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Rh What is said about the sciences? The same volume contains an article entitled: "The Disappointing Results of Science Teaching." Therein it is stated that "the results of the teaching of science in schools of all kinds have been very disappointing to the friends and advocates of science teaching. ... The work is unsatisfactory when the best opportunities are provided and skilled teachers devote all their time to it, indeed where they practically have everything their own way. ... This has given the advocates of the older literary studies a chance to look over their spectacles and say: 'I told you so.' It is plain that class-room science-teaching has no history to be proud of, but the reverse. Something is radically wrong when, after a generation of science-teaching, those who have had the best available teaching in it do not show some of the superiority which is claimed for it in insight, tact, skill, judgment, and affairs in general." Complaints of a similar nature can be found in more recent publications.

It is evident, then, that final judgment on the modern system is reserved for the future. If we consider the results obtained within the last ten years, it appears unintelligible that many writers on education are so unreserved in denouncing systems of the past, which have a "history to be proud of." Indeed, it may be said that the present educational movement is characterized by a morbid craving for novelties, but still more by contempt of old traditions. Modern pedagogy has rightly been called a Proteus. It daily assumes new forms so that even its most ardent followers seem not to know what they are really