way; and a month or two later, his father told me, he returned home chuckling over a “funny story” about Christ. The school fails, not from lack of devotion in the teachers, but because the child learns more in the street, and often in the home; and these lessons are, somehow, more congenial.
Now if we are not satisfied with this comparative waste of effort and sterility of result, we have to consider candidly the ambition of the educationist. He wants to turn out a young citizen with an active mind, a sound body, and a character prepared to resist the more degrading influences of the world he will enter. He cannot carry out this aim in the case of every child entrusted to him, but he can in most cases, if the State will help him. He must have his children properly nourished: neither underfed nor stuffed with coarse food by ignorant mothers. He must have them seasonably clothed and shod: again the mothers need instruction and pressure. He must have, not only drill and more natural forms of exercise, but more control over the children outside of school-hours; he is already beginning, with great promise of good, to walk and play with them, to take them to museums, and so on. He must have adequate medical assistance, and must have the support of the law in counteracting dirty homes and careless parents. He must keep the child still a few years longer at school, because a child only begins to be really educable at thirteen or fourteen. He must have the encouragement of knowing that the more promising boys and girls
