Our modern reformers, in their books, write too exclusively of the earliest years of the pupil. These lend themselves better to explicit treatment; and I myself, in dwelling so much upon the native impulses, and object-teaching, and anecdotes, and all that, have paid my tribute to the line of least resistance in describing. (p. 74)
Jame is quite critical of teaching that dose not include the native impulses. His assessment of the philosophy that we limit our teaching of abstract concepts to older student is almost an insult. It definitely has the potential to stunt our children learning capabilities. I myself find it somewhat difficult to ascertain what is too abstract versus too simplistic. I am discovering that young children are capable of great understanding.
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