Still, however conservative and system-logged teachers may be, they will all agree upon one criticism; viz., that they have too much to do; that it is utterly impossible for them to do justice to every pupil; that with from thirty to fifty pupils all depending upon one teacher for instruction, it is out of the question to give any single one sufficient attention, to say nothing of any special attention which his peculiar backwardness might require. He could do so only at the expense of injustice to the rest. And, indeed, the best teacher in the world could not attend properly to the mental needs of fifty children, nor even of thirty. Furthermore, this overcrowding makes necessary the stiff regulation, the formal discipline, in the maintenance of which so much of the teacher's energy is wasted. The everlasting roll-call, the record of tardiness and absence, the eye forever on the watch to see who is whispering, the ear forever on the alert to catch the scraper of feet, the mischievous disturber, the irrepressible noisemaker; with such a divided and subdivided attention, how is it possible to teach? Here and there we find a teacher with original ideas, not of subjects to be taught, but of the means of teaching. Sometimes there is one who inwardly revolts at what he has to teach, and takes such means as he can to counteract the glorifications of political aggrandizement, with which our geographies and histories are redolent. In general, however, public school teachers, like government clerks, believe very much in the system whereby they live. What they do find fault with, and what they have very much reason to find fault with, is not the school system, but the counteracting influences of bad homes. Teachers are often heard to say that they think they could do far better with the children, if they had entire control of them, or, as they more commonly express themselves, "if only their parents had some common sense!" Lessons of order, neatness, cleanliness, and hygiene, are often entirely thrown away, because the children regard them as statements to be memorized, not things to be practised. Those children whose mothers know nothing of ventilation, the necessity for exercise, the chemistry of food, and the functioning of the organs of the body, will forget instructions because they are never made part of their lives. (Which criticism is a sort of confirmation of that sage observation: "If you want to reform a man, begin with his grandmother.") So much for criticism. What, now, can we offer in the way of suggestions for reform? Speaking abstractly, I should say that the purpose of education should be to furnish a child with such fundamental knowledge and habits as will preserve and strengthen his body, and make him a self-reliant social being, having an all-around acquaintance with the life which is to surround him and an adaptability to circumstances which will render him able to meet varying conditions.