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Although, therefore, we cannot deny that past history contains many fruitful lessons for the bettering of our own time, it is not unlikely that the tendency of the present widely informed but hasty age is to exaggerate the likenesses of various epochs, and to overrate the force of analogy in social and political reasoning. Historical parallels are generally striking only up to a certain point; a deeper knowledge discloses elements of contrast, wide differences of motive, great variations in human feeling.

§ 2. But as we go back to simpler states of life, or earlier stages of development, the argument from analogy becomes stronger, and the lessons we may derive from history, though less striking, are more trustworthy. This is peculiarly the case with the problem of education as handled by civilized nations in various ages. The material to be worked upon is that simpler and fresher human nature, in which varieties are due only to heredity, and not yet to the numerous artificial stimulants and restraints which every society of mature men invents for itself. The games and sports of children, all over the world, are as uniform as the weapons and designs of savages. The delights and disappointments of education have also remained the same, at least in many respects. The conflict of theoretical and practical educators, and the failure of splendid schemes for the reform of society by a systematic training of youth, mark every over-ripe civilization. Here, then, if anywhere, we may gain a distinct advantage by contemplating the problems, which we ourselves are solving, under discussion in a remote society. The more important and permanent elements will stand out clearer when freed from the interests and prejudices of our own day, and from the necessities of our own situation; and thus we may be taught to regain freedom of judgment and escape from the iron despotism of a traditional system. For if it be the case that in no department of our life are we more thoroughly enslaved than on the question of education, if it be true that we are obliged here to submit our children to the ignorance and prejudice of nurses, governesses, priests, pedants—all following more or less stupid traditions, and all coerced by shackles which they want either the knowledge or the power to break—then any inquiry which may lead us to consider freely and calmly what is right and what is not right, what is possible and what is not possible, in education cannot but have real value, apart from purely historical or learned considerations.