But, rightly understood, all that we have said in reference to the short-comings of our modes of educating the young, constitutes by no necessity any sort of disparagement of teachers, or of the conductors of our school system. If a re-survey of the ground seems to show very much yet to be done, it is in part but the necessary result of an enlarging comprehension as to what, all the while, should have been done. It is by looking from an eminence that we gain a broader prospect, and coincidently receive the conviction of a larger duty. Much that we deplore in present methods is the best to which investigation has yet conducted us, or that the slow growth of a right view among the patrons of schools will allow. Then, how hard it is to foresee, in any direction of effort, the effects our present appliances and plans shall be producing a score of years hence, or in the next generation--hardest of all to those whose work is directly upon that extremely variable quantity, mind! And in what other human business, besides that of education, are there not in like manner remissnesses and errors to point out? Justice, in truth, requires the acknowledgment that probably no other body of men and women can take precedence of the teaching class, in devotion to their work, in self-sacrifice, or, indeed, in willingness to adopt the new when it shall also commend itself to them as serviceable; while, in a world of rough, material interests and successes, like ours, the teacher's avocation still remains by far underpaid, and by parents, and even by the very pupils on whom its benefits are conferred, too rarely appreciated at anything like its just deserts.