If it gets in at all it is
by the back door. It is incidental, not primary. The importance of
making the leading aim of education clear and _conscious_ to teachers,
is great. If their conviction on this point is not clear they will
certainly not concentrate their attention and efforts upon its
realization. Again, in a business like education, where there are so
many important and necessary results to be reached, it is very easy and
common to put forward a subordinate aim, and to lift it into undue
prominence, even allowing it to swallow up all the energies of teacher
and pupils. Owing to this diversity of opinion among teachers as to
the results to be reached, our public schools exhibit a chaos of
conflicting theory and practice, and a numberless brood of hobby-riders.
How to establish the moral aim in the center of the school course, how
to subordinate and realize the other educational aims while keeping
this chiefly in view, how to make instruction and school discipline
contribute unitedly to the formation of vigorous moral character, and
how to unite home, school, and other life experiences of a child in
perfecting the one great aim of education--these are some of the
problems whose solution will be sought in the following chapters.
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