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28o The Century of the Child
as now, even when the best face is put upon
it—where they are impoverished for Hfe.
Through the victory of these convictions alone
will each individual get his rights at school;
both the person who does not want to study,
as well as the one who does. Consideration
will be given to the individual who has to have
books as means of training and to the other
case where the activity of the eye and hand is
required as a means to the same end. It will
be a place for the person with practical talent
and for the theorist, for the realist as well as
for the idealist. Both classes can freely do
what they can do best; the members of each
class will often feel tempted to test their pow-
ers by doing what the other class is able to do.
One-sidedness will be corrected naturally, not,
as it is now, mercilessly flattened out through
the steam-roller methods of the " haiTnonious
ideal of training."
To supply workers in these future schools,
new normal schools must be provided.
Patented pedagogy will give place to a type
of teaching which considers the individual.
Only the person who naturally or by training
can play with children, live with children, learn
from children, is fond of children, will be
placed in the school to develop there for him-
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