Page:Counter-currents, Agnes Repplier, 1916.djvu/189

Popular Education than to beguile him into knowledge with cunning games and lantern slides. Therefore the old-time parent set a high value on self-discipline and self-control. A happy childhood did not necessarily mean a childhood free from proudly accepted responsibility. There are few things in life so dear to girl or boy as the chance to turn to good account the splendid self-confidence of youth.

If Saint Augustine, who was punished when he was a little lad because he loved to play, could see how childish pastimes are dignified in the pedagogy of the twentieth century, he would no longer say that "playing is the business of childhood." He would know that it is the supremely important business, the crushing responsibility of the pedagogue. Nothing is too profound, nothing too subtle to be evolved from a game or a toy. We are gravely told that "the doll with its immense educational power should be carefully introduced into the schools," 173