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The School of the Future 255
in the way of living forms, objects of beauty,
types of work, processes of development, can,
by natural history, geography, history, art, and
literature, give real value to memory; can
teach the understanding to observe, to judge
and distinguish; can train the feeling to be-
come intense, and through its intensity com-
bine the varying material in that unity which
alone is education. In brief, real things are
what the home and school should offer child-
ren in broad, rich, and warm streams. But
the streams should not be taken off in canals
and dammed up by methods, systems, divisions
of courses, and examinations.
I never read a pedagogical discussion with-
out the fine words " self-activity, individual
development, freedom of choice," suggesting
to me the music which accompanies the sacri-
ficial feasts of cannibals. The moment these
words are used, limitations and reservations
are introduced by their advocates. Their
proposed application is ludicrously insignifi-
cant, in contrast with the great principle in
the name of which they urge these changes.
And so the pupil continues to be sacrificed to
educational ideals, pedagogical systems, and
examination requirements, that they refuse to
abandon. The everlasting sin of the school
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