26 EDUCATION 



ment of the individual represents an incident in educational progress 

 rather than a fundamental principle which will underlie and control 

 all the intellectual activity of the future. Without in the least 

 detracting from the great and untold value of educational liberty, 

 we may yet feel that the present moment is one for caution in apply- 

 ing this principle rather than for emphasizing its universal beneficence; 

 and for laying our chief stress on the teaching of those ideas and 

 methods, the training of those habits and emotions, which are es- 

 sential to the well-being of the body politic. 



