Every step should be toward a clearly seen aim. At least
this is our ideal in working with children. They should not be led on
blindly from one point to another, but try to reach definite results.
There is a gradual _transition_ in the course of a child's schooling
from training of the will under guidance to its independent exercise.
Throughout the school course there must be much obedience and will
effort under the guidance of one in authority. But there should be a
gradual increase of self-activity and self-determination. When the
pupil leaves school he should be prepared to launch out and pursue his
own aims with success.
Will effort, however, to be valuable, must have its roots in those
_moral convictions_ which it is the chief aim of the school to foster
and strengthen. We have attempted to show in the preceding chapters
how the central subject matter of the school could be chosen, and the
other studies concentrated about it with a view to accomplishing this
result. In concluding our discussion of general principles of
education, and in summing up the results, basing our reasoning upon
psychology, we are always forced to the conclusion that education aims
at the _will_, and more particularly at the will as influenced and
guided by moral ideas.
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