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The School of the Future 257
tion, which will smash to pieces the whole pre-
sent system and will leave not one stone of it
upon another. Undoubtedly a " Deluge ’*
of
pedagogy must come, in which the ark need
only contain Montaigne, Rousseau, Spencer,
and the modern literature of the psychology of
the child. When the ark comes to dry land
man need not build schools but only plant
vineyards where teachers will be employed to
bring the ripe grapes to the children, who now
get only a taste of the juice of culture in a
thin watery mixture.
The school has only one great end, to
make itself unnecessary, to allow life and
fortune, which is another way of saying self-
activity, to take the place of system and
method.
From the kindergarten period on the child
is now, as has been said, a material moulded,
sometimes by hostile, sometimes by friendly
hands. The mildest, the apparently freest
methods produce uniformity by insisting on
the same work, the same impression, the same
regulations, day by day, year by year. Be-
sides in the school, classes are never arranged
according to the child’s temperament and
tendency, but according to his age and know-
ledge. So he is condemned in deadly tedious-
17
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