In criticising the defects of our educational system, we have too long mistaken symptoms for causes, and believed that we were removing the latter when we were only palliating or at best excising the former.
To pinch off a withered bud, to lop off a withered limb, of the diseased tree of education, to train in this or that direction a branch which is as yet unaffected, is but lost labour so long as the tree is being slowly poisoned at its roots by a fundamental misconception of the character and capacity of the child.

It is time that we should reconsider our whole attitude towards human nature.
The widespread belief that sundry faculties, physical, mental, and moral, admit of being cultivated and ought to be cultivated in the schoolroom--a belief which is ever affirming itself against the educational systems and practices that are ever giving it the lie--may surely be construed into an admission that my primary truism is at least a truth.

If this is so, if the business of the teacher is, as I contend, to help the child to grow, healthily, vigorously, and symmetrically, on all the planes of his being, the inference is irresistible that education will achieve nothing but failure until its foundations have been entirely relaid.

For faith in the inherent soundness, in the natural goodness, of the seed or sapling, or whatever else he may undertake to rear, is the first condition of success on the part of the grower.

And to ask education to bring to sane and healthy maturity the plant which we call human nature, and in the same breath to tell it that human nature is intrinsically corrupt and evil, is to set it an obviously impracticable task.