372 Extracts from Addresses
I may just say, in conclusion, that what we are in hopes of doing in
Trinity College is—it will be a small beginning—we are going to estab-
lish a junior lectureship, which will have a small value, one hundred and
fifty pounds a year—how many dollars does that make? It will be
sufficient to pay the expenses of a young American to come over to
Trinity College, Dublin, and remain there for one year. It will pay
his fee, if he has to pay it, and it will pay for his living there one year.
During that time he will be doing elementary teaching work. He will
be in my own department, thanks to the Chancellor of the University.
He will teach an elementary class in geology. He will come from you
with a certain amount of elementary geological education. He might
be a senior, for I will tell you that some of your senior boys will be
quite competent; or he might be a graduate. At the end of the year he
will come back here, and another one will be sent over. Now, if that
simple plan were carried out in every college in the United Kingdom,
and were carried out in your colleges and universities here, what a
difference it would make!
Dr. Walker: We have not spoken about education in the schools
for the very simple reason that we have seen nothing of the schools.
We were sent here to visit universities and colleges, and not to visit
schools. But we have seen enough in the distance of your schools to
convince us, I think, that another mission ought to be sent, which should
confine itself to your schools. But we have tried, if not to see some
of your schools, to learn something about them. The other day we
spent a delightful day, quite a jovial day, down—or up, I suppose I
ought to say here—in Kentucky. Upon being initiated into the delights
of eggnog, and listening to a concert in the evening by real negro
minstrels, and introduced by a man who would have satisfied King
Nebuchadnezzar himself, we caught a glimpse of one of your consoli-
dated schools. That is an extraordinarily interesting experiment. It is
a problem that we have got to face in England, and in England it ought
to be much easier to solve than over here; for, though the last thing
I want to do is to institute comparisons, I want to say that the country
roads in England are rather better than the roads I have seen from the
trains—shall I say in Iowa or Illinois? Then we come here to-day
and we see another experiment, arid an even more interesting experi-
ment, the experiment of the Junior High School. I understand that
there are three examples of that experiment already in this town, and,
therefore, it is quite clear that here in America you are keenly inter-
ested in school education, and that the development of your school