The stories of the
great reforms, and accounts of the constitution of society, of the
home, church, state, and school, and philanthropies and ideals, should
to the fore.
Art in all its forms should be opened at least in a propaedeutic way
and individual tastes amply and judiciously fed, but there should be
no special training in music without some taste and gift, and the aim
should be to develop critical and discriminative appreciation and the
good taste that sees the vast superiority of all that is good and
classic over what is cheap and fustian.
In literature, myth, poetry, and drama should perhaps lead, and the
knowledge of the great authors in the vernacular be fostered. Greek,
Hebrew, and perhaps Latin languages should be entirely excluded, not
but that they are of great value and have their place, but because a
smattering knowledge is bought at too high a price of ignorance of
more valuable things. German, French, and Italian should be allowed
and provided for by native teachers and by conversational methods if
desired, and in their proper season.
In the studies of the soul of man, generally called the philosophic
branches, metaphysics and epistemology should have the smallest, and
logic the next least place.
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