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[p. 15]

‘He who has but half the powers (which God has bestowed on him), developed and in action, is just half as useful and half as happy as he might have been.’

‘The Prussian system, better than any with which we are acquainted, aims at unfolding the whole nature of man as the Creator designed; thus bringing out all the talent of the country, and thereby giving to every child the chance of making the most of himself.’

‘The Prussian system, therefore, is emphatically a Christian system. ‘Love God, love man; do to others as you would that others should do to you.’ These are the basis of all their instructions.’

Now these citations have to do with the theory of education. But Brooks' work was practical rather than theoretical, and in the following quotation is the key to the method by which this Prussian system was to be put in practice.

‘The Prussian principle seems to be this: that everything which it is desirable to have in the national character should be carefully inculcated in elementary education. . . . Over and over again have the Prussians proved that elementary education cannot be fully attained without purposely-prepared teachers. They deem these seminaries of priceless value and declare them in all their reports and laws to be fountains of their success. Out of this fact in their history has arisen the maxim, ‘As is the master, so is the school.’’

You see, therefore, the outline of Mr. Brooks' plan.

1st. Elementary education is not of local concern only, but is of national importance, and the State must so recognize it.

2d. The State can best strengthen the cause of elementary education by furnishing purposely-prepared teachers, for ‘as is the teacher, so is the school.’

3d. The State must commit the details to a Board of Education with a secretary who shall supervise and recommend.

It may be anticipating a conclusion, but it is the fact, whether stated now or later, that this outline is exactly

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Charles Brooks (2)
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