THE PROBLEM OF EDUCATION j^j 



normal school in Pennsylvania. In other words, 

 while the most important part of education is the 

 development and balancing of what is within the 

 child, until recently little has been offered to 

 teachers to fit them for this part of the work. 

 What would be thought of a medical college 

 that devoted all its attention to materia medica, 

 and taught none of the principles of diagnosis ? 

 True education studies the child first and most ; 

 it regards him as a product How can faculties 

 and tendencies be developed and balanced when 

 no attention is given to what they are .'' And 

 how, furthermore, can they be studied thoroughly 

 so long as the fact is ignored that each child is 

 little more than a stream of tendencies from the 

 past coming into manifestation in the individual 

 to be instructed .-' 



It must not be supposed that we have no teach- 

 ers who rise to their high privilege. Probably 

 there are in most of the larger schools some who 

 realize this ideal of the teacher, but they do so in 

 general rather because of natural gifts than be- 

 cause of the system under which they have been 

 trained. 



" One of the most hopeful things in education 

 is the dawn of better and more objective ways of 

 studying the mind and its growth. The old-fash- 



