prevention of the
development of the mind, which is one degree better than complete
breakdown or insanity.

'The School Board system of cramming with smatterings,' wrote one of the
greatest mental specialists in the world in reply to my inquiries,
'instead of teaching their victims to think--even if only by teaching
one subject well--is perhaps responsible for some positive mental
breakdown; but probably the main harm of it is that it stifles and
strangles proper mental development.' 'Undeveloped mentality,' he says
in conclusion, 'is perhaps the principal fault of our educational system
(so-called).'

Another distinguished physician writes to me from a lunatic asylum:

'We have had a few cases who have broken down, the results of working
for scholarships; also we have had one or two cases of ladies who have
broken down working for higher examinations. Dr. ---- and myself both
feel certain that there is a good deal to be said against the increased
pressure put upon young adolescents at schools. From my own experience I
know that boys who were considered especially clever, and were high up
in forms in the public school I was at, have most of them now dropped
back, and are very mediocre. On the other hand, many who matured slowly
have continued to advance. This is only an observation, and has many
exceptions; but it is an observation that, as time passes, is more fully
confirmed.'

It is not necessary to add anything to these valuable expressions of
opinion, proceeding from eminent men of wide experience, who are far
more capable judges than the layman who has no scientific knowledge and
a necessarily limited range of observation.

Facts speak very eloquently for themselves. If brain specialists are
continually coming across cases of mental breakdown resulting from
cramming or over-education, it is quite clear that a system which is
productive of such evils must be altogether defective in principle and
wanting in common sense.

CHAPTER XII

EVIDENCE OF HISTORY

After an exhaustive inquiry into the multifarious evils which must be
laid at the door of education, it is refreshing to turn to history for
illustrious examples of men who not only did not owe their greatness to
academic training, but who actually owed it to what would nowadays be
designated a neglected education.

The chronicles of the past teem with instances of youths who have
developed into brilliant men, in spite of the fact that they had