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Abstract
The wholesome practice of free public school education is a great heritage for the budding generations. Free education has become one of the several main bearings around which the wheels of our democratic society revolve. Regardless of any transitory disillusionments growing out of our experiences with the institution of education, we readily agree that it is founded upon the highest principles known among men. We have a common faith in its indefatigable efforts to promote truth and light. It has been exalted by our vested faith to the position of torchbearer to illuminate the uncharted road ahead. Socrates in his wildest, hopeful dreaming could not have envisioned an institution so uniquely principled and strangely idealistic. Keeping this thought in mind, that education is unquestionably a great heritage and our faith in it has been well placed, we may proceed to criticize its tendencies without fear of overemphasizing its faults. It will necessarily be the criticism of the new, untried, unfledged neophyte, somewhat distracted and bewildered by the complex action of education.