e especially to the
intellectual life; it might be described as the making of right
associations. More than any other side of training, the making of
associations means the making of the intelligent person. To see life in
patches is to see pieces of a great picture by the square inch, and
never to see the relationship of these to each other--never to see the
whole.

The _fourth_ thing that matters is the making of good and serviceable
habits: much has been said on this, in connection with the nursery
class, and it is at that stage that the process is most important, but
it should never cease. If a child is to have time and opportunity to
develop his individuality he must not be hampered by having to be
conscious of things that belong to the subconscious region. To start a
child with a foundation of good habits is better than riches.

The _fifth_ thing that matters is the realisation by teachers that
_opportunities_ matter more than results; opportunities to discover, to
learn, to comprehend all sides of life, to be an individual, to
appreciate beauty, to go at one's own rate; some are material in their
nature, such as the actual surroundings of the child in school; others
are rather in the atmosphere, such as refraining from interference,
encouragement, suggestion, spirituality. The teacher has the making of
opportunities largely in her own hands.

The _sixth_ thing, that matters is the cultivation of the divine gift of
imagination; both morality and spirituality spring from this; meanness,
cowardice, lack of sympathy, sensuality, materialism, quickly grow where
there is no imagination. It refines and intensifies personality, it
opens a door to things beyond the senses. It makes possible appreciation
of the things of the spirit, and appreciation is a thousand times more
important than knowledge.

The _last_ thing that matters is the need for freedom from bondage, of
the body and of the soul. Only from a free atmosphere can come the best
things--personality, imagination and opportunity; and all are great
needs, but the greatest of all is freedom.

BIBLIOGRAPHY

FROEBEL. The Education of Man. (Appleton.)
MACDOUGALL. Social Psychology. (Methuen.)
GROOS. The Play of Man. (Heinemann.)
DRUMMOND. An Introduction to Child Study. (Arnold.)
KIRKPATRICK. Fundamentals of Child Study. (Macmillan.)
DEWEY. The School and the Child. (Blackie.)
The Dewey School. (The Froebel Society.)
STANLEY HALL. Aspects of Education