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One of the gravest disadvantages about education is the way it thwarts progress by teaching young folk that which, to say the least of it, is uncertain. If education were to be strictly confined by the schoolmaster to the things he really knew, what a quantity of lumber could be trundled out of the schoolroom to-morrow. Teaching should be kept to arts, accomplishments and facts—opinions and theories should have no place whatever in the schoolroom.

Open any school book of a hundred years ago and read its theories and opinions, and remember that these were thrust down the throats of the little ones with the same complacent conceit that our opinions and theories of to-day are being taught in the schools. And yet we all know that theories and opinions in the main become very dead sea-fruit in fifty or a hundred years, whilst the multiplication table remains with us like the Ten Commandments, a monument of everlasting truth.

This chief disadvantage of education will probably continue with us for many generations, until it is recognised as immoral and wicked to warp a child’s mind by teaching things to it as facts which are at the best only conjectures, in the hope that in after life it may take some side in the affairs of the world, which the teacher, or the committee of the school, is interested in. The true rule should of course be to teach children, especially in State Schools, only ascertained facts, the truth of which all citizens, who are not in asylums, agree to be true.