st possible measure.

Already the answer has been formulated. Already educators have
recognized the potency of the saying: "The schools were made for the
children, not the children for the schools." Hence it follows that no
school system is so sacred, no method of teaching so venerable, no
textbook so infallible, no machinery of administration so permanent,
that it must not give way before the educational needs of childhood.

Concerning the educational problem of to-day, yesterday cannot speak
with authority. Each age has its problems--problems which may be solved
by that age, or handed on unsolved to the future. The past is dead. Only
its voice--its advice and suggestion--serves as a guide or as a warning.
Of authority it should have not an atom.

The educational opportunities of to-day are without peer. The
educational machinery, ready at hand, is being transformed to meet the
newly understood needs of the child and of the community. The spirit of
the new education is the spirit of service, the spirit of fair dealing,
the spirit of growth for the individual and of advancement for society.
Here are individual needs. There are aligned the social obligations and
requirements of the age. In so far as it lies within the power of the
school, the children who leave its doors shall have their needs
supplied, and shall be equipped to play their part as virile, efficient
citizens in a greater community. Such is the spirit of the new
education.

INDEX

Age distribution, 36.
and school progress, 37.

Ages of childhood, 35.

American school system, Statistics of, 19, 20.

Applied education, need for, 156.

Applied work, Cincinnati, 136.
in the grades, 161.

Average children and the old education, 39.
fallacy of, 34.

Berks County schools, manual training in, 186.
physical training in, 186.

Boys and girls, object of educating, 42.

Brown, E. E., quoted, 13.

Carney, Mabel, quoted, 179.

Chancellor, W. R., quoted, 40, 41.

Change, prevalence of, 24.
in social structure, 25.

Child growth, stages of, 44.

Child needs, recognition of, 56.
and community needs, 255.

Childhood, ages of, 35.

Children, needs of analyzed, 45.
social needs of, 48.
varying capacity of, 37, 38.
vs. subject matter, 39.

Cincinnati, educational advantages of, 148.
kindergarten work in, 129.
school system of, 125.
school policy cont