I The program of process of evo
lution has always been, first a
gradual recognition of the fact
that the methods, appliances, and
' conduct of education were falling '
behind; second, criticisms, pro
tests, and denunciations for fail
ures and defects; third, suggest- 1
ions of what should be added, what!
subtracted, what modified, what
I incorporated; fourth, experiments
:on new lines, generally failures,
! sometimes successes, always in
structive; finally the incorporation
■of new features, and the elimina
tion of old ones. J i
The present age is one of rapid
progress in every field. Never was
there a century or a half century
so progressive. i
* * * * * * I 1
There is to-day scarcely an oc- •
cupation among us which has not; (
been transformed or actually ere-}
ated since the year 1800. * • *,
To be sure, the world is full of I
Rip Van Winkles who persist that |
the change is seldom progress, and ’
lament that the “good old days" i
can never come back again. In'
spite of many improvements, our
methods of education have chang-1
ed least of all, unless it be in art,
which is nothing if it is not old.
