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 it. Still at the threshold of the whole subject of education as the world of to-morrow will understand it, we have no call to attempt the making plain of higher problems of brain capacity and function. Happy if we can begin to set our house in order, to clear away the mass of corruption and foulness at the threshold, stem back the tide of disease and death, and establish the first principles of the hygiene of instruction—happy if we can now freely attempt this; we need not wish to claim the right to do more.

Only we may insist that education must give free play to the impulse for progressive self-projection—that school-life must not hinder this movement, on pain of hindering all healthy development whatsoever. To-day, when the newest tools do not simply reproduce the human hand, but the hand of genius, when the latest mechanisms show how projection is being carried ever farther into the more hidden and mysterious recesses of the nervous structure, it is surely clear that any education, worthy the name, is a process that helps and assures free projection even in childhood. First it aids in the projection of a rude hand; but later, as the impulse grows and is not checked but guided, the inner life asserts itself. It follows the long track of history, cleaves it like a wing, reveals itself in the older boy's interest in mechanisms, his