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statements, we find that natural development, as an aim, enables
him to point the means of correcting many evils in current
practices, and to indicate a number of desirable specific aims
Returning to the elements of truth contained in Rousseau”s
statements, we find that natural development, as an aim, enables
him to point the means of correcting many evils in current
practices, and to indicate a number of desirable specific aims.
(1) Natural development as an aim fixes attention upon the bodily
organs and the need of health and vigor. The aim of natural
development says to parents and teachers: Make health an aim;
normal development cannot be had without regard to the vigor of
the body–an obvious enough fact and yet one whose due
recognition in practice would almost automatically revolutionize
many of our educational practices. ‘Nature’ is indeed a vague
and metaphorical term, but one thing that ‘Nature’ may be said to
utter is that there are conditions of educational efficiency, and
that till we have learned what these conditions are and have
learned to make our practices accord with them, the noblest and
most ideal of our aims are doomed to suffer — are verbal and
sentimental rather than efficacious.

theological instruction given in a mediaeval university, though at Harvard
the President, Master Dunster (R
The instruction in the new college was a combination of the arts and
theological instruction given in a mediaeval university, though at Harvard
the President, Master Dunster (R. 185), did all the teaching. For the
first fifty years at Harvard this continued to be true, the attendance
during that time seldom exceeding twenty. The entrance requirements for
the college (R. 186 a) call for the completion of a typical English Latin
grammar-school education; the rules and precepts for the government of the
college (R. 186 b) reveal the deep religious motive; and the schedule of
studies (R. 186 c) and the requirements for degrees (R. 186 d) both show
that the instruction was true to the European type. In the charter for the
college, granted by the colonial legislature in 1650 (R. 187 a), we find
exemptions and conditions which remind one strongly of the older European
foundations. A century later Brown College, in Rhode Island, was granted
even more extensive exemptions (R. 187 b).

time-tables would indicate
It is probable that lessons such as these are more frequent than the
time-tables would indicate. There are few head masters of elementary
schools who would disclaim the adequate teaching of citizenship in
their schools. They would explain that the treatment of history and
geography proceeding from local standpoints was effective in this
direction, and it is the rule rather than otherwise for visits to be
paid to places of historic interest within reach of the schools.
Advantage is also taken of such days as Empire Day to stimulate
interest in the State, as well as to impart knowledge concerning its
organisation. All this is reinforced by the use of appropriate reading
books which are instruments of indirect, but not necessarily less
effective, instruction.

10. Show the entirely new character of the event (343) described by
Stuntz.