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1. The law of interest. 2. Concentration defined.

principle upon which specialization depends. 4. Interest in the
individual and scientific interest. 5. Interest not a criterion of
educational method. 6. Cultivation of intellect: Its place in
education. 7. Training to think. 8. Correlation.

1. Difficulty of mapping out the work through the grades.

2. Kind of work to be done. 3. History and literature. 4. Bos-

ton and French and old Athenian schools compared. 5. The

amount of reading required by Massachusetts schools. 6. Arith-

metic. 7. Political geography. 8. Nature study. 9. Electives.

10. Language and grammar. II. Elements of a liberal educa-

tion from the start,

1. Spelling has little educational value. 2. The uses of for-

gotten knowledge. 3. Conventional value of spelling. 4. What
words children should be taught to spell. 5. Conventional and

[blocks in formation]

real value of the ability to use good English. 6. Language les-

sons should deepen a child's interest in his work. 7. Grammar

(1) cultivates the capacity of discrimination. 8. (2) Promotes

the study of the mind. 9. (3) Should illustrate the difference be-
tween knowledge and opinion. 10. At what age should grammar
be studied.

2. (2) De-

velops a realization of law and cultivates openmindness. 3. (3) In-

cites to specialization along the lines of natural bent.

1. The general principle upon which the proper work of the

small high school depends. 2. The large high school not a

model for the small high school. 3. The report of the Commit-

tee of Ten on the identity of the needs of those who are and

those who are not going to college. 4. The small high school

should teach (1) political economy. 5. (2) American history.

6. But (3) not a foreign language. 7. The course of study of

the small high school to be determined in part by the capacity of

the teachers and by its equipment. 8. English and American

history should be substituted for general history. 9. Summary

of the course of study.


EDUCATION, from the standpoint of the mind which is being educated, consists of a vast series of changes; from the standpoint of the teacher, of the influences brought to bear upon the mind to bring those changes about. But the intelligent use of means to this end presupposes not only an idea of the type of character for the sake of which the changes are desired, but also of the mind in which it is to be developed. For our opinion as to what the mind may become depends upon our opinion of its essential nature. If we believe that the thoughts, feelings, and volitions of a human being are the mechanical and inevitable results of the influences brought to bear upon him, we are bound to think of him as one of the links in the vast enginery of nature, and education cannot consider him as having anything to do with his own development. If, on the other hand, we believe that the mind is essentially active, then education has an entirely different problem to solve, the problem of supplying the mind with occasions of its own activity.

The lines of our subject are, therefore, marked out for us by its character. We must first seek to determine the essential nature of the mind, whether it is active or passive, and then endeavor to ascertain the end of education. This accomplished, we must investigate the means by which the ideal of education may be approximately realized.

But it is already evident that the question of means must be considered from two points of view. For the

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