9O Education through Nature 



sonal cleanliness, often indicate a clean and well- 

 regulated mind. 



30. We fail in our work if our pupils are not inter- 

 ested. 



31. Mystery is an element in child interest; hence, 

 living things are more interesting than dead ones. 



32. Consciousness of success in overcoming diffi- 

 culties increases interest. 



33. We prize results that have cost us some effort. 



34. Few pleasures equal that of an original dis- 

 covery. 



35. The power to achieve, resulting from well- 

 directed effort, is of greater value than a single achieve- 

 ment. 



36. Knowing and doing mind and body cannot 

 be separated without fatal consequences to both. 



37. We learn to do by doing, to spell by spelling, 

 to draw by drawing, to write by writing, provided 

 that in each case we first know what we want to do, 

 what we want to spell, what we want to draw, and 

 what we want to say. 



38. The child should have something to say before 

 it is called on to say something. 



39. Sense-organs, like brains, were made for use. 



40. The idea should come through experience, before 

 the word is given. 



41. Education implies change; and change in the 

 living world is brought about by action and reaction. 



42. We have ideas because we have brains, and lan- 

 guage because we have ideas to express. 



