The particular constellation of social crises and ideological ferment by the second half of the eighteenth century had reached the point where discussion of educational issues came to the forefront. Its relevance was clear. If the human mind and human behavior were malleable because of the nature of the early learning process, then directing the process could change its nature and that of human behavior. If educational processes were brought out of the private sphere of the family and the private tutor, and made more public and more rational, then the problems associated with haphazard or inappropriate upbringing could be avoided (although on this issue there was much debate). Finally, the unfortunate results of miseducation or overeducation could be avoided.

— Schooling in Western Europe by Mary Jo Maynes (Page 40)