Of course there is this difference between the grower of plants or animals and the grower of children; the former is dealing with his subject as a superior power with a force which will always remain subject to his, while the latter is dealing with a force which is bound to become his equal, and taking it in the long and large sense, bound ultimately to supersede him. The fear of "the footfalls of the young generation" is in his ears, whether he is aware of it or not, and he instinctively does what every living thing seeks to do; viz., to preserve his power. Since he cannot remain forever the superior, the dictator, he endeavors to put a definite mould upon that power which he must share--to have the child learn what he has learned, as he has learned it, and to the same end that he has learned it. The grower of flowers, or fruits, or vegetables, or the raiser of animals, secure in his forever indisputable superiority, has nothing to fear when he inquires into the ways of his subjects; he will never think: "But if I heed such and such manifestation of the flower's or the animal's desire or repulsion, it will develop certain tendencies as a result, which will eventually overturn me and mine, and all that I believe in and labor to preserve." The grower of children is perpetually beset by this fear. He must not listen to a child's complaint against the school: it breaks down the mutual relation of authority and obedience; it destroys the faith of the child that his olders know better than he; it sets up little centers of future rebellion in the brain of every child affected by the example. No: complaint as to the wisdom of the system must be discouraged, ignored, frowned down, crushed by superior dignity; if necessary, punished. The very best answer a child ever gets to its legitimate inquiry, "Why do I have to learn such and such a thing?" is, "Wait till you get older, and you will understand it all. Just now you are a little too young to understand the reasons."--(In ninety-nine cases out of a hundred the answerer got the same reply to his own question twenty years before; and he has never found out since, either). "Do as we tell you to, now," say the teachers, "and be sure that we are instructing you for your good. The explanations will become clear to you some time." And the child smothers his complaint, cramps his poor little body to the best of his ability, and continues to repeat definitions which mean nothing to him but strings of long words, and rules which to him are simply torture--apparatus invented by his "natural enemies" to plague children.--I recall quite distinctly the bitter resentment I felt toward the inverted divisor. The formula was easy enough to remember: "Invert the terms of the divisor and proceed as in multiplication of fractions." I memorized it in less than a minute, and followed the prescription, and got my examples, correct. But "Oh, how, how was the miracle accomplished? Why should a