I object, furthermore, to the marking system because the discrimination to which it leads can never be really just. One boy receives an average of ninety-seven and one half per cent, and another of ninety-five. The one who receives ninety-seven and one half thinks himself superior to, and is ranked as the superior of the one who has received only ninety-five. But is it possible to rate mental and moral differences between children in this arithmetical fashion? Above all, I object to this system because it appeals to a low spirit of competition among the young in order to incite them to study. "Ambition is avarice on stilts," as Landor puts it. Of course it is better to try to outshine others in what is excellent than in what is vicious; but if the object be that of outshining others at all, of gaining superiority over others, no matter how high the faculties may be which are called into exercise, the motive is impure and ought to be condemned. There is a general impression abroad that men are not yet good enough to make it practicable to appeal to their better nature. But it is forgotten that by constantly appealing to the baser impulses we give these undue prominence, and starve out and weaken the nobler instincts. Whatever the truth may be in regard to later life, it seems to me culpable to foster this sort of competition in young children. Now, the mark spirit does foster such a spirit in our schools. It teaches the pupils to work for distinction rather than for the solid satisfaction of growth in intelligence and mental power. Doubtless, where the method of instruction is mechanical, where the atmosphere of the classroom is dull and lifeless, and the tasks are uninteresting, it is necessary to use artificial means in order to keep the pupils to their work; it is necessary to give them the sweet waters of flattered self-esteem in order to induce them to swallow the dry-as-dust contents of a barren school learning. But is it not possible to have schools in which every subject taught shall be made interesting to the scholars, in which the ways of knowledge shall become the ways of pleasantness, in which there shall be sufficient variety in the program of lessons to keep the minds of the pupils constantly fresh and vigorous, in which the pupils shall not be rewarded by being dismissed at an earlier hour than usual from the school, but in which possibly they shall consider it reward to be allowed to remain longer than usual? And, indeed, requests of this sort are often made in schools of the better kind, and in such schools there is no need of an artificial mark system, no need to stimulate the unwholesome ambition of the pupils, no need to bribe them to perform their tasks. Rather do such pupils look with affection upon their school; and the daily task itself is a delight and a sufficient reward.