The Child Should Be Made Familiar With Natural Objects IX. These three principles (15, 16 and 17) should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need. We should allow no separation to grow up between the intellectual and 'spiritual' life of children; but should teach them that the divine Spirit has constant access to their spirits, and is their continual helper in all the interests, duties and joys of life.
Kampanjerna som de hjälpt oss med har gett överlägset bäst resultat. Also, I would renew my grateful thanks to those medical friends who have given careful and able revision to such parts of the work as rest upon a physiological basis. and the Appendix of the original volume have been transferred from this to other volumes of the Series. 1905 End of Preface to the Fourth Edition they have gained, is the growing desire for work that obtains amongst educated women. I beg to acknowledge my indebtedness to Dr Carpenter's for valuable teaching on the subject of habits contained in some two or three chapters of that work. The mind feeds on ideas, and therefore children should have a generous curriculum. But the mind is not a receptacle into which ideas must be dropped, each idea adding to an 'apperception mass' of its like, the theory upon which the Herbartian doctrine of interest rests. On the contrary, a child's mind is no mere sac to hold ideas; but is rather, if the figure may be allowed, a spiritual , with an appetite for all knowledge. The Herbartian doctrine lays the stress of education––the preparation of knowledge in enticing morsels, presented in due order––upon the teacher. Physiologists tell us of the adaptation of brain structure to habitual lines of thought–– to our habits. In the saying that Education is a life, the need of intellectual and moral as well as of physical sustenance is implied.