PREFACE vii 



the living knowledge and the affairs of his time, may be 

 of less educative value than the learning of a trade in a 

 shop. We are beginning to learn that the ideals and the 

 abilities should be developed out of the common surround- 

 ings and affairs of life rather than imposed on the pupil 

 as a matter of abstract, unrelated theory. ' 



It is much better for the beginning pupil to acquire a 

 real conception of a few central principles and points of 

 view respecting common forms that will enable him to tie 

 his knowledge together and organize it and apply it, than 

 to familiarize himself with any number of mere facts about 

 the lower forms of life which, at the best, he can know 

 only indirectly and remotely. If the pupil wishes to go 

 farther in later years, he may then take up special groups 

 and phases. 



