feel thankful that we cannot do as much as we would, and that Nature
protects children from our worst mistakes.

What is the source of this disappointment? Is it not that education,
like all other aspects of life, can never be reduced to mere science? We
need science, it must be increasingly the basis of all life; but exact
science develops very slowly, and meantime we must live. Doubtless the
time will come when our study of mind will have advanced so far that we
can lay down certain great principles as tested laws, and thus clarify
many questions. Even then the solution of the problem will not be in the
enunciation of the theoretic principle, but will lie in its application
to practice; and that application must always depend upon instinct,
tact, appreciation, as well as upon the scientific law. Even the aid
that science can contribute is given slowly; meanwhile we must work with
these children and lift them to the largest life.

It is in relation to this practical work of education that our effort to
study children gets its human value. There are always two points of
view possible with reference to life. From the standpoint of nature
and science, individuals count for little. Nature can waste a thousand
acorns to raise one oak, hundreds of children may be sacrificed that
a truth may be seen. But from the ethical and human point of view the
meaning of all life is in each individual. That one child should be lost
is a kind of ruin to the universe.

It is this second point of view which every parent and every teacher
must take; and the great practical value of our new study of children
is that it brings us into personal relation with the child world, and so
aids in that subtle touch of life upon life which is the very heart of
education.