132 HEREDITY AND CHRISTIAN PROBLEMS 



ioned philosophies, on which so many present 

 methods of teaching are based, which are still 

 well intrenched in most of our normal schools, 

 seem imposing with their vast generalization, but 

 are too introspective for youth, are formal, and, 

 where most absolute, least harmonious among 

 themselves. They have done great good, and it 

 is not needful here to point out their grave de- 

 fects. But better and more modern methods of 

 research into the phenomena and laws of the soul, 

 more consonant with the demands of modern, and 

 especially American life and thought, as special- 

 ized and co-operative as science, slowly doing over 

 again the work of the great thinkers of the past 

 century, and without losing their positive result, 

 removing their limitations, enriching and apply- 

 ing their insights — these are now slowly but 

 surely working out a true natural history of 

 man's nascent faculties. Here is the heart of 

 the pedagogy of to-day and of to-morrow, where 

 the science and philosophy of education join 

 friendly hands with the practical teacher, and 

 here he who would speak with authority, and be 

 heard in the new departure already ripening, must 

 study with patience and love the psychology of the 

 growing, playing, learning child and youth. Thus 

 alone we can, in the language of the ' Laches,' 



