Excerpt from Second International Moral Education Congress: The Hague, August 22-27, 1912; Papers Contributed by American Writers and Review of Recent American Literature on Moral Education Each of these methods, then, has its place in a complete pro gramme of moral education. Each has also its very serious limita tions. We begin with the first mentioned. In the first place the pouring in process, whether employed in this or any other field Of instruction, does not even accomplish satisfactorily the narrow aims which it sets before itself. Material introduced into the system in this manner is, in great part, not assimilated, and even where it is, is not apt to be long retained by the memory. But this is the least count in the indictment. Suppose these ends attained as completely as you Will, it still remains true that. Your pupil has not gained appreciably in the power to observe, to analyze, and to reason. What then is he going to do when he is in a situation which your instructions have not covered? You will find him ordinarily unable to make even the simplest application Of the principles which you have inculcated with so much care. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.