The profession of teaching has long been characterised by certain habitual convictions, which Spencer undertook to shake rudely, and even to deride. The first of these convictions is that all education, physical, intellectual, and moral, must be authoritative, and need take no account of the natural wishes, tendencies, and motives of the ignorant and undeveloped child. The second dominating conviction is that to teach means to tell, or show, children what they ought to see, believe, and utter. Expositions by the teacher and books are therefore the true means of education. The third and supreme conviction is that the method of education which produced the teacher himself and the contemporary or earlier scholars, authors, and publicists, must be the righteous and sufficient method. Its fruits demonstrate its soundness, and make it sacred. Herbert Spencer, in the essays included in the present volume, assaulted all three of these firm convictions. Accordingly, the ideas on education which he put forth more than fifty years ago have penetrated educational practice very slowly particularly in England; but they are now coming to prevail in most civilised countries, and they will prevail more and more. Through him, the thoughts on education of Comenius, Montaigne, Locke, Milton, Rousseau, Pestalozzi, and other noted writers on this neglected subject are at last winning their way into practice, with the modifications or adaptations which the immense gains of the human race in knowledge and power since the nineteenth century opened have shown to be wise.

Charles W. Eliot.

1910

The papers of this volume fall into three groups, two of the three being written by myself. From my writings on education I have selected only those which may have some claim to permanent interest, and all but two have been tested by previous publication. Those of the first group deal with questions about which we teachers, eager about our immeasurable art beyond most professional persons, never cease to wonder and debate: What is teaching? How far may it influence character? Can it be practiced on persons too busy or too poor to come to our class-rooms? To subjects of what scope should it be applied? And how shall we content ourselves with its necessary limitations? Under these diverse headings a kind of philosophy of education is outlined. The last two papers, having been given as lectures and stenographically reported, I have left in their original colloquial form. A group of papers on Harvard follows, preceded by an explanatory note, and the volume closes with a few papers by Mrs. Palmer. She and I often talked of preparing together a book on education. Now, alone, I gather up these fragments.

George Herbert Palmer

1908