OF EDUCATION 97 



ture mind. He can observe, remember, compare and 

 reason, but he must do these as a child. He wants 

 ideas, not the signs and symbols of ideas; he wants 

 knowledge itself, for he can use it ; but he has no im- 

 mediate use for the arbitrary signs of knowledge. He 

 delights in the use of his senses ; by their exercise 

 he has already learned the most obvious properties, 

 simple relations and uses, as well as the names of all 

 familiar things. He has many thoughts about these 

 things, and has learned how to express them. 



Education must be begun and continued as a unit. 

 The first week in school should represent all the great 

 branches of human knowledge — science, language, 

 mathematics and art ; not in so many separate lessons 

 or exercises, but all organized, as it were, and as in- 

 timately connected as the trunk, roots and branches 

 of a tree. Curiosity and imitation, the natural love 

 of knowing and doing, must both be gratified. One 

 of the chief duties of the teacher is to direct the child 

 how to observe, and where to observe, and how to as- 

 similate and express the result of observation in oral 

 and written language, in mathematical language, and 

 in the language of art. 



« 



" In place of this rude and crude, and now happily 

 obsolescent theory, a deeper philosophy is leading us 

 to inquire into the nature of the undeveloped mind, 

 and the true order of the development of its faculties. 



