4-31-23 X

PREFACE

TRUE education is the symmetrical and harmonious development of the various powers and faculties of the human body and soul. Education of some sort begins with the infant in the cradle, and is stopped only by the hand of death. In this fact is the seriousness of the subject. If education were not a continuous process, the teacher might hope to build a new structure upon a new foundation. As a fact, however, he is always building with the materials or upon the substructure of another. Any system of education is faulty which does not take this fact into account.

A training confined almost exclusively to the physical nature gave to the world the rugged, narrow-minded, and venal Spartan. A training of the body and mind produced the fickle and unscrupulous Athenian. The broader education of modern times is threefold, concerning itself with physical, mental, and moral training. For many and weighty reasons, the greater part of the time and attention of the teacher is given to the training of the minds of his pupils. This is his special function, and the training of the teacher is designed to fit him for this work. School appliances and books have multiplied and improved until, in respect of these, our schools are the best equipped in the world. In the general desire to make the training of the mind as complete as possible, other considerations equally important have been in a measure overlooked.

This book is based upon two ideas. First, that the surroundings and the various elements of school life should accord as closely as possible with the needs of the unfolding nature and the growing abilities of the child, and that they should be a source of constant and increasing pleasure to the pupil. Second, that school life is a period in which the training of youths should possess harmony, unity, and completeness, including not only instruction in books, but much of nature, of social life, and of physical culture.

The hope of reward and the fear of punishment are the two great guiding motives of life. Of the two, the first is much the more potent and important. Yet it would seem that our schools are often managed upon the other basis, and that the fear of punishment is the motive chiefly relied upon for the government of many of the pupils. We cannot dispense with this fear of pun

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ishment; but ought it not to be kept in the background, while the pleasure which comes from duty well done and from the possession of knowledge for its own sake is kept constantly before the pupil? The school should be pleasant and cheerful, with no more restraint than is necessary for good, orderly work; and the widest possible latitude should be given to allow the minds of the pupils to develop according to their natural inclinations. I would not ignore the labor of study or seek to make a royal road to knowledge. I would emphasize the dignity of labor, and the honor and satisfaction which come from faithful work. I would lay stress upon the necessity for such work as a training for the duties of life. But I would remove all unnecessary friction and strive to make study as natural as play.

The child who is absent from school should feel that he is missing something worth having-not enjoying a period of emancipation. We can reach this result if we look at school life from the standpoint of the child, as well as from that of the teacher. When the work is made inviting, the teacher has all the more reason to insist that it be faithfully performed.

School recreations of various nature may be made profitable in themselves, as well as helpful for the rest and entertainment which they afford. Intellectual recreations have the effect of introducing into the school work much information which otherwise would not be so generally or so happily acquired. Physical recreations, properly directed, add greatly to the health and vigor of children, cultivate cheerfulness and good humor, and quicken the activities of both mind and body.

By directing the recreations of pupils, the teacher may lead them to employ advantageously much time that would be wasted otherwise, when the school is not in session. Pupils should learn that a successful life is a busy, active life; that according to the law of mental life, they must either grow in power or lose power, for there is no middle course. Not a little of the teacher's responsibility consists in his realization of this fact, and in his impressing it upon his pupils.

To succeed even approximately in producing a well-rounded mind, bodily vigor, and strength of character, is the ideal of the teacher. The ideal is but imperfectly realized; yet when seemingly still distant, it is often most nearly attained. Such an ideal can be approached only by dint of persistent labor and unwavering faith.

In conclusion, acknowledgments are due to the authorities of the Newberry Library, for helpful and unfailing courtesy; to Mr. B. N. Jaquish, for useful suggestions in the chapters on science; and to Mr. Hubert M. Skinner, for valuable assistance and advice.

ishment; but ought it not to be kept in the background, while the
pleasure which comes from duty well done and from the possession
of knowledge for its own sake is kept constantly before the pupil?
The school should be pleasant and cheerful, with no more
restraint than is necessary for good, orderly work; and the widest
possible latitude should be given to allow the minds of the pupils
to develop according to their natural inclinations. I would not
ignore the labor of study or seek to make a royal road to knowl-
edge. I would emphasize the dignity of labor, and the honor
and satisfaction which come from faithful work. I would lay
stress upon the necessity for such work as a training for the duties
of life. But I would remove all unnecessary friction and strive to
make study as natural as play.

The child who is absent from school should feel that he is miss-
ing something worth having-not enjoying a period of emancipa-
tion. We can reach this result if we look at school life from
the standpoint of the child, as well as from that of the teacher.
When the work is made inviting, the teacher has all the more
reason to insist that it be faithfully performed.

School recreations of various nature may be made profitable in
themselves, as well as helpful for the rest and entertainment which
they afford. Intellectual recreations have the effect of introducing
into the school work much information which otherwise would
not be so generally or so happily acquired. Physical recreations,
properly directed, add greatly to the health and vigor of children,
cultivate cheerfulness and good humor, and quicken the activities
of both mind and body.

By directing the recreations of pupils, the teacher may lead them
to employ advantageously much time that would be wasted other-
wise, when the school is not in session. Pupils should learn that
a successful life is a busy, active life; that according to the law of
mental life, they must either grow in power or lose power, for there
is no middle course. Not a little of the teacher's responsibility
consists in his realization of this fact, and in his impressing it
upon his pupils.

To succeed even approximately in producing a well-rounded
mind, bodily vigor, and strength of character, is the ideal of the
teacher. The ideal is but imperfectly realized; yet when seemingly
still distant, it is often most nearly attained. Such an ideal can be
approached only by dint of persistent labor and unwavering faith.

In conclusion, acknowledgments are due to the authorities of
the Newberry Library, for helpful and unfailing courtesy; to Mr.
B. N. Jaquish, for useful suggestions in the chapters on science;
and to Mr. Hubert M. Skinner, for valuable assistance and advice.