ABSTRACT
Let us now see what bearing the position reached in the foregoing chapters has upon educational theory and practice. We shall consider the questions of time in relation to development, space and the provision of a suitable environment, and curriculum, with some general remarks about method in infant schools. The best types of nursery school and infant school already base their procedure to a large extent upon a sound psychology. This promises well for the future of education for it is the infant school that is normally the pioneer of methods later adapted for older pupils.
