III
Principles hitherto unrecognized or disregarded
I have enumerated some of the points in which our work is exceptional in the hope of convincing the reader that unusual work carried on successfully in hundreds of schoolrooms—home and other—is based on principles hitherto unrecognized. The recognition of these principles should put our national education on an intelligent basis and should make for general stability, joy in living, and personal initiative.
May I add one or two more arguments in support of my plea,—
The appeal is not to the clever child only, but to the average and even to the ‘backward’ child.
This scheme is carried out in less time than ordinary school work on the same subjects.
There are no revisions, no evening lessons, no cramming or ‘getting up’ of subjects; therefore there is much time whether for vocational work or interests or hobbies.
All intellectual work is done in the hours of morning school, and the afternoons are given to field nature studies, drawing, handicrafts, etc. Notwithstanding these limitations the children produce a surprising amount of good intellectual work.
No home-work is required.