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Such a theory of education, which need not be careful to call itself a system of psychology, must be in harmony with the thought movements of the age; must regard education, not as a shut-off compartment, but as being as much a part of life as birth or growth, marriage or work; and it must leave the pupil attached to the world at many points of contact.
We shall doubtless find, when we apprehend the law, that certain German thinkers––Kant, Herbart, Lotze, Froebel––are justified; that, as they say, it is 'necessary' to believe in God; that, therefore, the knowledge of God is the principal knowledge, and the chief end of education.
My excuse for venturing to offer a solution, however tentative and passing, to the problem of education is twofold.
For between thirty and forty years I have laboured without pause to establish a working and philosophic theory of education; and in the next place, each article of the educational faith I offer has been arrived at by inductive processes; and has, I think, been verified by a long and wide series of experiments.
books; for we know that our business is, not to teach him all about anything, but to help him to make valid as many as may be of–– 'Those first-born affinities That fit our new existence to existing things.' 14.
There are also two secrets of moral and intellectual self-management which should be offered to children; these we may call the Way of the Will and the Way of the Reason. The Way of the Will.––Children should be taught–– (a) To distinguish between' I want' and 'I will.' (b) That the way to will effectively is to turn our thoughts from that which we desire but do not will.