ABSTRACT
We are now in a better position to consider blueprints for the School of Childhood. We have examined the Past the better to avoid mistakes in the Future, and have done our best to isolate from the Present, elements that seemed good. We know something at least of the child’s inner situation,—not enough, certainly, but sufficient to make us believe that it is fraught with tremendous, untried possibilities. We believe that the idea of a new junior education is second in significance to none. We are eager, if not ready, to begin.
