As
more thought is expended on studies and methods of learning, the more
the thinkers are inclined to exactly reverse the educational machinery.
They say: "Thought studies must precede form studies." We should
everywhere begin with valuable and interesting thought materials in
history and natural science and let language, reading, spelling, and
drawing follow. It is a thing much more easily said than done, but
many active teachers are really doing it, and many others are wondering
how it may be done. The advantage of putting the concrete realities of
thought before children at first is that they give a powerful impetus
to mental life, while pure formal studies in most cases have a
deadening effect and gradually put a child to sleep. One of the great
problems of school work is how to get more interest and instructive
thought into school exercises.
We are now in a position to give a concluding estimate upon the
relative value of these three elements in school education. History
contributes the materials from which motives and moral impulses spring.
It cultivates and strengthens moral convictions by the use of inspiring
examples. The character of each child should be drawn into harmony
with the highest impulses that men have felt.
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