EDITOR'S INTRODUCTION
pidity or perversity of children accounts for their retardation and their half-heartedness. But recent investigations have made us skeptical of these easy defenses. The pressure of poverty does not seem to be so great an influence on the elimination of pupils as that attitude of child and parent which doubts the worth of further schooling. And we find that many children, whom we have considered backward or perverse, are merely bored by the unappealing tasks and formalities of school life. The major difficulty with our schools is that they have not adequately enlisted the interests and energies of children in school work. Good teaching, the teaching of the future, will make school life vital to youth. In so doing it will not lose sight of the demands and needs of an adult society; it will serve them better in that it will have a fuller coöperation of the children.
A single illustration will suffice to show how completely we may fall short of realizing public purposes in education if we fail to center our attention on the fundamental function and nature of the learning process.
