I have spoken of the fundamental law of early education. The question is “_how early?_” There are, of course, children who are backward in their development. This backwardness may either be congenital or may be due to some overlooked pathological condition that may be easily remedied by proper treatment. In the large majority of children, however, the beginning of education _is between the second and third year_. It is at that time that the child begins to form his interests. It is at that critical period that we have to seize the opportunity to guide the child’s formative energies in the right channels. To delay is a mistake and a wrong to the child. We can at that early period awaken a love of knowledge which will persist through life. The child will as eagerly play in the game of knowledge as he now spends the most of his energies in meaningless games and objectless silly sports. We claim we are afraid to force the child’s mind. We claim we are afraid _to strain his brain prematurely_. This is an error. In _directing_ the course of the use of the child’s energies we do not force the child. If _you_ do not _direct_ the energies in the right course, the child will _waste_ them in the _wrong_ direction. The same amount of mental energy used in those silly games, which we think are specially adapted for the childish mind, can be directed, with lasting benefit, to the development of his _interests in intellectual activity and love of knowledge_. The child will learn to play at the game of knowledge-acquisition with the same ease, grace and interest as he is showing now in his nursery-games and physical exercises. XII Aristotle laid it down as a self-evident proposition that all Hellenes _love knowledge_. This was true of the national genius of the ancient Greeks. The love of wisdom is the pride of the ancient Greek in contradistinction to the barbarian, who does not prize knowledge. We still belong to the barbarians. Our children, our pupils, our students have no love of knowledge. The ancient Greeks knew the value of a good education and understood its fundamental elements. They laid great stress on early education and they knew how to develop man’s mental energies, without fear of injury to the brain and physical constitution. The Greeks were not afraid of thought, that it might injure the brain. They were strong men, great thinkers. The love of knowledge, the love of truth for its own sake, is entirely neglected in our modern schemes of education. Instead of training men we train mechanics, artisans and shopkeepers. We turn our national schools, high schools and universities into trade-schools and machine-shops. The school, whether lower or higher, has now one purpose in view, and that is the training of the pupil in the art of money-making. Is it a wonder that the result is a low form of mediocrity, a dwarfed and crippled specimen of humanity?