OF EDUCATION 25 



vocated by the leading educators of all countries. 

 Among the foremost we find Comenius, Pestalozzi, 

 Neiderer, Krusi, Fellenberg, Zeller, Diesterweg, 

 Cousin, Jullien, Tyndall, Henfry, Agassiz, Russell, 

 Sheldon, Calkins, and all other educators as far as I 

 am acquainted, who have devoted even a few years, 

 to the inductive study of educational science. 



" The predominant culture of modern times had its 

 origin, more than eight hundred years ago, in a 

 superstition of the middle ages. . . . This scheme 

 has been handed down from age to age, and with but 

 slight changes, still predominates in the higher insti- 

 tutions of learning, and still powerfully reacts upon 

 the inferior schools. . . . 



11 The ancient philosophers held that it was as de- 

 grading to seek useful knowledge as to practice use- 

 ful arts; hence, subjects of study were chosen as 

 intellectual gymnastics. Under these circumstances 

 no vulgar question of economy could arise; mental 

 power was ostentatiously wasted, and with the neces- 

 sary consequences — truth unsought was not found; 

 the ends of culture being ignored, there was neither 

 conquest of nature nor progress of society. . . . 



"In childhood there is a vast capability of accum- 

 ulating simple facts. Skilful guidance at this period 

 is of the very highest importance. When curiosity 

 is freshest, and the perceptions keenest, and memory 

 most impressible, before the maturity of the reflective 

 powers, the opening mind should be led to the art of 

 noticing the aspects, properties, and simple relations 



