Theories of Pestalozzi and Froebel—Lack the element of personality—The struggle for existence a part of life—Herbartian psychology—The person an effect and not a cause—A tempting vista—Eliminates personality—Turns out duplicates—Each system fails to meet our tests—A psychology that meets the demands upon it—Educational truth a common possession—We take children as persons—The person wills and thinks and feels—An adequate doctrine—Education the science of relations—Teaching must not be obtrusive—The art of standing aside, 56 CHAPTER VII AN ADEQUATE THEORY OF EDUCATION A human being—_His capacities_—_His limitations_—_His education_—The behaviour of ideas—No one can beget an idea by himself—Certain persons attract certain ideas—The idea that ‘strikes’ us—Expansion and activity of the person—Story of Kaspar Hauser—What Nature does for a child—The child has every power that will serve him—Fulness of living depends on the establishment of relations—The power of recognition—Æsthetic appreciation—First-hand knowledge—Appreciative knowledge and exact knowledge—How a child sets up a new relation, 68 CHAPTER VIII CERTAIN RELATIONS PROPER TO A CHILD Dynamic relations—Power over material—Intimacy with animals—The great human relationships—The awakening idea—Human intelligence limited by human interests—The full human life—Duty not within the scope of present-day psychology—Casual ethical teaching—The moral relation of person to person—The sense of what is due from us does not come by Nature—Relations of oneself with oneself—Intimacy with persons of all classes—Fitness as citizens—Relations with each other as human beings—Relation to Almighty God—Sentiment is not duty, 79 CHAPTER IX A GREAT EDUCATIONALIST _A Review_ We look to Germany for educational reform—Herbartian thought the most advanced on the Continent—Comparison with P.N.E.U. thought—The development of the ‘faculties’—We, like Herbart, discard the ‘faculties’—Pervasiveness of dominant ideas—The Zeitgeist—The child’s schoolmasters—A noble piety—A mediæval conception of education—The family principle—Uncertainty as to the purpose of education—Some attempts to fix—Herbart’s theory, ethical—Obscurity of psychology—Two luminous principles, 91 CHAPTER X SOME UNCONSIDERED ASPECTS OF PHYSICAL TRAINING