Let us now consider the complaints of parents. It must be admitted that the parents of young children, particularly their mothers, and especially these latter when they are the wives of workingmen with good-sized families, regard the school rather as a convenience for getting rid of the children during a certain period of the day than anything else. They are not to be blamed for this. They have obeyed the imperative mandate of nature in having families, with no very adequate conception of what they were doing; they find themselves burdened with responsibilities often greatly beyond their capacity. They have all they can do, sometimes more than they can do, to manage the financial end of things, to see to their children's material wants and to get through the work of a house; very often they are themselves deficient in even the elementary knowledge of the schools; they feel that their children need to know a great deal that they have never known, but they are utterly without the ability to say whether what they learn is useful and important or not. With the helplessness of ignorance towards wisdom, they receive the system provided by the State on trust, presuming it is good; and with the pardonable relief of busy and overburdened people, they look at the clock as school hour approaches, and breathe a sigh of relief when the last child is out of the house. They would be shocked at the idea that they regard their children as nuisances; they would vigorously defend themselves by saying that they feel that the children are in better hands than their own, safe and well treated. But before long even these ignorant ones observe that their children have learned a number of things which are not good. They have mixed with a crowd of others, and somewhere among them they have learned bad language, bad ideas, and bad habits. These are complaints which may be heard from intelligent, educated, and conservative parents also,--parents who may be presumed to be satisfied with the spirit and general purpose of the knowledge imparted in the class-room. Also the children suffer in health through their schools; and later on, when the cramming and crowding of their brains goes on in earnest, as it does in the higher grades, and particularly the High Schools, Oh then springs up a terrible crop of headache, nervous prostration, hysterics, over-delicacy, anaemia, heart-palpitation (especially among the girls), and a harvest of other physical disorders which were very probably planted back in the primary departments, and fostered in the higher rooms. The students are so overtrained that they often "become good for nothing in the house," the parents say, and too late the mothers discover that they themselves become servants to the whimsical little ladies and gentlemen they have raised up, who are more interested in text-books than in practical household matters.