n Adams, the Statesman of the Revolution, by Hon. Mellen
Chamberlain, LL.D.

EDUCATION.

It cannot but be regarded as a wholesome and altogether welcome sign of
the times that the science and methods as well as subject-matter of
education are becoming increasingly popular questions, receiving a
considerable share of attention, and inviting a more close, careful, and
comprehensive study. Here, however, it happens, as it does in many other
things: the difficulties of the problem multiply exactly in proportion
to the clearness and completeness of our apprehension of what ought to
be done, and the earnestness of purpose with which we address ourselves
to the doing of it. Most of the troubles of human life, especially those
of the most serious and pressing sort, are of a purely practical
character, to be met and mastered, not with improved theory, but with
better directed action. It is, of course, impossible to over-rate the
value of right principles and correct methods of procedure. Light may be
undervalued, neglected, despised; but it can never lead astray. On this
account, every intelligent suggestion in the direction of educational
reform should be listened to. But, on the other hand, there is great
danger of too much emphasizing the need of change, and of forgetting how
much the value and efficiency of any given scheme depends on the
ability, wisdom, and earnestness of those who apply and administer it.
One specialist insists, with great force of argument and convincing
earnestness of spirit, on the need of devoting more attention to the
training and development of the business faculty in the up-growing youth
of the age. He looks at the matter from the side of an experienced,
active, and successful man of business. Another is convinced that the
spirit and tendency of the age make the study of the elements of
physical science imperative. The paramount claims of history are urged
by a third. A fourth considers a course of education essentially
deficient which does not provide for a thorough study of the principal
modern languages. While a fifth, with a view of securing at once an
economy of study and a unity of knowledge, is inclined to think the time
has come when children should be taught the rudimentary principles of
the Spencerian philosophy, so that they may see how the several branches
of their study stand related to each other.[G]

Now, while much of this only tends to confuse rather than to solve an
alr