, Phillips, 169, 170 
 Browne, Miss Leigh, 150 
 Bryce, Right Hon. James, 96- 
 
 99 
 
 Bunting, Mr. Percy, 254 
 Buss, Miss F. M., 136 
 Butler, Mrs. J. E., 123 
 
 ' Charity,' Fraser's Magazine, 
 
 212 
 Charity Organization Society, 
 
 212, 213-223 
 
 Chautauqua, meeting at, 171 
 Chautauqua Reading Circles, 172 
 Cheltenham Ladies' College, 
 
 135 
 
 Christian conference, 239 
 Churchmen's Union, 239 
 Church schools, inspectors for, 
 
 32; disadvantages of system, 
 
 34, 35 
 
 Clough, Miss, 123, 144 
 College de France, 193 
 College Hall, 149, 155 
 College for Working Women, 155 
 Contemporary Review, 227 
 Cornwell, Dr., 9 
 Covington, Prebendary, 240 
 Cox-Edwardes, Rev. J. C., 199 
 Crossley, Mr. John, 15 
 
 Davies, Miss Emily, 142, 143, 
 
 144, 146 
 Davies, Rev. J. Llewelyn, 117, 
 
 240 
 
 Diary, objections to keeping a, 20 
 Doctor of Laws, St. Andrews. 
 
 224 
 Domestic economy, teaching of, 
 
 46 
 
 259 
 
260 
 
 INDEX 
 
 Duncombe, Dr. (Dean of York), 
 
 93 
 
 Durnford, Bishop, 236 
 Durnford, Captain, 237 
 
 Education Bills of 1896, 1902, 
 criticism on, 183, 184, 185, 
 186, 187, 188, 189, 190 
 
 Education, compulsory, 191, 192 
 
 Education, Journal of, 228 
 
 Education prior to Act of 1870, 
 23, 24, 25, 26 
 
 Education, religious, 185, 186, 
 187 
 
 'Educational Aims and 
 Methods,' 242 
 
 Educational Review (New 
 York), 167 
 
 Eliot, Dr., 167 
 
 Endowed Schools Commission, 
 67, 72, 87 
 
 Endowments, educational, 73, 
 75 
 
 Examinations : Indian Civil 
 Service and London Univer- 
 sity, 91 
 
 Examinations, method of con- 
 ducting, 116 
 
 Fearon, D. E., 94 
 
 Ferry, M. Jules, 210 
 
 Fitch, Lady, 13, 14, 169, 229, 
 245, 246 
 
 Fitch, Eev. Thomas, 2 
 
 Fitch, Mr. William, 2 
 
 Fitch, Joshua Girling : birth, 1 ; 
 family, 1 ; brothers, 2 ; Borough 
 Koad School, 3; study for 
 matriculation, 5 ; Sunday- 
 school teacher, 5 ; assistant- 
 master at Southwark, 5 ; 
 interest in Tractarian Move- 
 ment, 6 ; devotional literature, 
 7; headmastership at Kings- 
 land, 7; B.A. and M.A. de- 
 grees, 8 ; tutor at Borough 
 Road Training College, 8 ; 
 Vice - Principal and Principal 
 
 of College, 9; lectures on 
 method, 11 ; teaching children, 
 12 ; marriage, 13 ; adoption of 
 niece, 13 ; friends, 15 ; interest 
 in life, 16 ; almoner to Society 
 for Relief of Distress, 19 ; 
 objections to keeping a diary, 
 21 ; appointment as H.M. In- 
 spector of Schools, 22; re- 
 moval to York, 23 ; descrip- 
 tion of district, 27 ; educational 
 ideal, 28 ; work of inspector, 
 30, 31 ; reports on Yorkshire 
 district, 36 ; advice to teachers, 
 41 ; religious teaching in 
 schools, 43, 185 ; discrimina- 
 tion with regard to educational 
 suggestions, 47 ; criticism of 
 teachers, 51 ; responsibility of 
 parents, 56 ; payment of fees, 
 58 ; need for State action, 60 ; 
 Schools Inquiry Commission, 
 66 ; report on education in 
 four large towns, 66 ; Assis- 
 tant-Commissioner under En- 
 dowed Schools Act, 67 ; In- 
 spector of Schools in East 
 Lambeth, 67 ; Chief Inspector 
 for Eastern Division, 67 ; In- 
 spector of Training Colleges 
 for Women, 67 ; extension of 
 time of service, 68; retirement, 
 68 ; visit to America, 69 ; re- 
 port on free school system, 
 69 ; reports on Endowed 
 Schools Commission, 74-86 ; 
 testimonial on leaving York, 
 86 ; friends in York, 92, 94 ; 
 examiner at University of 
 London, 102 ; Fellow of Uni- 
 versity and member of Senate, 
 102; Governor of University 
 College, 102 ; views as to work 
 of a University, 103-113 ; ex- 
 aminer for Indian Civil Ser- 
 vice, 114-118 ; University ex- 
 tension, 120 ; North of England 
 Council for Higher Education 
 
INDEX 
 
 261 
 
 of Women, 123 ; women's 
 work in the world, 130 ; edu- 
 cation of women, 135-142; 
 Girton College, 143 ; decrees 
 for women at London Univer- 
 sity, 145 ; women's University, 
 146, 147, 148; address to 
 Post - Office employes, 152 ; 
 Pfeiffer bequest, 153, 154, 155; 
 Holloway College, 155 ; High- 
 school girls and outside 
 teachers for elementary 
 schools, 156, 157 ; Maria Grey 
 Training College, 158 ; Roman 
 Catholic Training College, 159 ; 
 visit to America, 164-172 ; 
 technical instruction, 177-179 ; 
 importance of head as well as 
 hand work, 180 ; savings-banks 
 in schools, 181 ; views on 
 Education Bills of 1894 and 
 1902, 183-190; free school 
 system in America, France, 
 and Belgium, 190, 191 ; pre- 
 sentation of portrait, 195 ; 
 Departmental Committee on 
 Poor Law schools, 198 ; Com- 
 mittee on Working of Marine 
 and Dockyard Schools, 199; 
 Committee on Greenwich 
 Hospital School, 200; lectures, 
 202 ; St. Paul's Girls' School, 
 203-207; help to foreign 
 students, 208 - 211 ; Charity 
 Organization Society, 212-223 ; 
 Doctor of Laws, 224 ; Chevalier 
 of Legion of Honour, 224 ; 
 knighthood, 224 ; University 
 of London Parliamentary 
 election, 225 ; South African 
 War, 226, 227 ; club life, 229 ; 
 holidays, 230 - 238 ; religious 
 views, 239 ; teaching in Sun- 
 day-schools, 242; nature-study 
 exhibition, 243 ; illness and 
 death, 244 
 
 Forster, Eight Hon. W. E., 95 
 
 Foster, Sir Michael, 225 
 
 Foster, Dr. Michael, 236 
 Free school system, working of 
 in America, France, and Bel- 
 gium, 164 
 Fry, Miss Isabel, 157 
 
 Girls, Church of England High 
 School for, 141 
 
 Girls' Public Day School Com- 
 pany, 135 
 
 Girton College, 143, 145, 154 
 
 Granville, Lord, 23 
 
 Green, Thomas Hill, 94 
 
 Grey, Mrs. William, 135, 233, 
 234 
 
 Grove, Miss, 149 
 
 Hale, Dr. Edward Everett, 165 
 ' Half-timers,' reply to, 48 
 Haweis, Eev. H. B., 240 
 Hereford, Bishop of, 243, 244 
 Hill, Dr. (Master of Downing), 
 
 172 
 
 Hobhouse, Lord, 88, 118 
 Holidays, 230-239 
 Holloway College, 155 
 Holmes, Dr. Wendell, 169 
 Hunter, Sir Eobert, 195 
 
 Indian Civil Service Commis- 
 sioners, 116 
 
 Indian students, 209, 210 
 Italian journeys, 233, 234, 235 
 
 Jones, Miss H. M., 136 
 Kenrick, Eev. J., 94 
 
 Lady Margaret Hall, 143 
 Laffan, Eev. E. de Courcy, 240 
 Lambeth, East, report on, 41 
 Lancaster, Mr. Joseph, 8 
 Latham, Miss, 201 
 Laurent, Monsieur, Professor at 
 
 Ghent, 182 
 Lear, Edward, 231 
 Lectures on ' Science, Art, and 
 
 History of Education,' 137 
 
262 
 
 INDEX 
 
 Lectures on teaching at Univer- 
 sity of Cambridge, 137 
 
 Legion of Honour, Chevalier of, 
 224 
 
 Literature, English teaching of, 
 in schools, 50, 51 
 
 ' Literature, Value of, in a Busi- 
 ness Life,' 203 
 
 Local interest, importance of 
 utilizing, 29, 59 
 
 Loch, Mr. C. S., 213-223 
 
 Macaulay, Zachary, 13 
 McCarthy, Kev. E. F. M., 94 
 Macmillan's Magazine, article 
 
 on ' School Savings-Banks, 3 182 
 Magee, Dr., 238 
 MaWa Vale High School, 140 
 Manning, Miss E. A., 208, 209, 
 
 210 
 Maria Grey Training College, 
 
 154, 158 
 
 Mason, Sir Josiah, 95, 96 
 Merivale, Miss J., 156 
 Military drill in schools, 228 
 Mills, Kev. Barton, 240 
 Monk, Dr., 94 
 Mundella, Right Hon. A. J., 
 
 153, 198 
 Murray Butler, Dr., 167 
 
 National Gallery, lecture on, 201 
 National Home Beading Union, 
 
 172 
 
 National Portrait Gallery, lec- 
 ture on, 201, 203 
 National Reform Union, 228 
 Nature-study exhibition, 243 
 ' Nature Study, Influence of, on 
 
 School and Home Life,' 243 
 Newnham College, 143, 154 
 Nineteenth Century, 110, 227 
 Nisbet, Canon, 232 
 Netting Hill High School, 136, 
 139 
 
 Parents, payment of fees by, 58, 
 59 
 
 Parents, responsibility of, 56, 57 
 Paris, technical schools in, 178, 
 
 179, 180 
 
 Parkman, Mr. Francis, 169 
 Paton, Dr., 172 
 
 Pennsylvania, University of, ad- 
 dress before, 75 
 Pfeiffer, Emily, 153 
 Pfeiffer, Mr., will of, 153 
 Pickton, Miss, 14, 169, 212, 230 
 Post-Office, employes at, 152 
 
 Quain, Sir Richard, 145 
 Quarterly Review, 110, 227 
 Queen's College, London, 143, 
 154 
 
 Reading-books, need of care in 
 selection of, 37 
 
 Reading, importance of, in 
 schools, 41 
 
 Religious teaching, importance 
 of, 42 
 
 Ripon, Dean of, 239 
 
 Roman Catholic Training Col- 
 lege, 159 
 
 Ruskin, John, 243 
 
 Sabatier, Auguste, 210 
 Satthianadhar, S., 209 
 Savile Club, 229 
 Savings-banks in schools, 181 
 Scholarships, travelling, 210 
 School of Medicine for Women, 
 
 151, 154 
 
 School, Greenwich Hospital, 200 
 Schools, Endowed, Commission, 
 
 67 
 Schools Inquiry Commission, 
 
 66,70 
 
 Schools, Poor Law, 198 
 Schools, Royal Marine and 
 
 Dockyard, 199 
 
 Schools, voluntary, value of, 189 
 Shaw Lefevre, Right Hon. J., 
 
 198 
 
 Shepard, Rev. J. W., 240 
 Shirreff, Miss, 135, 233 
 
INDEX 
 
 263 
 
 Singleton, Eev. K. Corbet, 93 
 
 Smith, Dr. Vance, 94 
 
 Society for Employment of 
 Women, 152, 155 
 
 Society for Relief of Distress, 19 
 
 Somerville College, 143, 154 
 
 Sorbonne, 193 
 
 South African War, 226, 227 
 
 Southwark, Bishop of, 156 
 
 Speaker, 227 
 
 Spectator, 227 
 
 Spencer, Lord, 199 
 
 Stanley, Lady, of Alderley, 143 
 
 State action, object of, 60, 61, 62, 
 63 
 
 Storr, Mr. Francis, 68, 70 
 
 St. Hugh's Hall, 143 
 
 St. Mary's College, Paddington, 
 201 
 
 St. Paul's School, 205 
 
 St. Paul's Girls' School, 204, 
 206, 207 
 
 Strong, Miss, 141 
 
 Stuart, Professor James, 124 
 
 ' Sunday School of the Future,' 5 
 
 Sunday-school Teachers, Asso- 
 ciation of, 5, 242 
 
 Swallow, Eev. E. D., 89 
 
 Swanwick, Miss Anna, 153, 154, 
 194, 195 
 
 Switzerland, travels in, 231, 232 
 
 Teachers, advice to, 39, 41, 43, 
 
 51, 52, 53, 54 
 Teachers, conventions of, in 
 
 America, 171 
 Teachers' Guild, address to 
 
 members, 40 
 
 Technical instruction, 178, 181 
 Technical schools in Paris, 178, 
 
 179, 180 
 
 Temple, Dr., 92, 156, 229 
 Testimonials, dislike to giving, 
 
 20 
 Thorne, Mrs., 151 
 
 Times, The, 227 
 
 Tractarian Movement, interest 
 
 in, 6 
 
 Trollope, Adolphus, 234 
 Tyndall, Professor, 232 
 
 University extension, 120, 122, 
 
 123, 124, 125, 126, 127, 128 
 University life, value of, 103 
 University of London, 102, 109, 
 
 110, 112, 118, 145, 225 
 University preachers in America, 
 
 170 
 University, Women's, 146, 147, 
 
 148 
 
 Vaughan, Cardinal, 159 
 Voysey, Eev. C., 92 
 
 Warburton, Canon, 67 
 Ward, Dr. Adolphus, 248 
 Welldon, Dr., 243 
 Wesleyan schools, 44, 254 
 Wilks, Emma. See Lady Fitch 
 Wilks. Mr. Joseph Barber, 13 
 Wilks, Eev. S. C M 13 
 Women, Council for Higher 
 
 Education of, 123 
 Women, education of, 130 
 ' Women in National Education,' 
 
 161 
 Women on Boards of Guardians, 
 
 160 
 
 Women on Consultative Com- 
 mittee of Board of Education, 
 
 160 
 Women's colleges and halls, 
 
 155 
 Women's Training College, 
 
 Cambridge, 154, 158 
 Woodman, Mr., 3 
 Woods, Miss Alice, 158 
 Wordsworth, 230 
 
 York, 14, 23, 27, 86, 92, 93, 94 
 
 BILLING AND SONS, LTD., PRINTERS, OUILDFORD. 
 
Telegrams : 4* and 43 Maddox Street, 
 
 1 Scholarly, London.' Bond Street, London, W., 
 
 May, 1906. 
 
 Mr. Edward Arnold's 
 
 List of New Books. 
 
 SIR JOSHUA FITCH. 
 
 an Account of bf8 %ifc anfc TKKorfc, 
 By A. L. LILLEY, M.A., 
 
 VICAR OF ST. MARY'S, PADDINGTON GREEN. 
 
 Large Crown 8vo. With Portrait. 75. 6d. net. 
 
 This account of the useful and strenuous life of a distinguished 
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 present volume, therefore, appears with exceptional recommenda- 
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 Lady Fitch has placed all the material at her disposal. 
 
 LONDON : EDWARD ARNOLD, 41 & 43 MADDOX STREET, W. 
 
2 Mr. Edward Arnold's List of New Books 
 
 A STAFF OFFICER'S SCRAP-BOOK. 
 
 By LIEUT.-GENERAL SIR IAN HAMILTON, K.C.B. 
 
 Demy 8vo. With Illustrations, Maps, and Plans. 
 1 8s. net. 
 
 General Sir Ian Hamilton's story of the operations of the 
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 SOME DOGMAS OF RELIGION. 
 
 By JOHN ELLIS McTAGGART, Litt.D., 
 
 LECTURER IN MORAL SCIENCES, TRINITY COLLEGE, CAMBRIDGE. 
 
 Demy 8vo. IDS. 6d. net. 
 
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 and perhaps for all past time. A chapter on Free-Will endeavours 
 to show that Determinism must be accepted, and that its acceptance 
 would have no bad effects on morality. 
 
Mr. Edward Arnold's List of New Books 3 
 
 THROUGH INDIA WITH 
 THE PRINCE. 
 
 By G. F. ABBOTT, 
 
 KNIGHT COMMANDER OF THE HELLENIC ORDER OF THE SAVIOUR; 
 AUTHOR OF 'SONGS OF MODERN GREECE,' 'THE TALE OF A TOUR IN MACEDONIA,' ETC. 
 
 Demy Svo. With Illustrations. 125. 6d. net. 
 
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 outspoken. ' Observer. 
 
 ' Mr. Abbott's work is far more than a mere catalogue of durbars and official 
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 writes with sympathy and with understanding, and the picture is both vivid and 
 lifelike. It is difficult, in a volume of 300 pages, to do justice to a country so 
 varied and multiform as India. But Mr. Abbott has succeeded in a task that 
 might have been deemed well-nigh impossible. He has a genuine descriptive 
 talent, with an occasional fondness for the purple patch, which he may have 
 borrowed from the Orient itself. The reader of this book will discover on every 
 page some characteristic or striking picture. ' ' Through India with the Prince ' ' 
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 Tribune. 
 
 SHAKESPEARE AND HIS DAY. 
 
 a StufcB of tbe topical Element in Sbafcespeare ant) in tbe 
 Blisabetban 2>rama. 
 
 By J. A. DE ROTHSCHILD, 
 
 TRINITY COLLEGE, CAMBRIDGE. 
 
 Crown Svo. 55. net. 
 
 This work was originally written as the Harness Prize Essay of 
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 devoted himself almost entirely to the drama as a source of infor- 
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 pamphlets and other writings. The Elizabethan background which 
 is evolved as contemporary allusions are massed together is an 
 achievement equally useful and interesting to the lover of the 
 literature of the period. 
 
4 Mr. Edward Arnold's List of New Books 
 
 THE AENEID OF VIRGIL. 
 
 With a Translation by CHARLES J. BILLSON, M.A., 
 
 CORPUS CHRISTI COLLEGE, OXFORD. 
 
 2 vols. Crown 4^0. 305. net. 
 
 ' Mr. Ellison's volumes may safely be recommended to all who love the Aeneid. ' 
 Spectator. 
 
 ' Mr. Ellison's version is at once a credit to English scholarship, and a contri- 
 bution to English literature. To read it is to come within measurable distance 
 of appreciating the greatness of Virgil. With a remarkable faithfulness to the 
 original it combines a spontaneity and a felicity of phrase which entitle it to rank 
 as poetry of no mean order.' Manchester Guardian. 
 
 THE ROMANCE OF EMPIRE. 
 
 By PHILIP GIBBS, 
 
 AUTHOR OF ' FACTS AND IDEAS,' ' KNOWLEDGE is POWER,' ETC. 
 
 Crown Svo. With Illustrations. 6s. 
 
 ' Mr. Gibbs has produced a book of unmistakable fascination and value. 
 Nothing better could be wished for familiarizing youthful readers with the outline 
 and vital spirit of the history of the great self-governing colonies and of British 
 India.' Outlook. 
 
 ' Mr. Gibbs has written a book as interesting as novel, which should have a 
 considerable vogue as a prize in the schools of girls and boys. It may equally 
 well take its place in the libraries of people grown to maturity, for it gives within 
 handy compass a nearly complete epitome of the foundation of the British Empire 
 in America, India, Australia, New Zealand, and the South African Peninsula.' 
 Sir HARRY JOHNSTONE in The Tribune. 
 
 SURGICAL NURSING 
 
 2lnD tbe principles of Surgery for IRurses. 
 By RUSSELL HOWARD, M.B., M.S., F.R.C.S., 
 
 LECTURER ON SURGICAL NURSING TO THE PROBATIONERS OF THE LONDON HOSPITAL ; SURGEON 
 
 TO OUT-PATIENTS, ROYAL WATERLOO HOSPITAL FOR CHILDREN AND WOMEN 
 
 SURGICAL REGISTRAR, LONDON HOSPITAL. 
 
 Crown Svo. With Illustrations. 6s. 
 
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 subject, and contains all the most approved methods very clearly 
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Mr. Edward Arnold's List of New Books 5 
 
 THE 
 CHURCH AND COMMONWEALTH. 
 
 Gbe Visitation Cbarges of tbe IRtgbt IRev* (Beorge IRioDing, 2>.S>,, 
 3first JBisbop of SoutbwelL 
 
 Collected and Edited by his Wife, Lady LAURA RIDDING. 
 Demy Svo. los. 6d, net. 
 
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 his Diocese. These Charges are five in number, the last of them, 
 which was to have been delivered at the Synod summoned to meet 
 at Southwell on June 30, 1904, being in the unfinished state in which 
 the Bishop's final illness found it. In preparing them for the press, 
 Lady Laura Ridding has omitted those passages which are of purely 
 local, or of temporary, though public, interest, but in other respects 
 the Charges appear in their original form, and constitute a valuable 
 body of teaching on many of the great Church questions of the day. 
 There is a full synopsis of the subject-matter, which enables the 
 reader to see at a glance the points dealt with under such main 
 headings as The Holy Communion, The Law of the Church, 
 Education, etc. 
 
 CONCERNING PAUL AND 
 FIAMMETTA. 
 
 By L. ALLEN BARKER, 
 
 AUTHOR OF 'THE INTERVENTION OF THE DUKE,' 'WEE FOLK, GOOD FOLK,' 'A ROMANCE 
 OF THE NURSERY,' ETC. 
 
 With a Preface by KATE DOUGLAS WIGGIN. 
 Crown 8vo. 55. 
 
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6 Mr. Edward Arnold's List of New Books 
 
 VALVES AND VALVE GEAR 
 MECHANISMS. 
 
 By W. E. DALBY, M.A., B.Sc., M.lNsx.C.E., M.I.M.E., 
 
 PROFESSOR OF ENGINEERING, CITY AND GUILDS OF LONDON CENTRAL TECHNICAL COLLEGE. 
 
 Royal Svo. With numerous Illustrations. 2 is. net, cloth ; 
 2os. net, paper. 
 
 Valve gears are considered in this book from two points of view, 
 namely, the analysis of what a given gear can do, and the design of 
 a gear to effect a stated distribution of steam. The gears analyzed 
 are for the most part those belonging to existing and well-known 
 types of engines, and include, amongst others, a link motion of the 
 Great Eastern Railway, the straight link motion of the London and 
 North-Western Railway, the Walschaert gear of the Northern of 
 France Railway, the Joy gear of the Lancashire and Yorkshire 
 Railway, the Sulzer gear, the Meyer gear, etc. 
 
 ' No such systematic and complete treatment of the subject has yet been 
 obtainable in book form, and we doubt if it could have been much better done, or 
 by a more competent authority. The language is exact and clear, the illustra- 
 tions are admirably drawn and reproduced. ' Times. 
 
 A MANUAL OF PHARMACOLOGY. 
 
 By WALTER E. DIXON, M.A., M.D., B.Sc. LOND., 
 D.P.H. CAMB., 
 
 ASSISTANT TO THE DOWNING PROFESSOR OF MEDICINE IN THE UNIVERSITY OF CAMBRIDGE, 
 EXAMINER IN PHARMACOLOGY IN THE UNIVERSITIES OF CAMBRIDGE AND GLASGOW. 
 
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 This text-book, which is prepared especially for the use of students, 
 gives a concise account of the physiological action of Pharmacopoeia! 
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 is fully illustrated by original tracings of actual experiments and by 
 diagrams. 
 
 The author's aim throughout has been to cultivate the reasoning 
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 memory of many disjointed and often unassociated facts, as it has 
 been too often in the past. 
 
Mr. Edward Arnold's List of New Books 7 
 
 RACES OF DOMESTIC POULTRY. 
 
 By EDWARD BROWN, F.L.S., 
 
 SECRETARY OF THE NATIONAL POULTRY ORGANIZATION SOCIETY ; 
 
 AUTHOR OF ' POULTRY KEEPING : AN INDUSTRY FOR FARMERS AND COTTAGERS,' ' INDUSTRIAL 
 POULTRY KEEPING,' ' PLEASURABLE POULTRY KEEPING,' ETC. 
 
 Crown ^to. With Illustrations. 6s. net. 
 
 This important and comprehensive work, by an admitted master 
 of his subject, will be welcomed by all who are interested in poultry- 
 keeping. Chapters I. and II. deal with the origin, history, and 
 distribution of domestic poultry, and with the evolution and classi- 
 fication of breeds ; the next ten chapters are devoted to the various 
 races of fowls ; Chapters XIII. to XV. treat of ducks, geese, and 
 turkeys. The remaining chapters are on external characters and 
 breeding. There are also Appendices on Nomenclature, Judging, etc 
 
 A FISHING CATECHISM 
 
 AND 
 
 A SHOOTING CATECHISM. 
 
 By COLONEL R. F. MEYSEY-THOMPSON, 
 
 AUTHOR OF ' REMINISCENCES OF THE COURSE, THE CAMP, AND THE CHASE.' 
 
 Two volumes. Foolscap Svo. 35. 6d. net each. 
 
 Lovers of rod and gun will welcome these valuable handbooks 
 from the pen of an admitted expert. The information given is abso- 
 lutely practical, and is conveyed, for the most part, in the form of 
 Question and Answer. As the result of some fifty years' experience, 
 the author seems to have anticipated every possible emergency, and 
 the arrangement is especially calculated to facilitate easy reference. 
 There are special chapters on fishing and shooting etiquette, and at 
 the end of each book is a chapter dealing with the legal side of the 
 subject. 
 
 ' The questions are direct, and the answers equally direct ; it is difficult to 
 think of other questions which might have been put, so wide is the range covered 
 by query and reply; and, last and best recommendation of all for a book of this 
 kind, Colonel Meysey-Thompson recognises that no question must be ruled out 
 as too easy, or as being one of the things that every duffer knows.' County 
 Gentleman. 
 
 1 The whole handy, well-printed book is as full of information of the right 
 sort as an egg is of meat. It will delight alike the tyro and the expert, which no 
 book can do that is not thoroughly good.' Sportsman. 
 
8 Mr. Edward Arnold's List of New Books 
 
 RECENT ADVANCES IN PHYSIOLOGY 
 AND BIO-CHEMISTRY. 
 
 CONTRIBUTORS I 
 
 BENJAMIN MOORE, M.A., D.Sc., 
 
 JOHNSTON PROFESSOR OF BIO-CHEMISTRY IN THE UNIVERSITY OF LIVERPOOL. 
 
 LEONARD HILL, M.B., F.R.S., 
 
 LECTURER ON PHYSIOLOGY, THE LONDON HOSPITAL. 
 
 J. J. R. MACLEOD, M.B., 
 
 PROFESSOR OF PHYSIOLOGY, WESTERN RESERVE UNIVERSITY, CLEVELAND, U.S.A. 
 LATE DEMONSTRATOR OF PHYSIOLOGY, THE LONDON HOSPITAL. 
 
 M. S. PEMBREY, M.A., M.D., 
 
 LECTURER ON PHYSIOLOGY, GUY'S HOSPITAL. 
 
 A. P. BEDDARD, M.A., M.D., 
 
 ASSISTANT PHYSICIAN, LATE DEMONSTRATOR OF PHYSIOLOGY, GUY'S HOSPITAL. 
 
 752 pages. Demy 8vo. i8s. net, cloth; 175. net, paper. 
 
 This book, which is edited by Mr. Leonard Hill, consists of Lec- 
 tures on Physiological subjects selected for their direct clinical 
 interest, and designed to meet the requirements of advanced students 
 of Physiology. Professor Moore deals with Vital Energy, Ferments, 
 and Glandular Mechanisms ; Mr. Hill himself with the Atmosphere 
 in its Relation to Life, the Metabolism of Water and Inorganic Salts, 
 and the Metabolism of Fat ; Professor Macleod with the Metabolism 
 of the Carbohydrates, and of Uric Acid and the other Purin Bodies, 
 and with Haemolysis ; Dr. Pembrey with the Respiratory Ex- 
 change and Internal Secretion ; and Dr. Beddard with Lymph, 
 Absorption, and the Secretion of Urine. 
 
 NEW EDITION. 
 
 PRACTICAL PHYSIOLOGY. 
 
 By A. P. BEDDARD, M.A., M.D., J. S. EDKINS, M.A,, M.B., 
 
 L. HILL, M.B., F.R.S., J. J. R. MACLEOD, M.B., AND M. S. 
 
 PEMBREY, M.A., M.D. 
 
 Demy Svo. Copiously illustrated. 125. 6d. net, cloth ; 
 us. 6d. net, paper. 
 
Mr. Edward Arnold's List of New Books 9 
 
 NEW FICTION. 
 
 Crown 8vo. 6s. each. 
 
 THE LADY OF THE WELL. 
 
 By ELEANOR ALEXANDER, 
 
 AUTHOR OF 'LADY ANNE'S WALK,' 'THE RAMBLING RECTOR." 
 
 'It is a story of vivid imagination and great tenderness. . . . The thought 
 that pervades this romance is really fine, often touching the deepest chords. ' 
 Morning Post. 
 
 ' The book is altogether an extremely successful attempt to portray an ex- 
 ceedingly difficult subject, and we may congratulate the author on the mediaeval 
 atmosphere which she has contrived to impart into her story.' Spectator. 
 
 SECOND IMPRESSION. 
 
 HYACINTH. 
 
 By GEORGE A. BIRMINGHAM, 
 
 AUTHOR OF 'THE SEETHING POT.' 
 
 ' Of the political novels published in recent years few have compared in 
 interest with " The Seething Pot," in which the various contending forces in the 
 Ireland of to-day are illustrated and impersonated, not merely with considerable 
 literary skill and humour, but with a dispassionateness and self-effacement rare 
 in writers of fiction, and almost unprecedented where Ireland is the scene. 
 Mr. Birmingham continues this illuminating process in " Hyacinth," which must 
 be added to the list of books essential to the comprehension of the Irish 
 character, and in serious interest fully equals its predecessor. ' Spectator. 
 
 ' The story is one of remarkable interest.' Athenceum. 
 
 ' The faculty of keen observation which made " The Seething Pot" interesting 
 reappears with even a sharper satiric edge.' Saturday Review. 
 
 FOLLY. 
 
 By EDITH RICKERT, 
 
 AUTHOR OF 'THE REAPER.' 
 
 1 " Folly" is a novel of distinguished cleverness.' Standard. 
 ' Miss Rickert has the gift of endowing her characters with that charm of 
 
 personality which adds so much to the reader's pleasure without detracting from 
 
 the power of her tale.' Review of Reviews. 
 
 SECOND IMPRESSION. 
 
 THE HOUSE OF SHADOWS. 
 
 By REGINALD J. FARRER, 
 
 AUTHOR OF 'THE GARDEN OF ASIA.' 
 
io Mr. Edward Arnold's List of New Books 
 
 THREE LITTLE COOKS. 
 
 By LUCY CRUMP. 
 Square crown Svo. With Illustrations by Gertrude M. Bradley. 2s. 6d. 
 
 ' No child who owns one of those precious possessions a miniature cooking 
 stove should be without this book. It contains many good recipes, adapted to 
 the conditions of a toy stove, and also much good advice, which may be followed 
 with advantage by those boys and girls who play at being cooks.' ChurchTimes. 
 
 POLITICAL CARICATURES, 1905. 
 
 By F. CARRUTHERS GOULD. 
 Super royal tfo. 6s. net. 
 
 NEW AND CHEAPER EDITIONS. 
 
 THE REMINISCENCES OF SIR 
 HENRY HAWKINS 
 
 (3Baron 3Brampton). 
 Edited by RICHARD HARRIS, K.C., 
 
 AUTHOR OF ' ILLUSTRATIONS OF ADVOCACY,' ' AULD ACQUAINTANCE,' ETC. 
 
 Crown Svo. With Portrait. 6s. 
 
 In this edition a few of the more technically legal passages have 
 been omitted, but all the dramatic episodes and characteristic anec- 
 dotes remain untouched. 
 
 RED POTTAGE. 
 
 By MARY CHOLMONDELEY. 
 Crown Svo. 2s. 6d. 
 
Mr. Edward Arnold's List of New Books n 
 
 ESSAYS AND ADDRESSES ON 
 ECONOMIC QUESTIONS (1865-1893). 
 
 WITH INTRODUCTORY NOTES (1905). 
 
 By the RIGHT HON. VISCOUNT GOSCHEN. 
 
 Demy 8vo. 155. net. 
 
 ' One of those rare and desirable works an economic treatise based on 
 practical and personal experience, and at the same time interesting and 
 readable. ' Manchester Guardian. 
 
 1 It is written in graphic and incisive language. Its qualities will, we are 
 convinced, appeal to many readers who would be deterred from studying more 
 formal and elaborate treatises, for they will find here complicated facts set forth 
 with great lucidity and directness. . . . They will feel that they are throughout 
 in close contact with the real circumstances of the actual situation.' Economic 
 Journal. 
 
 FINAL RECOLLECTIONS OF A 
 DIPLOMATIST. 
 
 By the RIGHT HON. SIR HORACE RUMBOLD, BART., 
 G.C.B., G.C.M.G., 
 
 AUTHOR OF ' RECOLLECTIONS OF A DIPLOMATIST ' AND ' FURTHER RECOLLECTIONS 
 OF A DIPLOMATIST.' 
 
 Demy Svo. 155. net, cloth ; 145. net, paper. 
 
 1 He appears to have met and known every remarkable man and woman ot 
 his time who was to be met with in Europe. This last volume is, indeed, like its 
 predecessors, a thoroughly fascinating study.' Daily Chronicle. 
 
 LORD HOBHOUSE: 
 
 A MEMOIR. 
 
 By L. T. HOBHOUSE, and J. L. HAMMOND, 
 
 AUTHOR OF ' MIND IN EVOLUTION.' AUTHOR OF ' C. J. Fox : A STUDY.' 
 
 Demy 8vo. With Portraits. 125. 6d. net. 
 
 'No more conscientious public servant than the late Lord Hobhouse ever 
 existed, and it is only right that the community on whose behalf he spent 
 laborious days should be able to appreciate his full worth. That end will be 
 agreeably accomplished by the readers of this compact and eloquent memoir.' 
 A then&um. 
 
12 Mr. Edward Arnold's List of New Books 
 
 THE LIFE OF JOHANNES BRAHMS. 
 
 By FLORENCE MAY. 
 
 Two volumes. Demy 8vo. With Illustrations. 2 is. net, cloth; 
 2os. net, paper. 
 
 * There have been many valuable contributions to Brahms literature, but none 
 that has yet appeared is of equal importance with Miss May's volumes. 1 The 
 Times. 
 
 * Quite the most complete and comprehensive life of the master which has so 
 far been produced in this country.' Westminster Gazette. 
 
 ' Bids fair to remain for many years to come the standard biography in the 
 English language.' Yorkshire Post. 
 
 A FORGOTTEN JOHN RUSSELL. 
 
 ffieing ^Letters to a dfcan of Business, 1724*1751. 
 
 Arranged by MARY EYRE MATCHAM. 
 
 Demy 8vo. With Portrait. 125. 6d. net. 
 
 4 A vivacious picture of society, mainly naval, in the reign of the second 
 George. John Russell appears to have been a distant connection of the Bedford 
 family. . . . Miss Matcham is to be congratulated on her judicious editing of 
 this fresh and pleasant volume. Her John Russell has been most tactfully rescued 
 from oblivion.' Athenaiim. 
 
 THEODORE OF STUDIUM : 
 
 HIS LIFE AND TIMES. 
 By ALICE GARDNER, 
 
 ASSOCIATE AND LECTURER OF NEWNHAM COLLEGE, CAMBRIDGE ; 
 
 AUTHOR OF 'JULIAN THE PHILOSOPHER,' 'STUDIES IN JOHN THE SCOT,' 'ROME THE MIDDLE 
 
 OF THE WORLD,' ETC. 
 
 Demy 8vo. With Illustrations. IDS. 6d. net. 
 
 ' Miss Gardner's study of Theodore is a piece of work well worth doing, nor is 
 it necessary in her case to add that it has been done well.' Outlook. 
 
 We would bear testimony once more to the care, erudition, and skill with 
 which the life of a remarkable man has been written. And the student, both of the 
 political and ecclesiastical history of that period, will be grateful for the material 
 here collected.' Church Times. 
 
Mr. Edward Arnold's List of New Books 13 
 
 THE GREAT PLATEAU. 
 
 3Befng an account of ^Exploration in Central atbet, 1903, and of tbe 
 (Bartofc 3peoition, 1904*1905, 
 
 By CAPTAIN C. G. RAWLING, 
 
 SOMERSETSHIRE LIGHT INFANTRY. 
 
 Demy Svo. With Illustrations and Maps. 155. net, cloth; 
 145. net, paper. 
 
 ' Of exceptional value as a record of travel, and its interest is enhanced by 
 an admirable map and many exceedingly fine illustrations.' Standard. 
 
 IN THE DESERT. 
 
 By L. MARCH PHILLIPPS, 
 
 AUTHOR OF 'WITH RIMINGTON.' 
 
 Demy Svo. With Illustrations. 125. 6d. net, cloth ; 
 us. 6d. net, paper. 
 
 ' A very fine book, of great interest and fascination, that is difficult to lay aside 
 until read at a sitting.' World. 
 
 'There are many that go to the desert, but few are chosen. Mr. March 
 Phillipps is one of the few. He sees, and can tell us what he has seen, and, 
 reading him, we look through his eyes and his sympathies are ours.' The Times. 
 
 TWO YEARS IN THE ANTARCTIC. 
 
 3&eii\Q a Barrative of tbe JJritisb Bational Antarctic BjpeWtfoiu 
 By LIEUTENANT ALBERT B. ARMITAGE, R.N.R., 
 
 SECOND IN COMMAND OF THE 'DISCOVERY,' 1901-1904; AND OF THE JACKSON-HARMSWORTH 
 POLAR EXPEDITION, 1894-1897. 
 
 Demy Svo. With Illustrations and Map. 155. net, cloth ; 
 145. net, paper. 
 
 'A most entertaining work, written in a plain, straightforward style which 
 at once appeals to the reader. It is very nicely illustrated and furnished with an 
 excellent map.' Field. 
 
14 Mr. Edward Arnold's List of New Books 
 
 FLOOD, FELL, AND FOREST. 
 
 By SIR HENRY POTTINGER, BART. 
 Two volumes. Demy 8vo. With Illustrations. 255. net. 
 
 ' Sir Henry Pottinger was one of the pioneers amongst Englishmen who have 
 found in Norway a fascinating field of sport, and to these in particular his volumes 
 will appeal. He is at once picturesque and graphic, and to the sportsman in 
 general, and to the frequenter of Scandinavian homes of sport in particular, we 
 heartily commend the book.' Badminton Magazine. 
 
 THE QUEEN'S POOR. 
 
 3Lffe as tbeg ffnD it in Gown anD Country. 
 By M. LOANE. 
 
 Crown Svo. 6s. 
 
 4 It is a book which is not only a mine of humorous stories, quaint sayings, and 
 all that web of anecdote and quick repartee which sweetens a life at the best 
 limited and austere. It is also a study in which common-sense mingles with 
 sympathy in a record of intimate relationship with the problems of poverty.' 
 Daily News. 
 
 Sir ARTHUR CLAY, Bart., says of this book : ' I have had a good deal of ex- 
 perience of "relief " work, and I have never yet come across a book upon the 
 subject of the " poor " which shows such true insight and such a grasp of reality 
 in describing the life, habits, and mental attitude of our poorer fellow-citizens. . . . 
 The whole book is not only admirable from a common-sense point of view, but it is 
 extremely pleasant and interesting to read, and has the great charm of humour.' 
 
 SHORT LIVES OF GREAT MEN. 
 
 By W. F. BURNSIDE and A. S. OWEN, 
 
 ASSISTANT MASTERS AT CHELTHNHAM COLLEGE. 
 
 Crown 8vo. With Illustrations. 35. 6d. 
 
 Special Cheltonian Edition, including plan of Reredos and an Introduction 
 by the Rev. R. Waterfield, M.A. 45. 
 
 The Cheltenham College memorial of Old Cheltomans who fell 
 in the South African War takes the form of a reredos in the school 
 chapel, filled with forty-four figures illustrating certain aspects of 
 English history and representative men in different callings of life. 
 It has been felt that an account of these great men would be service- 
 able, not only to those who see these carved figures every day, but 
 to a larger number of readers, who would be glad to have in a com- 
 pendious form biographies of many of the leading men in English 
 history and literature. The list extends from St. Alban to Gordon, 
 and for the sake of convenience chronological order has been 
 adopted. Illustrations are given of eight typical personages. 
 
Mr. Edward Arnold's List of New Books 15 
 
 THE WALLET SERIES OF HANDBOOKS. 
 
 The following five volumes are the new additions to this useful 
 series of handbooks, which range, as will be seen, over a wide field, 
 and are intended to be practical guides to beginners in the subjects 
 with which they deal. 
 
 Foolscap Svo., is. net per volume, paper ; 2s. net, cloth. 
 
 THE MANAGEMENT OF BABIES. By MRS. LEONARD 
 HILL. 
 
 ON COLLECTING MINIATURES, ENAMELS, AND 
 
 JEWELLERY. By ROBERT ELWARD, Author of ' On Collect- 
 ing Engravings, Pottery, Porcelain, Glass, and Silver.' 
 
 MOTORING FOR MODERATE INCOMES. By 
 
 HENRY REVELL REYNOLDS. 
 
 ON TAKING A HOUSE. By W. BEACH THOMAS. 
 
 COMMON AILMENTS AND ACCIDENTS AND 
 
 THEIR TREATMENT. By M. H. NAYLOR, M.B., B.S. 
 
 The following volumes have been already published : 
 
 ON COLLECTING ENGRAVINGS, POTTERY, PORCE- 
 LAIN, GLASS, AND SILVER. By ROBERT ELWARD. 
 
 ELECTRIC LIGHTING FOR THE INEXPERIENCED. 
 
 By HUBERT WALTER. 
 
 HOCKEY AS A GAME FOR WOMEN. With the New Rules. 
 
 By EDITH THOMPSON. 
 
 WATER-COLOUR PAINTING. By MARY L. BREAKELL 
 
 (' Penumbra '). 
 
 DRESS OUTFITS FOR ABROAD. By ARDERN HOLT. 
 
16 Mr. Edward Arnold's List of New Books 
 
 NEW EDITION, REVISED AND ENLARGED. 
 
 COMMON-SENSE COOKERY. 
 
 3fot Bngltsb Ibousebol&s, witb awentg Menus worfcefc out in Detail. 
 By COLONEL A. KENNEY-HERBERT, 
 
 AUTHOR OF ' FIFTY BREAKFASTS,' ' FIFTY LUNCHES,' ' FIFTY DINNERS,' ETC. 
 
 Large crown 8vo. With Illustrations. 6s. net. 
 
 The author has so largely rewritten this edition that it is prac- 
 tically a new book. Besides being brought up to date with the 
 very latest ideas on the subject, it is much enlarged, and now 
 contains a number of attractive full-page illustrations. 
 
 NEW AND REVISED EDITION. 
 
 FOOD AND THE PRINCIPLES OF 
 DIETETICS. 
 
 By ROBERT HUTCHISON, M.D. EDIN., F.R.C.P., 
 
 ASSISTANT PHYSICIAN TO THE LONDON HOSPITAL AND TO THB HOSPITAL FOR SICK CHILDREN, 
 GREAT ORMOND STREET. 
 
 Demy 8vo. With 3 Plates in colour and numerous Illustrations in 
 the text. 1 6s. net, cloth ; 155. net, paper. 
 
 ILLUSTRATED EDITION. 
 
 HISTORICAL TALES FROM 
 SHAKESPEARE. 
 
 By A. T. QUILLER-COUCH ( Q.'), 
 
 AUTHOR OF 'THE SHIP OF STARS,' ETC. 
 
 Crown Svo. With Illustrations from the Boy dell Gallery. 6s. 
 
 The value of this much-appreciated work will, it is believed, be 
 enhanced by the addition of sixteen selected illustrations from the 
 well-known Boy dell collection. 
 
 LONDON : EDWARD ARNOLD 41 & 43 MADDOX STREET, W, 
 
56474 
 
 
 353255 
 
 325