ferent kind. Its value is
acknowledged by every one, and its interests are dear to every
benevolent heart. The individual who undertakes to examine, and more
especially to promulgate, any new principle upon which education rests,
will have a harder task to perform, and a severer battle to fight, than
the philosopher who attempts to overturn a false conclusion in
chemistry, or an erroneous principle in mechanics. Among the learned
community, not more than one in a thousand perhaps is personally
interested either in mechanics or in chemistry; and few others will
enter the lists to oppose that which appears legitimate and fair. The
enemies and opponents of the chemical reformer in that case may be
zealous and even fierce; but they are few, and he enjoys the sympathy
and the countenance of the great majority of those whose countenance is
worthy of his regard. But when we calculate the number of those who take
an interest in the subject of education, and those who do not, the above
numbers will be reversed. Nine hundred and ninety-nine among the
educated public will be found who take a real interest in the progress
of education, for one who cares nothing about it.

This is a fearful odds where there is a likelihood of opposition;--and
opposition may be expected. For there will be influences in many of the
true friends of education, derived from old prejudices within, combined
with the pressure of conflicting sentiments in their friends from
without, which will render the task of establishing new and sound
principles in this first of the sciences an irksome, and even a
hazardous employment. Coldness or opposition from those whom we honour
and love is always painful; and yet it should be endured, rather than
that the best interests both of the present and future generations
should be sacrificed. The opinions of all good men deserve
consideration;--but when they are merely opinions, and are not founded
on reason, they are at best but specious; and when they are opposed to
truth, and are contrary to experience, a zealous adherence to them
becomes sinful and dangerous. Such persons ought to commend, rather than
blame, the reformer in education, when he declines to adopt ancient
dogmas which he finds to be useless and hurtful: And at all events, if
all have agreed to disregard the authority of an Aristotle or a Newton,
when opposed to new facts and additional evidence, the Educationist must
not allow himself to be driven from the