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The School of the Future 245
real balance against our head. Only the man
who has learnt to love a few, deep enough to
die for them, is able to live profitably for the
many.
I should like to see not only the kindergar-
ten but the preparatory school transferred to
the home. There things can be considered
that are never taken into account in a general
school. The child need not have the nourish-
ment he does not want, and which he does not
need, at the time he now generally receives it.
In the home school, one child can put off
reading to a later age, another can be taught
reading early. The desire for action in one
child can be satisfied; the book-hunger of the
other encouraged. Bodily development, the
desire to make a real acquaintance with ex-
ternal nature can be considered in home work,
play, and out-of-door activities. Then we can
begin to teach when the child himself asks for
teaching; that is, when he wishes to hear or
do something in which knowledge alone can
assist him. The child can twice as easily
learn at ten years, under these conditions, what
he now learns at eight; at eight what he now
learns at six, if he comes to his study with de-
veloped powers of observation and an eager
desire for action. Schools can never attain a
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