pal problems of educational
theory in general, of curriculum and organisation, of some unexhausted
aspects of the history of education, and of special branches of applied
education.

The Editor and his colleagues have had in view the needs of young
teachers and of those training to be teachers, but since the school and
the schoolmaster are not the sole factors in the educative process, it
is hoped that educators in general (and which of us is not in some sense
or other an educator?) as well as the professional schoolmaster may find
in the series some help in understanding precept and practice in
education of to-day and to-morrow. For we have borne in mind not only
what is but what ought to be. To exhibit the educator's work as a
vocation requiring the best possible preparation is the spirit in which
these volumes have been written.

No artificial uniformity has been sought or imposed, and while the
Editor is responsible for the series in general, the responsibility for
the opinions expressed in each volume rests solely with its author.

ALBERT A. COOK.

UNIVERSITY OF LONDON, KING'S COLLEGE.

AUTHORS' PREFACE

We have made this book between us, but we have not collaborated. We know
that we agree in all essentials, though our experience has differed. We
both desire to see the best conditions for development provided for all
children, irrespective of class. We both look forward to the time when
the conditions of the Public Elementary School, from the Nursery School
up, will be such--in point of numbers, in freedom from pressure, in
situation of building, in space both within and without, and in beauty
of surroundings--that parents of any class will gladly let their
children attend it.

We are teachers and we have dealt mainly with the mental or, as we
prefer to call it, the spiritual requirements of children. It is from
the medical profession that we must all accept facts about food values,
hours of sleep, etc., and the importance of cleanliness and fresh air
are now fully recognised. We do, however, feel that there is room for
fresh discussion of ultimate aims and of daily procedure. Mr. Clutton
Brock has said that the great weakness of English education is the want
of a definite aim to put before our children, the want of a philosophy
for ourselves. Without some understanding of life and its purpose or
meaning, the teacher is at the mercy of every fad and is apt to exalt
method above principle. This book