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252 The Century of the Child
with the child. These powerful billows stu-
pefy the brain, and take the edge off the souls
of both teacher and scholar. Even the most
active teachers move along fettered by re-
quirements and prejudices, unconditional ne-
cessities and methodical principles. Only
occasionally is a soul saved from this fate by
total skepticism. Some exalt this pettifog-
ging professionalism to a plan of salvation,
others are untiringly busy in changing details,
in discussing minor improvements. Every real
thoroughgoing reform affecting the principle,
not the methods alone, goes to pieces, because
it conflicts with the system supported by the
state. It fails, through the obedient accept-
ance of the system on the part of parents,
through the incapacity of teachers to look at
the whole results of the system, through their
disinclination to all radical methods of
improvement.
The school, like the home and society, in
general should aim to fight more vigorously
and more successfully the influences belittling
life, and should further its development to-
wards ever higher forms. This end is opposed
by the modern schools. It is a gross mistake
to hold up their excellect material and their
number as proofs of popular culture. How
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