generic situation which inheres in the very work that we do. The
constantly accelerated progress of civilization lays constantly
increasing burdens upon us. In some way or another we must accomplish
the task. In some way or another we must lift the child to the level of
society, and, as society is reaching a continually higher and higher
level, so the distance through which the child must be raised is ever
increased. We would like to think that all this progress in the race
would come to mean that we should be able to take the child at a higher
level; but you who deal with children know from experience the principle
for which the biologist Weismann stands sponsor--the principle, namely,
that acquired characteristics are not inherited; that whatever changes
may be wrought during life in the brains and nerves and muscles of the
present generation cannot be passed on to its successor save through the
same laborious process of acquisition and training; that, however far
the civilization of the race may progress, education, whose duty it is
to conserve and transmit this civilization, must always begin with the
"same old child."

This, I take it, is the deep-lying cause of the schoolmaster's
pessimism. In our work we are constantly struggling against that same
inertia which held the race in bondage for how many millenniums only the
evolutionist can approximate a guess,--that inertia of the primitive,
untutored mind which we to-day know as the mind of childhood, but which,
for thousands of generations, was the only kind of a mind that man
possessed. This inertia has been conquered at various times in the
course of recorded history,--in Egypt and China and India, in Chaldea
and Assyria, in Greece and Rome,--conquered only again to reassert
itself and drive man back into barbarism. Now we of the Western world
have conquered it, let us hope, for all time; for we of the Western
world have discovered an effective method of holding it in abeyance, and