The Pursuit of Knowledge by Stephen Leacock

Of the first of these things, the organization of education, I will not give more than an indication of the field implied. The subject belongs mainly outside the limits of the present discussion. It is clear that the organization of learning by grades, with fixed times and means of promotion, fixed standards of acquirement to be certified step by step, departs a long way from the ideal of an education that aims to develop an individual impelled by his own zeal for continuous and ever-widening knowledge. Of necessity, the system largely overlooks the claims of genius, the right of differentiated development, the special or gifted minds. It has all the defects of the standardization of the intellect, of the "convoy" system of progress, where each must conform to the pace of the lowest. One or two practical examples may be cited for illustration's sake at somewhat greater length. Here, first, is the question of an "Attendance Rule" at the universities. Should the students, or should they not, be compelled to attend the lectures? The example is all the more valuable in that the subject concerned is not merely a matter of what would be ideal, but a matter of an actual choice; at the same time it illustrates very nicely the educational theory involved.

My own experience in this respect has helped me to reach an opinion. When I was an under-graduate at the University of Toronto more than forty years ago (1887-1891) attendance at lectures was not compulsory. Registered students might come to class or not as they liked. The idea was that the lectures were a privilege, an opportunity, a help towards passing the examination. Students foolish enough to stay away might do so. As a matter of fact many of us did stay away, sometimes from a whole course at a time! If we found the lectures prosy and uninteresting and the matter as easily and more conveniently learned from a book, we ceased to attend. At the time it seemed to me an ideal system, with a personal, academic freedom about it that contrasted pleasantly with the outworn discipline of the schoolroom.