Counter-Currents
tional methods was struck by Professor William James in his "Talks to Teachers," published in 1899. The phrase "Economy of Effort," so dear to the kindly hearts of Froebel's followers, had no meaning for Dr. James. The ingenious system by which the child's tasks, as well as the child's responsibilities, are shifted to the shoulders of the teacher, made no appeal to his incisive intelligence. He stoutly asserted that effort is oxygen to the lungs of youth, and that it is sheer nonsense to suppose that every step of education can possibly be made interesting. The child, like the man, must meet his difficulties, and master them. There is no lesson worth learning, no game worth playing, which does not call for exertion. Rousseau, it will be remembered, would not permit Émile to know what rivalry meant. That harassed child never even ran a race, lest the base spirit of competition should penetrate his nerveless little being. But Professor James, deaf
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