LECTURE I
INTRODUCTORY
Fellow Teachers:
Before we begin our study of the particular topics, to which I shall invite your attention in this course of lectures, it seems desirable that we should form a clear conception of the general subject to be considered, and of the point of view from which its consideration will take place. In a word, we aim to introduce ourselves to a certain group of problems, on acquaintance with which our real success as teachers is most intimately dependent. And here I must ask your indulgence if much which I have to say in this first lecture seems somewhat remote from the experiences of our daily life of routine practise. To put to their best use the principles which underlie our high office,— its functions, its preparation, its ideals, — it is neither necessary, nor desirable, that we should keep these principles constantly before our minds; it is at least desirable and even necessary, however, that we should know what these principles are. We can then refer to them, when we doubt or debate, whether with ourselves or with one another, about their application to the concrete and definite, but
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