The day needs giants; it produces pigmies. It needs men to fight; it produces men to run. It needs women with minds broad enough to think and hearts large enough to love. It needs motherhood that, while it bends protectingly over the cradle of its own child, reaches out a mother-heart to all the suffering childhood of the race. It needs the capacity for heroism; it yields the tendency to cowardice. In the midst of learning, ignorance triumphs, vice rules, and sensualism thrives; and all this, not because of education, but in spite of it. And when we consider that our schools in their lower grades, our kindergartens and our primary and Sunday schools, take the infant mind before the tendency to vice has had any chance for development, and that the next higher grades take them on through successive years, without being able to prevent such results as these mentioned above, we naturally feel that, at the very outset, our educational system must be wrong. However it may be suited to the ideal conditions it cannot be adapted to the average human creature, taken exactly as he is. The lack, which begins at the very basis of our so-called intelligent discipline, runs through the whole, in constantly increasing ratio. Brain is stimulated, and heart and soul are left to starve, and nothing is more neglected than the cunning of the hand. Even where some attempt is made at the training of the whole nature, it is done without recognition of the infinite variety in the human mind. Processes ought to be adapted, not only to the universal but to the individual need. It does not follow that the universal need is necessarily or invariably unlike the individual need, or that individual needs are always identical, but any system of education that gives, for a great variety of minds, precisely the same course of training, is sure to be, for a majority of those minds, a pitiful and conspicuous failure.