vitiate the purpose of the original articles, which was to set down
a statement of some educational successes in such a way that the lay
reader, grasping the significance of these ventures, might see in them
immediate possibilities for the schools in his locality.

Behind all of the chapters is the same idea--the idea of educating
children--an idea which has taken firm hold of the progressive educators
in every section of the community. The schoolmaster is breaking away
from the traditions of his craft. He has laid aside the birch, the three
"R's," the categorical imperative, and a host of other instruments
invented by ancient pedagogical inquisitors, and with an open mind is
going up and down the world seeking to reshape the schools in the
interests of childhood. The task is Herculean, but the enthusiasm and
energy which inspire his labors are sufficient to overcome even those
obstacles which are apparently insurmountable.

CONTENTS

PAGE

INTRODUCTION. THE OLD EDUCATION 11

I. The Critical Spirit and the Schools 11

II. Some Harsh Words from the Inside 12

III. A Word from Huxley and Spencer 15

IV. Some Honest Facts 17

V. Have We Fulfilled the Object of Education? 22

CHAPTER I. THE NEW BASIS FOR EDUCATION 24

I. Can There Be a New Basis? 24

II. Social Change 25

III. Keeping Up With the Times 26

IV. Education in the Early Home 27

V. City Life and the New Basis for Education 28

CHAPTER II. TEACHING BOYS AND GIRLS 32

I. The New School Machinery 32

II. Rousseau Versus a Class of Forty 33

III. The Fallacious "Average" 34

IV. The Five Ages of Childhood 35

V. Age Distribution in One Grade 36

VI. Shall Child or Subject Matter Come First? 39

VII. The Vicious Practices of One "Good" School 40

VIII. Boys