they are in many cases too much managed by political powers that have no kind of fitness for the work, and the instruction is too much given by immature girls who have themselves received no thorough education and who, far too frequently, teach only as a makeshift until they can secure release by way of marriage.
How, then, can the best and truly progressive secondary education be built upon a foundation laid by such hands under such circumstances? Substantially the same things are true, however, of a considerable part of the secondary education itself; only in this case the managing political powers come into contact with certain subjects which strike them with somewhat of the mysterious awe which belongs to all unknown subjects, and with a few teachers who make themselves felt as strong and thoroughly educated persons alone can. But, even in those subjects which are more especially selected as the knowledges and disciplines whose acquaintance must be made in a generous way before the youth can be ready for the freer and higher scientific culture of the university, the few really fit teachers must spend much of their time in teaching the pupil what he should have been taught long ago, but has not learned, and in helping him to unlearn a large part of what he has been taught. How can such a secondary education compare for a moment with that
