And here, for once, in Massachusetts, a public institution has escaped

the tyranny of bricks and mortar; and we are permitted to indulge the
hope, that any future additions will tend to make this spot a
neighborhood of unostentatious cottages, quiet rural homes, rather than
the seat of a vast edifice, which may provoke the wonder of the
sight-seer, inflame local or state pride, but can never be an effectual,
economical agency in the work of reformation
And here, for once, in Massachusetts, a public institution has escaped
the tyranny of bricks and mortar; and we are permitted to indulge the
hope, that any future additions will tend to make this spot a
neighborhood of unostentatious cottages, quiet rural homes, rather than
the seat of a vast edifice, which may provoke the wonder of the
sight-seer, inflame local or state pride, but can never be an effectual,
economical agency in the work of reformation. Every public institution
has some great object. Architecture should bend itself to that object,
and become its servant; and it must ever be deemed a mistake, when
utility is sacrificed that art or fancy may have its way.

The educational significance of the truths illustrated in the diagram

and the discussion has been somewhat slow in taking hold in our schools
The educational significance of the truths illustrated in the diagram
and the discussion has been somewhat slow in taking hold in our schools.
This has been due not alone to the slowness of the educational world to
grasp a new idea, but also to the practical difficulties connected with
adapting the school exercises as well to the expression side of
education as to the impression. From the fall of Athens on down to the
time of Froebel the schools were constituted on the theory that pupils
were to _receive_ education; that they were to _drink in_ knowledge,
that their minds were to be _stored_ with facts. Children were to 'be
seen and not heard.' Education was largely a process of gorging the
memory with information.