ersons to be selected and qualified?
The change will be gradual, and it is to be made in the public opinion
as well as in the character of teachers and schools. And is it not
possible, even in view of all that has been accomplished, that we are
yet groping in a dark passage, with only the hope that it leads to an
outward-opening door, where, in marvellous but genial light we shall
perceive new truths concerning the philosophy of the human mind, and
the means of its development? At this moment we are compelled to admit
that practical teachers and theorists in educational matters are alike
uncertain in regard to the true method of teaching the alphabet, and
divided and subdivided in opinion concerning the order of succession of
the various studies in the primary and grammar schools. Perfect
agreement on these points is not probable; it may not be desirable. I am
satisfied that no greater contribution can be made to the cause of
learning than a presentation of these topics and their elucidation, so
that the teacher shall feel that what he does is philosophical, and
therefore wise.

The only way to achieve success is to apply faithfully the means at
hand. Generations of children cannot wait for perfection in methods of
teaching; but teachers of primary schools ought not to neglect any
opportunity which promises aid to them as individuals, or progress in
the profession that they have chosen. As teachers improve, so do
schools; and, as schools improve, so do teachers. The influence exerted
by teachers is first beneficial to pupils, but, as a result, we soon
have a class of better qualified teachers. With these ideas of the
importance of the teacher's vocation to primary instruction, and,
consequently, to all good learning, it is not strange that I place a
high value upon professional training. A degree of professional training
more or less desirable is, no doubt, furnished, by every school; but the
admission does not in any manner detract from the force of the statement
that a young man or woman well qualified in the branches to be taught,
yet without experience, may be strengthened and prepared for the work of
teaching, by devoting six, twelve, or eighteen months, under competent
instructors, in company with a hundred other persons having a similar
object in view, to the study, examination, and discussion, of those
subjects and topics which are sometimes connected with, and sometimes
independent of, the text-books, but which