THE AIM OF MODERN EDUCATION. 499 



the lower and secondary schools already in existence, and that 

 the work should take its place alongside of the other recognized 

 means of culture. It has a substantial contribution to make 

 toward that fullness of life which is the modern aim. It en- 

 larges the experience of children by bringing them into closer 

 contact with the outer world of force and matter ; it develops 

 that many-sided interest which gives alertness to youth and re- 

 deems old age from ennui ; it increases the sensitiveness of the 

 bodily organism ; it makes possible activities which would other- 

 wise be impossible ; in a hundred ways it makes for righteous- 

 ness — that righteousness which consists of fullness of life. 



And the method of the new education is admittedly psycho- 

 logical. It is in harmony with the desires of childhood. It offers 

 occupations which are welcome to the children, and at the same 

 time rich in thought reaction. It is a proposition to educate chil- 

 dren through their own self-activity, with their co-operation in- 

 stead of against their protest. 



In estimating the several forms of manual training, I have 

 come to believe that the Swedish form, sloyd, has some advan- 

 tages over the more formal Russian manual training, in giving 

 better gymnastics in its movements and a more human interest to 

 its occupations. A finished article makes a stronger appeal to the 

 childish sympathy than the abstract exercises of manual training 

 proper. It is psychologically truer and, I believe, morally more 

 effective. Children wholesomely occupied, children busy in try- 

 ing to realize some form of usefulness and beauty, must, I think, 

 dail}^ grow into that unconscious goodness which I hold to be the 

 highest morality ; must illustrate Emerson's favorite doctrine, 

 that evil, like cold, is a negation, is but the absence of good. 



I have indicated the ideal in modern education. I have tried 

 to indicate somewhat of the method. The practical question re- 

 mains : Who shall carry it out ? It would be unfortunate to 

 intrust this most important interest of society to any but the best 

 men and women, and by best I do not mean those who know the 

 most, but those who are the strongest, the most beautiful, the 

 most lovable, the most cultured, as well as the most skillful and 

 the best informed. And in the newer education the need for wise 

 and beautiful teachers is particularly great. Now that education 

 has taken this truer and more psychological turn and is building 

 its work upon the basis supplied by Nature, upon the feelings and 

 desires of childhood, upon its wonderful self-activity and con- 

 structive instinct, you can readily see how utter will be the de- 

 feat if the realization of the method be left in the hands of men 

 and women devoid of the requisite insight. Profoundly as I be- 

 lieve in this aspect of education, in the underlying principles of 

 the kindergarten, sloyd, and manual training, I greatly prefer the 



