f an efficient citizen:

That man, I think, has had a liberal education who has been so
trained in youth that his body is the ready servant of his will,
and does with ease and pleasure all the work that, as a mechanism,
it is capable of; whose intellect is a clear, cold, logic engine,
with all its parts of equal strength, and in smooth working order;
ready, like a steam engine, to be turned to any kind of work, and
spin the gossamers as well as forge the anchors of the mind; whose
mind is stored with a knowledge of the great and fundamental truths
of nature, and of the laws of her operations; one who, no stunted
ascetic, is full of life and fire, but whose passions are trained
to come to heel by a vigorous will, the servant of a tender
conscience; who has learned to love all beauty, whether of nature
or of art, to hate all vileness, and to respect others as himself.

CHAPTER XXXI

CHILD STUDY

=Scope and Purpose of Child Study.=--By child study is meant the
observation of the general characteristics and the leading individual
differences exhibited by children during the periods of infancy,
childhood, and adolescence. Its purpose is to gather facts regarding
childhood and formulate them into principles that are applicable in
education. From the teacher's standpoint, the purpose is to be able to
adapt intelligently his methods in each subject to the child's mind at
the different stages of its development.

In the education of the child we have our eyes fixed, at least partly,
upon his future. The aim of education is usually stated in terms of what
the child is to _become_. He is to become a socially efficient
individual, to be fitted to live completely, to develop a good moral
character, to have his powers of mind and body harmoniously developed.
All these aims look toward the future. But what the child _becomes_
depends upon what he _is_. Education, in its broadest sense, means
taking the individual's present equipment of mind and body and so using
it as to enable him to become something else in the future. The teacher
must be concerned, therefore, not only with what he wishes the child to
_become_ in the future, but also with what he _is_, here and now.

=Importance to the Teacher.=--The adaptation of matter and method to the
child's tendencies, capacities, and interests, which all good teaching
demands, is possible only through an understand