the child may construct, create, and actively inquire, and even the requisite space, have been for the most part lacking. The things that have to do with these processes have not even a definitely recognized place in education. They are what the educational authorities who write editorials in the daily papers generally term "fads" and "frills." A lady told me yesterday that she had been visiting different schools trying to find one where activity on the part of the children preceded the giving of information on the part of the teacher, or where the children had some motive for demanding the information. She visited, she said, twenty-four different schools before she found her first instance. I may add that that was not in this city.
Another thing that is suggested by these schoolrooms, with their set desks, is that everything is arranged for handling as large numbers of children as possible; for dealing with children en masse, as an aggregate of units; involving, again, that they be treated passively. The moment children act they individualize themselves; they cease to be a mass, and become the intensely distinctive beings that we are acquainted with out of school, in the home, the family, on the playground, and in the neighborhood.
On the same basis is explicable the uniformity of method and curriculum. If everything is on
