too great for power, is not an educator but a repressor, a pedagogic
Philistine committing, like so many of his calling in other fields,
the unpardonable sin against budding promise, always at this age so
easily blighted. Just as the child of six or seven should be
encouraged in his strong instinct to draw the most complex scenes of
his daily life, so now the inner life should find graphic utterance in
all its intricacy up to the full limit of unrepressed courage. For the
great majority, on the other hand, who only appreciate and will never
create, the mind, if it have its rights, will be stored with the best
images and sentiments of art; for at this time they are best
remembered and sink deepest into heart and life. Now, although the
hand may refuse, the fancy paints the world in brightest hues and
fairest forms; and such an opportunity for infecting the soul with
vaccine of ideality, hope, optimism, and courage in adversity, will
never come again. I believe that in few departments are current
educational theories and practises so hard on youth of superior gifts,
just at the age when all become geniuses for a season, very brief for
most, prolonged for some, and permanent for the best. We do not know
how to teach to, see, hear, and feel when the sense centers are most
indelibly impressible, and to give relative rest to the hand during
the years when its power of accuracy is abated and when all that is
good is idealized furthest, and confidence in ability to produce is at
its lowest ebb.

Finally, our divorce between industrial and manual training is
abnormal, and higher technical education is the chief sufferer.
Professor Thurston, of Cornell, who has lately returned from a tour of
inspection abroad, reported that to equal Germany we now need: "1.
Twenty technical universities, having in their schools of engineering
50 instructors and 500 students each. 2. Two thousand technical high