HISTORY AND LITKRA.TURK, 47 



pression should, then, take equal vank in importance with the awakening 

 of thought. 



Move, I am sure, need not be said in defense, if defense is necessary, of 

 this line of work in our schools. To us it seems essential as a basal ele- 

 ment — one of the main foundations on which to build. We believe it to 

 be more important and effective in the training of the child than the phys- 

 ical sciences. It brings the child into more immediate touch with the 

 spiritual, living forces of the world. Here it is that he sees the bearing of 

 conduct on life. He learns to trace moral effects to their sources. He 

 observes here springs of human actions. He sees human nature in all its 

 phases, and learns how to interpret it. No better lessons can be given in 

 the way of moral training — nothing is better calculated to fit for the real 

 activities of life. Living, acting, spiritual beings, with thoughts, feelings, 

 and emotions which find a ready response in his own life, arouse an inter- 

 est and give a culture product which mere nature studies cannot produce. 

 We believe both lines are essential in a well-arranged curriculum, but no 

 more serious mistake can be made than to leave out the humanity side. 



It is true that the nature studies awaken interest and give abundant 

 opportunities for the cultivation of expression, but we have always found 

 that the historic lines of study arouse the most intense interest and enthu- 

 siasm, and never fail to induce regular attendance and secure the closest 

 attention. The children take the keenest delight in reproducing the 

 stories, whether orally or in writing. As will be seen, this course termin- 

 ates in the mature form of history and literature. 



E. A. Sheldon. 



