Excerpt from Better Schools
Those who had the privilege of knowing Dr. Gregory intimately during the last few years of his life were hopeful that he would do an essential work for the schools of the world. He had the spirit of a great teacher, and he was a true man. He understood the fundamental principles of Froebel's philosophy much better than most of the progressive educational men, better even than many of the Kindergarten leaders.
He clearly grasped two of the vital principles that are transforming educational thought and revolutionizing educational practice: first, that the child, and not the knowledge to be communicated to him, should be the determining basis of pedagogical systems and of school methods; second, that the child develops power - which is infinitely more important than knowledge - by his own self-activity, and by self-activity only.
Dr. Gregory made these two principles the basis of educational practice, and the unfailing test of all school work. His lectures and his writings revealed a rapidly developing insight that fully justified the hope that he would become a revealer of truth and a transformer of conditions in the schools in harmony with the most advanced educational ideals.
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