enjoys absolute spontaneity and freedom, except man. In the very early stages of his existence, he is put into chains, and passes through life from one stage or system of coercion to another. One of the reasons why the human mind is the least active of all his organs, why man is so frequently lazy to think, is because the faculty of thought was not permitted spontaneous exercise in the early steps of its training. It has become accustomed to work only under coercion or fear. Why should a child be crammed with learning against which his mind revolts? Why should he be compelled to absorb knowledge against which his soul offers resistance? Children are not indolent by nature. Watch them at their games and see how much energy they expend, how much strength they lavish, and how much work they perform, and yet how much joy they derive from this expenditure of vitality. Why cannot knowledge be imparted by a method which will transform their play energy into learning energy? Why should they feel exhausted at the end of a lesson, and yet full of glee at the end of a game? Apply to a game the method you now apply in the class-room, and you will find that the children will abhor it and will quickly tire; while, if, on the other hand, you apply to a class-room lesson the method employed in a game, the minds of the pupils will be exhilarated, and they will love their work. Children love play because it furnishes an adequate outlet to their superabundant physical energy. Knowledge likewise can be imparted in a way that will furnish an adequate outlet to their equally abundant mental energies. Children can be made to master a lesson with the same joy with which they master a new game. Fear and coercion defeat the aims of education, for its impress on the mind becomes a handicap to the child and lessens his fitness to meet the greater issues of life for which education was originally intended.