but universal preference for work. The reasons given for this preference are various, but the preference remains the same,—in favor of work and against the school.
What elements in the educational institutions of the country lead to such widespread dislike on the part of the children? This question, put to hundreds of children, is answered in hundreds of different ways. In general, however, the objections have reference to:—(1) the curriculum; (2) the school machinery; (3) the teachers; (4) the discipline.
If, as Spencer maintains, the object of education is complete living, then manifestly the purpose of the school should be to take children from the home at the age of six or seven or eight, and so train them that at the age of fifteen or sixteen or seventeen, they are prepared to take their places in the world, and do it efficiently. The education of the school should have a direct bearing on life and the boy or girl with the most complete education should, therefore, be best prepared to live. Surprising though it may seem, this is not
