CONCLUSIONS AND IMPRESSIONS 375
of great advantage in the schools in the small provincial towns where there are few children, yet where all the various grades are represented. Such schools are not able to employ more than one teacher. Our experience shows that one directress may guide a group of children varying in development from little ones of three years old to the third elementary. Another great advantage lies in the extreme facility with which written language may be taught, making it possible to combat illiteracy and to cultivate the national tongue.
As to the teacher, she may remain for a whole day among children in the most varying stages of development, just as the mother remains in the house with children of all ages, without becoming tired.
The children work by themselves, and, in doing so, make a conquest of active discipline, and independence in all the acts of daily life, just as through daily conquests they progress in intellectual development. Directed by an intelligent teacher, who watches over their physical development as well as over their intellectual and moral progress, children are able with our methods to arrive at a splendid physical development, and, in addition to this, there unfolds within them, in all its perfection, the soul, which distinguishes the human being.
We have been mistaken in thinking that the natural education of children should be purely physical; the soul, too, has its nature, which it was intended to perfect in the spiritual life,— the dominating power of human existence throughout all time. Our methods take into consideration the spontaneous psychic development of the child, and help this in ways that observation and experience have shown us to be wise. - If physical care leads the child to take pleasure in