I AM often asked why I was led to change the methods of teaching
which I had pursued with more or less success for thirty years.
Rather should the question be why I had adopted a method at all
after so many years of teaching without any; for, in common with
many others of my profession, my teaching had lacked method. In
order that the motive for adopting a different course may be better
understood, it is needful to consider some of the causes which had
produced in my mind serious dissatisfaction with the customary
school work and its results.
General
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