We are still sadly defective in methods of education. Until recently
teaching was almost an unknown art; and we are at present struggling
against ignorance without any well-defined plan, and attempting to
develop and build up the immortal character of children, without a
philosophical and generally accepted theory of the nature of the human
mind. There are complaints that the duties and exactions of the schools
injure the health and impair the constitutions of pupils; that the
progress in intellectual attainments is not always what it should be;
that the training given is sometimes determined by the wishes of
committees against the better judgment of competent teachers; that the
text-books are defective; that the studies in the common schools are too
numerous; that the elements are consequently neglected; and that, in
fine, too much thought is bestowed upon exhibitions and contests for
public prizes, to the injury of good learning, and of individual and
general character. For these complaints there is some foundation; but
care should be exercised lest incidental and necessary evils become, in
the public estimation, great wrongs, and exceptional cases the evidence
of general facts.
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