EDUCATION BY J. P. GORDY, PH.D., LL.D. PROFESSOR OF THE HISTORY OF EDUCATION IN THE SCHOOL OF PEDAGOGY, NEW YORK PREFACE. THIS book is written primarily for two classes of readers: (1) those who, having enjoyed the advantages of college or normal-school training, occupy positions which make it their duty to shape the educational policy of their community; (2) those who, as students, are preparing for such positions. With the needs of these classes in mind, it has seemed to the author desirable to set forth as explicitly as might be that in the very conception of education certain presuppositions are involved, and all the more desirable since opinions at variance with these presuppositions are widely prevalent. In the conviction, also, that there can be no fundamental study of education that does not seek to ascertain the end education should strive to reach, and the impulses and capacities it must appeal to, and that there can be no rational teaching that is not based on definite notions as to these matters, he has endeavored to present those notions as clearly as may be; and he has sought to base all his recommendations as to practice upon his conclusions. A prominent feature of the book is the emphasis laid upon the doctrine that there is a place for the will in education. The current theory inherited from Herbart, and by him from Rousseau, that everything should be made to depend upon interest, that there should be no must in education, |