n his irritated
and ineffectual efforts. If we teach a child manual dexterity it is an
advantage to him, because manual dexterity is seldom associated with
restlessness and irritability of mind. To excel in some handicraft not
only bespeaks the possession of self-control, it helps directly to
cultivate it. The teaching of Froebel and Montessori holds good after
nursery days are over.

MENTAL TRAINING

Mental training enables the child to retain facts in his memory, to
obtain information from as many sources as possible, to understand and
piece them together, and finally to reach fresh conclusions from
previously acquired data. So far as is possible the teacher must
satisfy the natural desire to know the reason of things. It must be
his endeavour to prevent the child from accepting any argument which
he has not fully understood, and which, as a result, he is able not to
reconstruct but only to repeat. Mental work which is slovenly and
perfunctory is as harmful to the child's education as mechanical work
which is bungled and ineffective. Taking advantage of his natural
aptitudes, his interest should be developed and extended in every way
possible. Tasks which are accomplished without enthusiasm are labour
expended in vain, because the knowledge so acquired is not
assimilated and adds nothing to the child's mental growth. There
should be no sharp differentiation between work and play.

MORAL TRAINING

Moral training depends upon the force of example rather than of
precept. Parents must be scrupulously just and truthful to the child,
for his quick perception will detect the slightest deceit, and the
evil impression made on his mind may be lasting. They must confidently
expect conduct from him of a high moral standard, and be careful at
this early age to avoid the common fault of giving a dog a bad name.
If it is said on all sides that a child has an uncontrollable temper,
is an inveterate grumbler, is lacking in all power of concentration,
or has a tendency to deceit, it is likely that the child will act up
to his reputation. He comes in time to regard this failing of his as
part of himself just as much as is the colour of his hair or the
length of his legs. It may be said of a schoolboy that he shows no
aptitude for his work. Term by term the same report is brought home
from school, and each serves only to confirm the boy in his belief
that this failing is part of his nature, and that no effort of his own
can cor