are well practiced in the arts of hoodwinking the public and of managing Legislatures. Will they be able to force the American Congress to repudiate the most honorable part of the nation's historic policy?
CONDITION'S OF EDUCATIONAL REFORM.
A correspondent from Ann Arbor, Michigan, wants something more explicit and practical from the "Monthly" on the subject of scientific education. He says: "Can not you throw a little more light upon the best collegiate course of education for a young person who designs entering one of the professions of law or medicine? You constantly refer to the value of science as a factor in education and as often vigorously protest against the old or the present classical courses; now, can not you help many who have children to educate, by pointing out the best course? This is a practical question, brought home to thousands of your readers, and it presses upon them for solution. Can not we have something more than glittering generalities, and which will be a guide to those needing the information? la it not time, in fact, to formulate the best course and to give in detail and in their logical order the studies best fitted for the proper development of the faculties?"
We often have communications like this from zealous and impatient educational reformers, who think there. has been talk enough about scientific education, and that it is high time something were done. But they expect too much, and are looking for impracticable things. It is a great mistake to suppose that the object here sought is anywhere to be at once and fully attained. The idea will be slowly and partially realized wherever there is a sufficient number of persons in any community imbued with the proper convictions and feelings to carry it into effect. Such a work must inevitably be gradual, and there will be concessions and improvements just in proportion to the strength and persistence of the demand for them. Our schools, at present, fairly represent the average intelligence and aspiration, and are as good as the people can appreciate or will sustain. A portion of the community—and the numbers are increasing—insist upon more time for science in the lower schools, and more science in place of the classics in the higher schools: both requirements have already been widely yielded. There is a larger provision than formerly in many primary schools for elementary science; and the multiplication of scientific schools in connection with colleges, or independently, and the modification of the old curriculum with better chances for science in many other institutions attest a salutary change in obedience to the growing wants. As the public demand becomes more discriminating and urgent, institutions will improve.
The line of progress, therefore, consists in making existing schools better. They are not to be displaced, but liberalized, and the culture they give made more useful and valuable. There would be no difficulty in forming a rational curriculum, but public ignorance, educated and otherwise, has to be reckoned with in carrying it out, because schools have to be supported. The principles of a better education than we now have are sufficiently understood, and the men are not wanting who could give a receipt for making a college much superior to those now in operation. But, if our correspondent had furnished him a perfect ideal plan, and the whole Johns Hopkins endowment to execute it, he would break down in getting his teachers and trustees, and his establishment would fall to the level of what could be publicly approved. If he merely wants help to construct a liberalized modern curriculum, he will find abundant materials in such works on education as those of Spencer, Bain, and Johnnot.
But there is a good deal of prelimi-
