Education *

It is not proposed to attempt, within the narrow limits of this small book, a treatise on the psychology of education; the subject is too vast. All education belongs to psychology, and all psychology pertains to education. It is in the hope of bettering education that psychology finds its reason for being. But let us consider briefly a few broad educational principles, and thus indicate that general psychological attitude believed to be helpful in securing results. The purpose of education we will assume to be a preparation for life—a preparation for the labours and discords of life, and a preparation, also, for life’s leisure. I italicize this last, it is so often forgotten, if, indeed, it be ever remembered—and yet it may easily become the most important of all. What shall a man do with his leisure? How shall he employ his periods of rest? How he does, will demonstrate his character. And what about that enforced rest of old age, that period when man, like Prometheus chained to the rock, has far more leisure than he likes? There are few beings more pathetic than those aged ones to whom time has brought nothing but years; who have never attained to wisdom, and who, having built their whole scheme of life on a frivolous search for entertainment of the senses, find themselves, at last, with their capacity for this kind of entertainment gone. It may be added, too, that the passing of one’s leisure is a matter of growing importance. Whether well advised or not, the hours of labour are everywhere being curtailed, and man’s leisure period correspondingly increased. May it not be that part at least of the world’s present unrest is due to lack of preparation for this new condition?