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H           A           P           T          E          R            XI


THE mistress who wishes to equip herself for this special education
must, above all, keep clearly in front of her this idea—that her
aim must not be to fill the child with knowledge about the qualities
of things, such as dimensions, shape, colour, etc, by means of
objects. Neither should the object be to train the child to be able
to use without mistake the material which is presented to him so
that he does an exercise well That would place our material
in competition with that of anybody else, of Froebel for
example, and it would demand continually the active super-
vision of the teacher, who would have to be supplying infor-
mation and hastening to correct every mistake until the child
has learnt. Finally, the material is not a new means which is
placed in the hands of the old laborious teacher to help in her
task as teacher,

With us, it is a matter of transference of activity, with which
the teacher is at first invested, but which, by our method, is left
mainly to the child.

The work of education is divided between the teacher and
the environment. For the old teaching mistress there is substituted
a much more complex combination, that is, there exist along with