ABSTRACT
When a child has exhausted the possibilities of the home environment and begins to show a marked interest in cooperative play with other children, he is thought to be ready for a formal education. Knowing very little of his true inward state of mind, we are inclined to regard him as a “mere child” who has now come along to a stage of development where we can hold him to account for his actions, and force upon him the routine of adult life. Accordingly, we send him to school where he must behave himself and “do what the teacher says.”
