. The town and people; a chronological compilation of contributed writings from present and past residents of the town of Woodbury, Connecticut;. and controlledthe education of youth. Among the Spartans, this fundamentalidea was physical development, looking toward the production ofa race that should be hardy in war. With the Athenian it was graceand elegance of mind and body, while the Jew was dominated by hisreligious beliefs. It is only m recent years, however, that any serious attempt hasbeen made to develop the physical, moral and religious nature ofthe child along with his intellectual t
. The town and people; a chronological compilation of contributed writings from present and past residents of the town of Woodbury, Connecticut;. and controlledthe education of youth. Among the Spartans, this fundamentalidea was physical development, looking toward the production ofa race that should be hardy in war. With the Athenian it was graceand elegance of mind and body, while the Jew was dominated by hisreligious beliefs. It is only m recent years, however, that any serious attempt hasbeen made to develop the physical, moral and religious nature ofthe child along with his intellectual training, in other words, tobuild up a noble and abiding character. If we are to grant that character building is the aim of ourschools to-day, we may profitably ask what are some of the condi-tions that arc likely to make the realization of that end possible. First in importance, it seems to me, is the well-equipped, sym-])athetic teacher, who can readily adapt herself to local might dispense with costly school furniture, with apparatus, andwith modern improvements, but we must have the teacher who has WOODIUR^, COXXECTRlT 87. 88 THE TUWX AND PEOPLE in her a love for her work and all that this love implies. She mustcome to know her pupils individually as well as collectively, if shewould serve them well. She must know the home influence sur-rounding- each one, that she may supplement whatever there may heof good in that influence, and comiteract the had, and above all shemust respect the individual rights and opinions of her pttpils. Such a teacher, inspired by a genuine love for her work, willreadily discover some method for reaching even the most indifferentpupil. She will soon learn that volitional acts, prompted only by thehighest motives, are alone valuable in mental and moral acts are the restilt simply of an aroused interest and of a well-trained will. Moreover, it is a pedagogical principle that arousedand sustained interest finds expression
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