steady development instead of a constant struggle between duty and inclination. This is the only way of reaching that absence of effort which is as necessary to a harmonious life as it is to a work of art. It also tends to produce in every individual a certain true simplicity of nature, which in a sense makes every one a genius by freeing him from the bondage of a dull conventionalism.
The same principles apply on the intellectual side of development. One must not set up an arbitrary standard before the child and crudely expect him to attain to that. In short, we must find something which he can do, and not peremptorily order him to perform things which are impossible to him. What is the right cure for idleness? First of all it may be safely stated that punishment is not the cure. Idleness is generally a sign either that the work is too difficult or that it is unsuited to the child. Very few children will prefer doing nothing to suitable occupation; and those few are in an unhealthy condition, probably caused by previous mismanagement. A head master remarked not long ago in a speech on prize-day that he had often seen an apparently dull boy changed into a bright, happy one, by being set to practical work in the laboratory. When children are dull, it is the business of the persons who are educating them to find out why they are dull, and apply the right remedy. The children can not find it out for themselves, any more than they can discover the causes and cures of their bodily ailments. They often have a vague sense that they are not being treated fairly, and in some cases they even learn to regard teachers as their natural enemies.
The fact is, that not only is teaching useless when it fails to arouse interest, but it is injurious to the moral nature as well as to the mind. An ignorant boy is a less unsatisfactory object than one crammed with undigested information. One does not know how to begin to improve the latter; he seems a hopeless case; he is persuaded that all school-books are unutterably dull, and never opens one if he can avoid doing so. When this state of mind is once produced it is difficult to alter it. Probably it can only be altered by giving up school-books entirely for many months, and putting the boy to some totally new occupation. But it is by no means an impossible task to prevent its being produced at all. In a Kindergarten a child's mind never gets into this state. There is a steady development which should be continued throughout the period of education. The pressure of contradictions—which is incompatible with real moral and intellectual progress should never be introduced.
One of the problems of the present time is the successful application of Froebel's principles to the education of children beyond the age for the Kindergarten. Owing to the fact that the attention of teachers has been more frequently directed to the
