e and reach."[19]

All selfish conduct, all rudeness and roughness come from ignorance; we
are all more or less self-centred, and the child's consciousness of self
has to be widened, his scope has to be enlarged to sympathy with the
thoughts, feelings and desires of other selves. "The sane man is the man
who (however limited the scope of his behaviour) has no such suppression
incorporated in him. The wise man must be sane and must have scope as
well."[20]

[Footnote 19: _The Freudian Wish_, Edwin Holt.]

[Footnote 20: _The Freudian Wish_, Edwin Holt.]

Professor Earl Barnes always used to describe the child mind as
"scrappy." How can we best aid development into the wholeness or
healthiness and the scope of sanity and wisdom? For it may well be that
this widening and ordering of experience, of consciousness, of behaviour
into moral behaviour is our most important task as teachers. Froebel
emphasised the "crying need" for connection of school and life, pointing
out how the little child desires to imitate and the older to share in
all that, as Professor Dewey puts it, is "surcharged with a sense of the
mysterious values that attach to whatever their elders are concerned
with." This is one of the points to which Professor Dewey called
attention in his summing up of Froebel's educational principles, this
letting the child reproduce on his own plane the typical doings and
occupations of the larger, maturer society into which he is finally to
go forth.

It is in this connection that he says the Kindergarten teacher has the
opportunity to foster that most important "sense of continuity." In
simple reproduction of the home life while there is abundant variety,
since daily life may bring us into contact with all the life of the city
or of the country, yet, because the work is within a whole, "there is
opportunity to foster that sense which is at the basis of attention and
of all intellectual growth, a sense of continuity."

Since Professor Dewey gave to the world the results of his experimental
school, all the Kindergartens and most of the Infant Schools in England
have tried to carry out their accustomed reproduction of home
surroundings, more or less on the lines of the Primary Department of his
experimental school. They have extended their scope, and in addition to
the material already taken from workman and shop, from garden and farm,
have also with much profit to older children used his suggestions about
primitive in