reached even upon the more important and fundamental of the numerous considerations involved. Yet how important it seems to us all to have some settlement of the contention! For the children of to-day will not meantime stop growing into young manhood and young womanhood; and the youth of to-day are constantly being converted into teachers of the generation following them.
The other remark which you will please consider as a part of my preface is the following: Education is one of those subjects which, from their very nature, do not admit of a very close approach to demonstrative argument. Neither from history, nor from our knowledge of nature and of the human soul, nor from study of the details of experience in the past, can we construct a science—strictly speaking—of education. Pedagogics will probably never hold a place among the exact sciences. We may, however, form comprehensive and defensible opinions on this subject; and these opinions will be the more entitled to respect and acceptance, as the mind holding them is itself genial and truly liberal, and is also acquainted with the truths of history, of nature, and especially of the human soul. I close this remark, then, by saying that, without pretence of drawing irresistible conclusions, much less of infallibility in argument, I merely offer for your friendly consideration some of my opinions.
