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Rh easy to change, as are ideas. The man who is wise in practical affairs, and profound in his reflections upon the truths of history, knows that, on the contrary, this abiding and relatively stable character of the institutional expression of ideas is the fortunate thing about educational, as about other forms of progress. Most fortunate of all are those institutions which change just fast and far enough to conserve the priceless lessons of the past, while unfolding constantly to receive the suggestions of the better time coming.

It is not, then, because any of the details of opinion expressed in these essays are regarded as a finality that 1 have thought it possibly worth while to publish them. As respects these very details I should still be unwilling to commit myself unalterably to any of the current conflicting opinions. And I have already indicated that the events of the last decade have modified, in ways which need not at present be discussed or even noted, what was said upon various points before the original hearers of these essays. But if they possess any value sufficient to justify calling attention to them again, collectively and in this unobtrusive way, it is because they all intend to emphasize the three following truths: First, there are some settled and permanent principles which belong to all educational systems, in all times; and we may know what these principles are. But,