THE RECONSTRUCTED SCHOOL

8/2/2019 THE RECONSTRUCTED SCHOOL

http://slidepdf.com/reader/full/the-reconstructed-school 1/63

TheProjectGutenbergeBook,TheReconstructedSchool,byFrancisB.Pearson

ThiseBookisfortheuseofanyoneanywhereatnocostandwithalmostnorestrictionswhatsoever.Youmaycopyit,giveitawayorre-useitunderthetermsoftheProjectGutenbergLicenseincludedwiththiseBookoronlineatwww.gutenberg.net

Title:TheReconstructedSchool

Author:FrancisB.Pearson

ReleaseDate:January3,2005[eBook#14567]

Language:English

***STARTOFTHEPROJECTGUTENBERGEBOOKTHERECONSTRUCTEDSCHOOL***

E-textpreparedbyBillTozier,BarbaraTozier,andtheProjectGutenbergOnlineDistributedProofreadingTeam

SchoolEfficiencyMonographs

THERECONSTRUCTEDSCHOOL

by

FRANCISB.PEARSON

SuperintendentofPublicInstructionforOhio

Authorof_TheEvolutionoftheTeacher_,_TheHighSchoolProblem_, _ReveriesOfASchoolmaster_,and_TheVitalizedSchool_

WorldBookCompany

1921

PREFACE

Inourschoolprocessestherearemanyconstantswhichhavegeneralrecognitionassuchbythoughtfulpeople.Ontheotherhand,therearemanyvariableswhichshouldbesubjectedtoclosescrutinytotheendthattheymaybemadetoyieldforththelargestpossiblereturnsuponthe



investmentoftimeandeffort.Thesephasesofschoolprocedureconstitutetherealproblemintheworkofreconstruction,andthefollowingpagesrepresentanefforttopointthewaytowardlargerandbetterresultsintherealmofthesevariables.Ingeneral,theaimsandpurposesoftheworkerdeterminethequalityoftheworkdone.If,therefore,thisvolumesucceedsinstimulatingteacherstoelevatethegoalsoftheirendeavors,itwillhaveaccomplisheditspurpose.--F.B.P.

CONTENTS

CHAPTER

I.APRELIMINARYSURVEYOFTHETASKBEFORETHESCHOOLII.THEPASTASRELATEDTOTHEPRESENTIII.THEFUTUREASRELATEDTOTHEPRESENTIV.INTEGRITYV.APPRECIATIONVI.ASPIRATIONVII.INITIATIVEVIII.IMAGINATIONIX.REVERENCE

X.SENSEOFRESPONSIBILITYXI.LOYALTYXII.DEMOCRACYXIII.SERENITYXIV.LIFEINDEX

THERECONSTRUCTEDSCHOOL

CHAPTERONE

APRELIMINARYSURVEYOFTHETASKBEFORETHESCHOOL

Whenpeoplecometothinkalike,theytendtoactalike;unisoninthinkingbegetsunisoninaction.Itisoftensaidthatthemanandwifewhohavespentyearstogetherhavegrowntoresembleeachother;buttheresemblanceisprobablyinactionsratherthaninlooks;thefactisthattheyhavehadcommongoalsofthinkingthroughoutthemanyyearstheyhavelivedtogetherandsohavecometoactinunison.Thewiseteacheroften

adjustsdifficultsituationsinherschoolbyinducingthepupilstothinktowardacommongoal.Intheirzealforacommonenterprisethechildrenforgettheirdifferencesandattainunisoninactionastheresultoftheirunisoninthinking.Theschoolsuperintendentknowsfullwellthatifhecanbringteachers,pupils,andparentstothinktowardacommongoal,hewillsoonhaveunityofaction.Whenpeoplecatchstepmentally,theydothesamephysically,andastheymoveforwardalongthepathsoftheircommonthinking,theirwaysconvergeuntil,intime,theyfindthemselveswalkingsidebysideinamiableandagreeableconverse.



Inthelargerworldoutsidetheschool,communityenterpriseshelptogenerateunityofthinkingandconsequentunityofaction.Thepastorfindsitoneofhislargertaskstoestablishafocusforthethinkingofhispeopleinordertoinduceconcertedaction.Iftheenterpriseisoneofcharity,theneighborssoonfindthemselvesvyingwithoneanotherinzealandgoodwill.Inthezestofacommonpurposetheyseeoneanotherwithneweyesandfinddelightinworkingwithpeoplewhosesocietytheyonceavoided.Theycannowdoteamwork,becausetheyareallthinkingtowardthesamehighandworthygoal;linesofdemarcationareobliteratedandspiritsblendinacommonpurpose.Unityofactionbecomesinevitableassoonasthinkingbecomesunified.

CoÃ¶perationfollowscloseupontheheelsofcommunitythinking.Inthepresenceofagreatcalamity,rivalries,differencesofcreedandparty,andlong-establishedanimositiesdisappearinthezealforbeneficentaction.Inthecaseoffireorfloodpeopleareatoneintheiractionsbecausetheyarethinkingtowardthecommongoalofrescue.Theyacttogetheronlywhentheythinktogether.Indeed,coÃ¶perationisanimpossibilityapartfromunifiedthinking.Hereinliestheefficacyofleadership.Itistheprovinceoftheleadertoinduceunityofthinking,toanimatewithacommonpurpose,knowingthatunitedactionwillcertainlyensue.Ifhecancausethethinkingofpeopletocenteruponafocalpoint,heestablisheshisclaimtoleadership.

Whatistrueofindividualsistrue,also,ofnations.Beforetheycanactinconcert,theymustthinkinconcert,and,todothis,theymustacquiretheabilitytothinktowardcommongoals.If,toillustrate,allnationsshouldcometothinktowardthegoalofdemocracy,therewouldensueaclosersympathyamongthem,and,intime,modificationsoftheirformsofgovernmentwouldcomeaboutasanaturalresultoftheirunityofthinking.Again,ifallnationsoftheworldshouldsetupthequalityofcourageasoneoftheobjectivesoftheirthinkingtheywouldbedrawnclosertogetherintheirfeelingsandintheirconduct.Iftheparentsandteachersofallthesenationsshouldstrivetoexorcisefearinthetrainingofchildren,thispurposewouldconstituteabondofsympathyamongthemandtheywouldbeencouragedbythereflectionthatthishighpurposewasanimatingparentsandteacherstheworldaround.Courage,of

course,isofthespiritandtypifiesmanyspiritualqualitiesthatcharacterizecivilizationofhighgrade.Itisquiteconceivablethatthesequalitiesofthespiritmaybecomethegoalsofthinkinginalllands.Thusthenationswouldbebroughtintoarelationofcloserharmony.HadascoreofboyssharedtheexperienceoftheladwhogrewintothelikenessoftheGreatStoneFace,theirdifferencesanddisparitieswouldhavedisappearedinthezealofacommonpurposeandtheywouldhavebecomeaunifiedorganizationinthinkingtowardthesamegoal.

Wecannothopetoachievethebrotherhoodofmanuntilthenationsoftheworldhavedirectedtheirthinkingtowardthesamegoals.Whatthesegoalsshallbemustbedeterminedbycompetentleadershipthroughtheprocessof

education.Whenwethinkinunisonwearetakenoutofourselvesandbecomemergedinthespiritofthegoaltowardwhichwearethinking.Ifweweretoagreeuponcourageasoneofthespiritualqualitiesthatshouldcharacterizeallnationsandorganizealleducationalforcesforthedevelopmentofthisquality,weshouldfindthenationscomingclosertooneanotherwiththisqualityasacommonpossession.Couragegivesfreedom,andinthisfreedomthenationswouldtouchspiritualelbowsandwouldthusbecomespiritualconfederatesandcomrades.Bygeneratinganddevelopingthisandotherspiritualqualitiesthenationswouldbecomemergedandunityoffeelingandactionswouldsurelyensue.Sinceloveis



thegreatestthingintheworld,thisqualitymaywellbemadethemajorgoaltowardwhichthethinkingofallnationsshallbedirected.Whenallpeoplescometothinkandyearntowardthisgoal,hatredandstrifewillbebanishedandpeaceandrighteousnesswillbeenthronedintheheartsofmen.Whentherehasbeendevelopedinallthenationsoftheearthanardentloveforthetrue,thebeautiful,andthegood,civilizationwillstepuptoahigherlevelandweshallseethedawnofunity.

Wewhoareindulgingindreamsofthebrotherhoodofmanmustenlargeourconceptofsocietybeforewecanhopetohaveourdreamscometrue.ItisafarcryfromsocietyasastrictlyAmericanaffairtosocietyasaworldaffair.Theteachingofourschoolshashadadistincttendencytorestrictournotionofsocietytothatwithinourownnationalboundaries.Inthisweconvictourselvesofprovincialism.SocietyisfarlargerthanAmerica,orChina,orRussia,oralltheislandsoftheseaincombination.Itmayentailsomestrainingatthementalleashtowinthisconceptofsociety,butitmustbewonasaconditionprecedenttoafairandjustestimateofwhatthefunctionofeducationreallyisandwhatitisofwhichtheschoolhousemustbeanexponent.Societymustbethoughtofasincludingallnations,tribes,andtongues.Inourthinking,theword"society"mustsuggestthehutthatnestlesonthemountain-sideaswellasthepalacethatfrontsthestatelyboulevard.Itmustsuggestthecapethatindentstheseaaswellasthevastplainthatstretchesoutfromrivertoriver.Anditmustsuggestthetoilerathistask,the

employerathisdesk,themanofleisureinhishome,thevoyagerontheocean,thesoldierintheranks,thechildathislessons,andthemothercrooningherbabytosleep.

Wedescantvolublyuponthesubjectsofcitizenshipandcivilizationbut,asyet,haveachievednoadequatedefinitionofeitherofthetermsuponwhichweexpatiatesofluently.Ourbooksteemwithadmonitionstotrainforcitizenshipinorderthatwemayattaincivilizationofbetterquality.But,inallthis,weimplyAmericancitizenshipandAmericancivilization,andhere,again,weshowforthourprovincialism.Buteveninthisrestrictedfieldwearriveatourhazyconceptofagoodcitizenbytheprocessofelimination.Weaverthatagoodcitizendoesnotdothisanddoesnotdothat;yettheteachersinourschoolswouldfindit

difficulttodescribeagoodcitizenadequately,inpositiveterms.Ournotionsofgoodcitizenshiparemoreorlessvagueandmistyand,therefore,ourconceptofcivilizationisequallyso.

Granting,however,thatwemayfinallyachievesatisfactorydefinitionsofcitizenshipandcivilizationasapplyingtoourowncountry,itdoesnotfollowthatthesamedefinitionswillobtaininotherlands.AgoodcitizenaccordingtotheChineseconceptionmaydifferwidelyfromagoodcitizenintheUnitedStates.Topography,climate,associations,occupations,traditions,andracialtendenciesmustallbetakenintoaccountinformulatingadefinition.Beforewecangainarightconceptofgoodcitizenshipasaworldaffairwemustmakeathoughtfulstudyofworldconditions.Insodoing,wemayhaveoccasiontomodifyandcorrect

someofourownpreconceivednotionsandthusextendthehorizonofoureducation.

Whatsocietyisandshouldbeintheworldatlarge;whatgoodcitizenshipisandoughttobeinthewholeworld;andwhatcivilizationis,shouldbe,andmaybeasaworldenterprise--theseconsiderationsarethefoundationstonesuponwhichwemustbuildthetempleofeducationnowintheprocessofreconstruction.Otherwisetheworkwillbenarrow,illiberal,spasmodic,andsporadic.Itmustbepossibletoarriveatacommondenominatoroftheconceptsofsociety,citizenship,and



civilizationaspertainingtoallnations;itmustbepossibletocontriveacompositeofalltheseconceptstowhichallnationswillsubscribe;anditmustbepossibletodiscoversomefundamentalprinciplesthatwillconstituteafocalpointtowardwhichthethinkingofallnationscanbedirected.Oncethisfocalpointisdeterminedandthethinkingoftheworldfocuseduponit,theworkofreconstructionhasbeeninaugurated.

Butthetaskisnotasimpleonebyanymeans;quitethecontrary,foritisworld-embracinginitsscope.Howeverdifficultthetask,itis,nonetheless,altogetheralluringandworthy.Itisquitewithintherangeofpossibilitiesforabooktobewritten,evenatextbook,thatwouldserveausefulpurposeandmeetadistinctneedintheschoolsofalllands.Atthispointthequestionoflanguagesobtrudesitself.Whenpeoplethinkinunisonacommonlanguageisreducedtotheplaneofamereconvenience,notanecessity.Thebuyerandthesellermaynotspeakthesamelanguagebut,somehow,theycontrivetoeffectasatisfactoryadjustmentbecausetheirthinkingiscentereduponthesameobjective.Whenthinkingbecomescosmopolitan,conductbecomesequallyso.Ifthisbeconceded,thenitisquitewithintherangeofpossibilitiestoformulateacourseofstudyforalltheschoolsoftheworld,ifonlywesetupasgoalsthequalitiesthatwillmakeforthewell-beingofpeopleinalllands.True,themeansmaydifferindifferentlands,but,evenso,theendswillremainconstant.AthousandpeoplemaysetoutfromtheirhomeswithRomeastheirdestination.Theywilluseallmeansoftravelandspeakmany

languagesastheyjourneyforward,buttheirdestinationcontinuesconstantandtheywillusethebestmeansattheircommandtoattainthecommongoal.Similarly,ifwesetupthequalityofloyaltyasoneofoureducationalgoals,themeansmaydifferbutthegoaldoesnotchangeand,therefore,thenationswillbeactuatedbyacommonpurposeintheireducationalendeavors.

Theonethingneedfulfortheexecutionofthisambitiousprogramofsecuringconcertedthinkingistohaveinourschoolsteacherswhoareworld-minded,whothinkinworldunits.Suchteachers,andonlysuch,canplanforworldeducationandworldaffairs,andbringtheirplanstoasuccessfulissue.Someteachersseemabletothinkonlyofaschoolroom;othersofabuilding;othersofatownortownship;stillothersofa

state;someofacountry;andfeweryetoftheworldasasinglething.Apersoncanbenolargerthanhisunitofthinking.Onewhothinksinsmallunitsconvictshimselfofprovincialismandsoonbecomesintolerant.Suchapersonarrogatestohimselfsuperiorityandinclinestofeelsomewhatcontemptuousofpeopleoutsidethenarrowlimitsofhisthinking.Ifhethinkshisrestrictedhorizonboundsallthatisworthknowing,hewillnotexerthimselftoclimbtoahigherlevelinorderthathemaygainawiderview.Heisdisdainfulandintolerantofwhateverliesbeyondhishorizon,andhisattitude,ifnothiswords,repeatsthequestionoftheculpableCain,"AmImybrother'skeeper?"Heisencasedinanarmorthatisimpervioustoordinaryappeal.Heissatisfiedwithhimselfandasksmerelytobeletalone.Heisquitecontenttobeheldfastboundinhistraditionalmooringswithoutanyfeelingofsympathyfortheworldasa

whole.

Thereversesideofthepicturerevealstheteacherwhoisworld-minded.Suchateacherisneverlessthanmagnanimous;intolerancehasnoplaceinhisschemeoflife;heisinsympathywithallnationsintheirprogresstowardlightandright;andheisinterestedinallworldprogresswhetherinscience,inart,inliterature,ineconomics,inindustry,orineducation.Tothisendheiscarefultoinformhimselfastoworldmovementsandnoteswithkeeninterestthetrendanddevelopmentofcivilization.Beingaworld-citizenhimself,hestrives,inhisschool



work,todevelopinhispupilsthecapacityandthedesireforworld-citizenship.Withnoabatementofthoroughnessintheworkofhisschool,hestillfindstimetolookupfromhistaskstocatchtheviewbeyondhisownnationalboundaries.Ifthesuperintendentwhoisworld-mindedhastheheartycoÃ¶perationofteacherswhoarealsoworld-minded,togethertheywillbeabletodevelopaplanofeducationthatisworld-wide.Toproduceteachersofthistypemayrequireareadjustmentandreconstructionoftheworkofcollegesandtrainingschoolstotheendthattheteacherstheysendforthmaymeasureuptotherequirementsofthisworld-wideconceptofeducation.Buttheseinstitutionscanhardlyhopetobeimmunetotheprocessofreconstruction.Theycanhardlyhopetocitethepastasaguideforthefuture,fortraditionallinesarebeingobliteratedandnewlinesarebeingmarkedoutforcivilization,includingeducationinitslargerandnewerimport.

CHAPTERTWO

THEPASTASRELATEDTOTHEPRESENT

Inasignificantdegreethepresentistheheritageofthepast,andanycriticalappraisementofthepresentmusttakecognizanceoftheinfluenceofthepast.Thatthereareweakplacesinourpresentcivilization,noonewilldeny;norwillitbedeniedthatthesourcesofsomeofthesemaybefoundinthepast.Wehaveitongoodauthoritythat"thefathershaveeatensourgrapesandthechildren'steetharesetonedge."Hadtheeatingofsourgrapesinthepastbeenmorerestricted,thepresentgenerationwouldstandlessinneedofdentistry.Whenwetakeaninventoryofthepeopleofthepresentwhoaredefectiveinbody,inmind,orinspirit,itseemsobviousthattheconsumptionofsourgrapes,inthepast,musthavebeenquiteextensive.Ifthebloodofthegrandfatherwastainted,itisprobablethatthebloodofthegrandchildisimpure.

Thedefectsofthepresentwouldseemtoconstituteavalidindictmentagainsttheeducationalagenciesofthepast.Theseagenciesarenotconfinedtotheschoolbutincludelaw,medicine,civics,sociology,government,hygiene,eugenics,homelife,andphysicaltraining.Hadallthesephasesofeducationdonetheirperfectworkinthepast,thepresentwouldbeinbettercase.Itseemsagreatpitythatitrequiredaworldwartorenderusconsciousofmanyofthedefectsofsociety.Thedraftboardmadediscoveriesoffactsthatseemtohaveeludedthehome,theschool,thefamilyphysician,andtheboardsofhealth.Manyofthesediscoveriesaremostdisquietingandreflectunfavorablyuponsomeoftheeducationalpracticesofthepast.Themanycasesofphysicalunfitnessandthefewercasesofathleticheartsseemtohaveescapedtheattentionofphysicaldirectorsandathleticcoaches,nottomentionparentsand

physicians.Seeingthatonefourthofouryoungmenhavebeenpronouncedphysicallyunsound,itbehoovesustoturnourgazetowardthepasttodetermine,ifpossible,whereinoureducationalprocesseshavebeenatfault.

Thethoughtfulpersonwhostandsonthestreet-cornerwatchingthepromiscuousthrongpassbyandmakingacarefulappraisementoftheirphysical,mental,andspiritualqualities,willnotfindtheexperienceparticularlyedifying.Hewillnotemanyfactsthatwilldepressratherthanencourageandinspire.Inthethronghewillseemanymenandwomen,



youngandold,who,asspecimensofphysicalmanhoodandwomanhood,arefarfromperfect.Hewillseemanywhoareyounginyearsbutwhoareoldinlooksandphysicalbearing.Theycreeporshufflealongasifboweddownwiththeweightofyears,lackingthegracesofbuoyancyandaboundingyouth.Theyarebent,gnarled,shriveled,faded,weak,andwizened.Theirfacesrevealtheabsenceofthelooksthatbetokenhope,courage,aspiration,andhighpurpose.Theirlineamentsandtheirgaitshowforthaghastlyforlornnessthatexcitespityanddespair.Theyseemtheveriestderelicts,tossedtoandfrobythecurrentsoflifewithouthopeofredemption.

Theirwholebearingindicatesthattheyarelanguid,morbid,misanthropic,andnerveless.Theyseemill-nourishedaswellasmentallyandspirituallystarved.Theyseemthevictimsofinheritedoracquiredweaknessesthatstampthemasbelongingamongthephysicallyunfit.Ifthefarmershoulddiscoveramonghisanimalsaslargeapercentageofunfitnessandimperfection,hewouldreachtheconclusionatoncethatsomethingwasradicallywrongandwouldimmediatelysetonfootwell-thought-outplanstorectifythesituation.But,seeingthatthesederelictsarehumanbeingsandnotfarmstock,webestowuponthemasneer,orpossiblyapittancebywayofalms,andpassonourcomplacentways.Lookingupontheimperfectpassersby,theobserverisremindedofthetensofthousandsofchildrenwhoaredefectiveinmindandbodyandarehiddenawayfrompublicgaze,achargeupontheresourcesofthestate.

Suchasettingforthofthelessagreeablesideofpresentconditionswouldseemoutofplace,ifnotactuallyimpertinent,wereweinclinedtoignorethefactthatdiagnosismustprecedetreatment.Thesurgeonknowsfullwellthattherewillbepain,butheiscomfortedbythereflectionthatrestorationtohealthwillsucceedthepain.Weneedtolooksquarelyatthefactsastheyareinordertodeterminewhatmustbedonetoavertarepetitioninthefuture.Wehaveseenthesinsofthefathersvisiteduponthechildrentothethirdandfourthgenerationandstillretainedourcomplacency.Wepreachtemperancetotheyoungmenofourday,butfailtosetforththefactthatrightlivingontheirpartwillmakeforthewell-beingoftheirgrandchildren.Weexhibitourthoroughbredlivestockatourfairsandplumeourselvesuponourabilitytoproducestock

ofsuchquality.Inthecaseoflivestockweknowthatthepresentistheproductofthepast,butseemlessreadytoacknowledgethesamefactastouchinghumananimals.Wemayknowthatourancestorsplantedthornsandyetweseemsurprisedthatwecannotgatheraharvestofgrapes,andwewouldfaingatherfigsfromaplantingofthistles.Butthismaynotbe.Weharvestaccordingtotheplantingofourancestors,and,withequalcertainty,ifweeatsourgrapestheteethofourdescendantswillsurelybeputonedge.

Ifwearetoreconstructoureducationalprocesseswemustmakeacriticalsurveyoftheentiresituationthatwemaybefullyadvisedofthemagnitudeoftheproblemtowhichwearetoaddressourselves.Wemaynotblinkthefactsbutmustfacethemsquarely;otherwiseweshallnotget

on.Wemaytakeunctiontoourselvesforourphilanthropiczealincaringforourunfortunatesinpenalandeleemosynaryinstitutions,butthatwillnotsuffice.Wemustfranklyconsiderbywhatmeansthenumberoftheseunfortunatesmaybereduced.Ifwefailtodothisweconvictourselvesofcowardiceorimpotence.Wepileupourmillionsinbuildingsfortheinsane,thefeeble-minded,thevicious,theepileptic,andplumeourselvesuponourmunificence.Butifalltheseunfortunatescouldberedeemedfromtheirthralldom,andthesecountlessmillionsturnedbackintothechannelsoftrade,civilizationwouldtakeonanewmeaning.Hereisoneoftheproblemsthatcallsaloudtoeducationforasolutionandwillnot



bedenied.

Oneoftheavowedpurposesofeducationistoliftsocietytoahigherplaneofthinkingandacting,anditisalwaysandaltogetherpertinenttomakeaninventorytodiscoverifthislaudablepurposeisbeingaccomplished.Suchaninventorycanbemadeonlybyananalyst;theworkcannotbedelegatedeithertoapessimistortoanoptimist.Inhiseffortstodeterminewhethersocietyisadvancingorreceding,theanalystoftenmakesdisquietingdiscoveries.

ItmustbeadmittedbythemostdevotedandpatrioticAmericanthatourcivilizationincludesmanyelementsthatcantrulybedenominatedfrivolous,superficial,artificial,andinconsequential.Asapeople,weseektobeentertained,butfailtomakeanicedistinctionbetweenentertainmentandamusement.War,itistrue,hascausedustothinkmoresoberlyandfeelmoredeeply;butthebizarre,thegaudy,andthesuperficialstillmakeastrongappealtous.Wearequitehappytowearpastediamonds,providedonlythattheysparkle.Solonghavewebeensubstitutingthefictitiousforthegenuinethatwehavecontractedthehabitofloose,fictitiousthinking.Somuchdoestheshowelementappealtousthatweinclinetoparadeevenourtroubles.Simplicityandsincerity,whetherindress,inspeech,orinconduct,havesolongbeenforeigntoourdailylivingandthinkingthatweinclinetostylethesequalitiesasold-fogyish.

Ahundredormoreyoungmencametoacertaincitytoenlistforthewar.Astheymarchedoutthroughtherailwaystationtheyrenttheairwithwhoopingandyellsandothermanifestationsofboisterousconduct.Theseyoungfellowsmayhaveheartsofgold,buttheirrealmanhoodwasoverlaidwithaveneerofrudenessthatcouldnotcommendthemtotheadmirationofcultivatedpersons.Insidethestationwasanothergroupofyoungmeninkhakiwhowerequiet,dignified,anddecorous.Thecontrastbetweenthetwogroupswasmoststriking,andthebystanderswereledtowonderwhetheritrequiresaworld-wartoteachouryoungmenmannersandwhethertheschoolsandhomeshaveabdicatedinfavorofthecantonmentintheteachingofdeportment.Intheschoolsandthehomesthataretobeinourgoodlandwemaywellhopethatdecorumwillbeemphasizedandmagnified;

fordecorumisevermorethefruitageofintellectualityandgenuineculture.

Asanation,wehavebeenprodigalofourresourcesand,especially,ofourtime.Wehavefailedtoregardourleisurehoursasaliabilitybut,likethelotuseaters,havedalliedintherealmofpleasure.Likechildrenatplay,wehavegoneonourpleasure-seekingwaysallheedlessoftheclock,and,whenmisfortunecameandnecessityarose,manyofuswereunwillingandmoreofusunabletoengageintheworkofproduction.Insomelocalitieslegislationwasinvokedtourgeustowardthefieldsandgardens.Wehaveshownourselvesawastefulpeople,andinthewakeofourwastefulnesshavefollowedadismaltrainofdisasters,cold,hunger,andmanyanotherformofdistress.Deploreandrepentofourprodigality

aswemay,theeffectsabidetoremindusofourdeclinefromthehighplaneofindustry,frugality,andconservationofleisure.Norcanwehopetoavertarepetitionofthiscrisisunlesseducationcomesintoguideourmindsandhandsaright.

Again,wehavebeenwonttoestimatemenbywhattheyhaveratherthanbywhattheyare,andtoregardasofvalueonlysuchthingsasarequotedinthemarkets.WallStreettakesprecedenceovertheuniversityandtothemillionaireweaccordthefrontseateveninsomeofourchurches.Weacceptthewidow'smitebutdonotinscribehernameupontherollof



honor.Wegivemoneyprizesforworkinourschoolsandthusstrivetocommercializethethingsofthemindandofthespirit.Wehavelaidwasteourforests,impoverishedourfields,anddefiledourlandscapestostimulateincreasedactivityinourclearing-houses.LikeJasonofold,wehavewanderedfarinquestofthegoldenfleece.Wewelcometherainbow,notforitsbeautybutforthebagofgoldatitsend.WeseektoscaletheheightsofOlympusbystairwaysofgold,fondlynursingtheconceitthat,oncewehavescaledtheseheights,weshallbeequaltothegods.

Toindulgeinevensuchabriefreviewofsomeoftheweakplacesanddefectionsofsocietyisnotanagreeabletask,butdiagnosismustnecessarilyprecedetheapplicationofremedies.Ifwearetoreconstructeducationinordertoeffectareconstructionofsocietywemustknowourprobleminadvance,thatwemayproceedinarationalway.Reconstructioncannotbemadepermanentlyeffectivebyhaphazardmethods.Wemustvisualizeclearlytheobjectivesofourendeavorsinordertoobviatewrongmethodsandfutility.Wemusthavethewholematterlaidbarebeforeoureyesorweshallnotgetonintheworkofreconstruction.Itweremoreagreeabletodwelluponourachievements,andtheyaremany,buttheprocessofreconstructionhastodowiththeaffectedparts.Thesemustbeourspecialcare,thesetherealmforourkindlysurgeryandtheartsofhealing.Weneedtobecomeacutelyconsciousthatthepresentwillbecomethepastandthattherewillbeanewpresentwhichwilltakeonthesamequalitiesthatnowcharacterizeourpresent.Weneedtofeelthatthe

futurewilllookbacktoourpresentandcommendorcondemnaccordingtothepracticesofthisgeneration.Andtheonlywaytomakeasaneandrightfutureistocreateasaneandrightpresent.

CHAPTERTHREE

THEFUTUREASRELATEDTOTHEPRESENT

Inplanningajourneytheoneconstantisthedestination.Alltheother

elementsarevariable,and,therefore,subordinate.So,also,inplanningacourseofstudy.Thequalitiestobedevelopedthroughtheeducationalprocessesaretheconstants,whiletheagenciesbywhichthesequalitiesaretobeattainedaresubjecttochange.Thecourseofstudyprovidesfortheschoolactivitiesforthechildforaperiodoftwelveyears,anditisaltogetherpertinenttoinquirewhatqualitieswehopetodevelopbymeansoftheseschoolactivities.Todothiseffectivelywemustvisualizethepupilwhenheemergesfromtheschoolperiodandaskourselveswhatqualitieswehopetohavehimpossessatthecloseofthisperiod.Ifwedecideuponsuchqualitiesasimagination,initiative,aspiration,appreciation,courage,loyalty,reverence,asenseofresponsibility,integrity,andserenity,wehavediscoveredsomeoftheconstantstowardwhichalltheworkofthetwelveyearsmustbedirected.Inplanninga

courseofstudytowardtheseconstantswedonotrestrictthescopeofthepupil'sactivities;quitethereverse.Wethusenlargetheconceptofeducationbothforhimselfandhisteachersandemphasizethefactthateducationisacontinuousprocessandmaynotbemarkedbygradesorsubjects.Fortheteachersweestablishgoalsofschoolendeavorandthusunifyandarticulatealltheirefforts.Wefocustheirattentionuponthepupilastheywouldallwishtoseehimwhenhecompletestheworkoftheschool.

Ifchildrenareaskedwhytheygotoschool,nineoutoften,perhaps,



willreplythattheygotoschooltolearnarithmetic,grammar,geography,andhistory.Askedwhattheirbigpurposeisinteaching,probablythreeoutoffiveteacherswillanswerthattheyareactuatedbyadesiretocausetheirpupilstoknowarithmetic,grammar,geography,andhistory.Oneoftheotherfiveteachersmayechosomethingoutofherpastaccumulationstotheeffectthatherworkisthetrainingforcitizenship,andthefifthwillsayquitefranklythatsheisgropingabout,allthewhile,searchingfortheanswertothatveryquestion.Itwouldbefutiletoaskthechildrenwhytheydesireknowledgeofthesesubjectsandtheremightbehazardinpropoundingthesamequestiontothethreeteachers.Theyteacharithmeticbecauseitisinthecourseofstudy;itisinthecourseofstudybecausethesuperintendentputitthere;andthesuperintendentputittherebecausesomeothersuperintendenthasitinhiscourseofstudy.

Nowarithmeticmay,inreality,beoneofthebestthingsachildcanstudy;butthechildtakesitbecausetheteacherprescribesit,andtheteachertakesitonfaithbecausethesuperintendenttakesitonfaithandshecannotgocountertothedictumofthesuperintendent.Besides,itisfareasiertoteacharithmeticthanitwouldbetochallengetherightofthissubjecttoaplaceinthecourseofstudy.Tomostpeople,includingmanyteachers,arithmeticisbutahabitofthinking.Theyhavebeencontractingthishabitthroughalltheyearssincethebeginningoftheirschoolexperience,untilnowitseemsasinevitableasanyotherhabitual

affair.Itisquiteasmuchahabitoftheirthinkingaseating,sleeping,orwalking.Iftherewerenoarithmetic,theyarguesubconsciously,therecouldbenoschool;forarithmeticandschoolaresynonymous.Again,letitbesaidthatthereisnothoughthereofinveighingagainstarithmeticoranyothersubjectofthecurriculum.Notarithmeticinitself,butthearithmetichabitconstitutestheincubus,theevilspiritthatneedstobeexorcised.

Thisarithmetichabithaditsorigin,doubtless,inthetraditionalconceptofknowledgeaspower.Anadageisnoteasilycontrovertedoreradicated.Thecopy-booksofthefathersproclaimedboldlythatknowledgeispower,andthechildrenacceptedthedictumasinviolable.Ifitweretruethatknowledgeispower,theprocedureoftheschoolsandthecourse

ofconductoftheteachersduringalltheseyearswouldhaveamplejustification.Theentireprocesswouldseemsimplicityitself.Sosoonasweacquireknowledgeweshouldhavepower--andpowerisaltogetherdesirable.Thetroubleisthatwehavebeenconfusingknowledgeandwisdominthefaceofthepoet'sdeclarationthat"Knowledgeandwisdom,farfrombeingone,haveofttimesnoconnection."Ourexperienceshouldhavetaughtusthatmanypeoplewhohavemuchknowledgearerelativelyimpotentforthereasonthattheyhavenotlearnedhowtousetheirknowledgeinthewayofgeneratingpower.Gasolineisaninertsubstance,but,underwell-understoodconditions,itaffordspower.Waterisnotpower,butmanhaslearnedhowtouseitingeneratingpower.Knowledgeisconvenientandserviceable,butitsgreatestutilityliesinthefactthatitcanbeemployedinproducingpower.

Wearepronetotakeourjudgmentsready-madeandhavebeenrelyinguponthecopy-booksofthefathersratherthanourownreasoningpowers.Ifwehadonlylearnedinchildhoodthedistinctionbetweenknowledgeandwisdom;ifwehadlearnedthatknowledgeisnotpowerbutmerelypotential;andifwehadlearnedthatknowledgeisbutthemeanstoanendandnottheenditself,weshouldhavebeensparedmanyadelusionandoureducationalskywouldnotnowbesoovercastwithclouds.Wehavebeenproceedingupontheagreeableassumptionthatarithmetic,geography,andhistoryarethegoalsofeveryschoolendeavor,theUltimaThuleofevery



educationalquest.Thechildstudiesarithmetic,issubjectedtoanexaminationthatmayrepresentthebentorcapriceoftheteacher,managestostrugglethroughseventypercentoftheanswers,ispromotedtothenexthighergrade,and,thereupon,startsonhisjourneyaroundanothercircle.Andwecallthiseducation.Theseprocessesconstitutethemechanicsofeducation,but,inandofthemselves,theyarenoteducation.Oneofthebigproblemsoftheschooltodayistoemancipatebothteachersandpupilsfromtheerroneousnotionthattheyare.

Thechilddoesnotgotoschooltolearnarithmeticandspellingandgrammar.Thegoaltobeattainedisfarhigherandbetterthaneitheroftheseorallcombined.Thestudyofarithmeticmayproveahighlyprofitablemeans,nevertheendtobegained.Thisstatementwillbeboldlychallengedbythetraditionalteacher,butitissostronglyintrenchedinlogicandsoundpedagogythatitisimpregnable.Thegoalmight,possibly,bereachedwithouttheaidofarithmetic,but,ifaknowledgeofthissubjectwillfacilitatetheprocess,then,ofcourse,itbecomesofvalueandshouldbeused.Letusassume,forthemoment,thattheteacherdecidestosetupthoroughnessasoneofthelargeobjectivesofherteaching.Whileshemaybeabletoreachthisgoalsoonerbymeansofarithmetic,noonewillcontendthatarithmeticisindispensable.Nor,indeed,willanyonecontendthatarithmeticiscomparabletothoroughnessasagoaltobeattained.Iftheteacher'sconstantaimisthoroughness,shewillachieveevenbetterresultsinthearithmeticandwillinculcate

habitsinherpupilsthatservethemingoodsteadthroughoutlife.Forthequalityofthoroughnessisdesirableineveryactivityoflife,andwedowelltoemphasizeeverystudyandeveryactivityoftheschoolthathelpsinthedevelopmentofthisquality.

Ifthesuperintendentwerechallengedtoadduceasatisfactoryreasonwhyhehasnotwrittenthoroughnessintohiscourseofstudyhemightbehardputtoittojustifytheomission.Hehopes,ofcourse,thatthequalityofthoroughnesswillissuesomehowfromthestudyofarithmeticandscience,buthelacksthecourage,apparently,toproclaimthishopeinprint.Hesaysthateducationisaspiritualprocess,whilehiscourseofstudyprovesthatheisstrivingtoproducementalacrobats,relegatingthespiritualqualitiestotherankofby-products.Hiscourseofstudy

showsconclusivelythathethinksthatknowledgeispower.Oncedisillusionhimonthispointandhiscourseofstudywillceasetobetohimthesacrosanctaffairithasalwaysappearedandhewillnolongerlookuponitasasortofsacrilegetoinjectintothiscourseofstudysomeelementsthatseemtoviolatethesanctitiesoftradition.

Advancinganotherbriefstep,wemaytrytoimaginethesuperintendent'ssuggestingtotheteachersattheopeningoftheschoolyearthattheydevotetheyeartoinculcatingintheirpupilsthequalitiesofthoroughness,self-control,courage,andreverence.Thefacesoftheteachers,atsuchaproposal,wouldundoubtedlyaffordopportunityforaninterestingstudyandthelinguisticreactionsofsomeofthemwouldbeforcibletothepointofpicturesqueness.Thetraditionalteacherswould

demandtoknowbywhatrighthepresumedtoimposeuponthemsuchanunheard-ofprogram.Othersmightwelcomethesuggestionasameansofrelieffromirritatinganddevastatingdrudgery.Intheirquaintinnocenceandguilelessnesstheirsoulswouldrevelinrainbowdreamsofpreachments,homilies,andwisecounselthatwouldcausethequalitiesofself-controlandreverencetospringintobeingfull-grownevenasMinervafromtheheadofJove.

Buttheirbeatificvisionswoulddissolveuponhearingthesuperintendentnamecertainteacherstoactasacommitteetodetermineandreportupon



thestudiesthatwouldbestservethepurposeofgeneratingreverence,andanothercommitteetoselectthestudiesthatwouldmosteffectivelystimulateanddevelopself-control,andsoonthroughthelist.Itisherethatwefindthecruxofthewholematter.Heretheprogramcollideswithtraditionandwithstereotypedhabitsofthinking.Manysuperintendentsandteacherswillcontendthatsuchaproblemisimpossibleofsolutionbecausenoonehaseveressayedsuchatask.Noone,theyargue,haseverdeterminedwhatsubjectswilleffectuallygeneratethespecificqualitiesself-controlorreverence,noonehaseverdiscoveredwhatschoolstudieswillfunctioningivenspiritualqualities.Accordingtotheircourseofreasoningnothingispossiblethathasnotalreadybeendone.However,therearesomeprogressive,dynamicsuperintendentsandteacherswhowillwelcometheopportunitytotesttheirresourcefulnessinseekingthesolutionofaproblemthatisbothnewandbig.Tothesedynamiconeswemustlookforresultsandwhenthissolutionisevolved,theworkofreconstructionwillmoveonapace.

Reverting,forthemoment,tothesubjectofthoroughness:itmustbeclearthatthisqualityisworthyaplaceinthecourseofstudybecauseitisworthythebesteffortsofthepupil.Furthermore,itisworthythebesteffortsofthepupilbecauseitisanimportantelementofcivilization.Thesestatementsallneedreiterationandemphasistotheendthattheymaybecomethoroughlyenmeshedinthesocialconsciousness.Ifwecancausepeopletothinktowardthoroughnessratherthantoward

arithmeticorotherschoolstudies,weshallwinthefeelingthatwearemakingprogress.Thoroughnessmustbedistinguished,ofcourse,fromasmatteringknowledgeofdetailsthathavenovalue.Intherightsensethoroughnessmustbeinterpretedasthehabitofmastery.Wemaywellindulgethehopethatthetimewillcomewhenparentswillinvoketheaidoftheschoolstoassisttheirchildreninacquiringthishabitofmastery.Whenthattimecomestheschoolswillbeworkingtowardlargerandhigherobjectivesandeducationwillhavebecomeaspiritualprocessinreality.

Itwillbereadilyconcededthatthehabitofmasteryisadesirablequalityineveryvocationandineveryavocation.Itisaveryrealassetonthefarm,inthefactory,inlegislativehalls,intheofficesof

lawyerandphysician,inthestudy,intheshop,andinthehome.Whenmasterybecomeshabitualwithpeopleinalltheseactivitiessocietywillthrillwiththepulsationsofnewlifeandcivilizationwillrisetoahigherlevel.Buthowmaythechildacquirethishabitofmastery?Onwhatmeatshallthisourpupilfeedthathemaybecomemasterofhimself,masterofallhispowers,andmasterofeverysituationinwhichhefindshimself?Howshallhewinthatmasterythatwillenablehimtointerpreteveryobstacleasanewchallengetohispowers,andtotranslatetemporarydefeatintoultimatevictory?Howmayheenterintosuchcompletesenseofmasterythathewillnotquailinthepresenceofdifficulties,thathewillneverdisplaythewhiteflagorthewhitefeather,thathewillevershowforththespiritofHenley's_Invictus_,andthatnothingshortofdeathmayavailtoabsolvehimfromhis

obligationstohishighstandards?

Thesequestionsarereferred,withallproperrespect,tothesuperintendent,theprincipal,andtheteachers,whoseprovinceitistovouchsafesatisfactoryanswers.Iftheytellusthatarithmeticwillbeofassistanceinthewayofinculcatingthishabitofmastery,thenweshallhailarithmeticwithjoyousacclaimandaccorditaplaceofhonorintheschoolregime,--butonlyasanauxiliary,onlyasameanstothegreatendofmastery.Iftheyassureusthatsciencewillbeequallyserviceableinourenterpriseofdevelopingmastery,thenweshallgivetosciencean



equallyheartywelcome.However,weshallemphasizetherighttostipulatethat,inthecourseofstudy,thecapitalsshallbereservedforthebigobjectivethoroughness,ofthehabitofmastery,andthatthemeansbegiveninsmalllettersandassub-heads.

Wemayindulgeintheconceitthataflagfloatsatthesummitofaloftyandmoreorlessruggedelevation.Theyouthwhoessaysthetaskofreachingthatflagwillneedtoreinforcehisstrengthatsupplystationsalongtheway.Ifwestyleoneofthesestationsarithmetic,itwillbeevident,atonce,thatthisstationisasubsidiaryelementintheenterpriseandnotthegoal,forthatistheflagatthetop.Thesesupplystationsareusefulinhelpingtheyouthtoreachhisgoal.Wemayconceiveofmanyofthesestations,suchasalgebra,orhistory,orGreek,orChinese.Whatevertheirnames,theyareallbutmeanstoanendandwhenthatendhasbeenattainedtheyouthcanaffordtoforgetthem,inlargepart,saveonlyingratitudefortheirhelpinenablinghimtowinthegoalofthoroughness.

Thechildeatsbeefsteakbecauseitispalatable;themotherprescribesbeefsteakandpreparesitcarefullywiththechild'shealthasthegoalofherinterests.Moreover,shehasamorevitalinterestinbeefsteakbecausesheisthinkingofhealthasthegoal.Foranotherchild,shemayprescribeeggsand,forstillanother,milkoroatmeal,accordingtoeachone'sneeds.Healthisthebiggoalandthesefoodsarethesupply

stationsalongtheway.Thephysicianmustassistindeterminingwhatarticlesoffoodwillbestservethepurposeandtothisendhemustcooperatewiththemotherinknowinghispatients.Hemusthaveknowledgeoffoodsandmustknowhowtoadaptmeanstoends,neverlosingsightoftherealgoal.Theinferenceisaltogetherobvious.Asuperintendentmustwritetheprescriptionintheformofacourseofstudyandhemaynotwithimpunitymistakeasupplystationforthegoal.Hemusthaveknowledgeofthepupilsandknowtheirindividualneedsandnativeinterests.Havinggainedthisknowledge,hewillsupplyabundantelectivesinordertoassisteachchildinthebestpossiblewaytowardthegoal.

If,then,therelationbetweenmajorendsandminormeanshasbeenmadeclear,wearereadyforthestatementthatthesemajorendsmaybemade

thecommongoalsofendeavorintheschoolsofalllands.ThoroughnessisquiteasnecessaryinthericefieldsofChinaasinthewheatfieldsofAmerica,asnecessaryinthebanksofRomeasinthebanksofNewYork,quiteasessentialtomercantiletransactionsinCapeTownasinChicago,andquiteasessentialtohomelifeinTokyoasinSanFrancisco.Ifthesebigobjectivesaresetupintheschoolsofallcountriespupils,teachers,andpeoplewillcometothinkinunisonandthustheirwayswillconvergeandtheywillcometoactinunison.Thesamehighpurposeswillactuateandanimatesocietyasawholeandthis,inturn,willmakeforahighertypeofcivilizationandaccelerateprogresstowardunityinschoolprocedure.

CHAPTERFOUR

INTEGRITY

Integrityconnotesmanyqualitiesthatarenecessarytosuccessinthehighartofrightandrationallivingandthatareconspicuous,therefore,insocietyofhighgrade.Itisaninclusivequality,andis,inreality,



afederationofqualitiesthatareesteemedessentialtoahighlydevelopedcivilization.Theterm,likethewordfromwhichitisderived, _integer_,signifiescompleteness,wholeness,entirety,soundness,rectitude,unimpairedstate.Itimpliesnoscarification,noblemish,nounsoundness,noabrasion,nodisfigurement,nodistortion,nodefect.Inordinaryparlanceintegrityandhonestyareregardedassynonyms,butacloseanalysisdiscovershonestytobebutoneofthemanymanifestationsofintegrity.Lincolndisplayedhonestyinreturningthepenniesbywayofrectifyingamistake,butthatact,honestasitwas,didnotengageallhisintegrity.ThisbigqualitymanifesteditselfatGettysburg,inthelettertoMrs.Bixby,invisitingthehospitalstocomfortandcheerthewoundedsoldiers,andinhismagnanimitytothosewhomalignedhim.

Ineveryindividualtheinwardqualitydeterminestheoutwardconductinallitsramifications,whetherinhisspeech,inhisactions,orinhisattitudetowardotherindividuals.Itisquiteastrueinapedagogicalsenseasinthescripturalsensethat"Mendonotgathergrapesofthornsorfigsofthistles,"and,also,that"Bytheirfruitsyeshallknowthem."Thestreamdoesnotrisehigherthanthesource.Whatamanisdoingandhowheisdoingittellsuswhatheis.Whenwewouldappraiseaman'scharacterwetakenoteofhishabits,hisdailywalkandconversationinallhisrelationstohisfellows.Ifwefindablemishinhisconduct,wearriveatthejudgmentthathischaracterisnotwithoutblemish.Inshort,hishabitualactsandspeech,inthemartsoftrade,in

theoffice,inthefield,inthehome,andintheforumbetokenthepresenceorabsenceofintegrity.Itfollows,then,asacorollarythat,ifwehopetohaveinthestreamoflifethatwecallsocietytheelementsthatmakeforahightypeofcivilizationwemusthaveintegrityatthesource;andwiththisqualityatthesourcetheseelementswillinevitablyissueforthintothelifecurrents.Thisbeingtrue,wehaveclearwarrantfortheaffirmationthatintegrityisaworthygoaltowardwhichwedowelltodirecttheactivitiesoftheschool.

Integrityinitslargeimportimpliesphysicalsoundness,mentalsoundness,andmoralsoundness.Intimewemaycometorealizethatphysicalsoundnessandmentalsoundnessarebutsequencesofmoralsoundness,or,inotherwords,thatasoundbodyandasoundmindare

manifestationsofarightspirit.But,forthepresent,wemaywaivethisconsiderationandthinkofthethreephasesofintegrity--physical,mentalandmoral.If,attheageofeighteenyears,theboyorgirlemergesfromschoolexperiencesoundinbody,inmind,andinspirit,societywillaffirmthateducationhasbeeneffective.Todevelopyoungpersonsofthistypeisaworkthatisworthythebesteffortsofthehome,theschool,thechurchandsociety,norcananyoneoftheseagenciesshiftorshirkresponsibility.Theschoolhasalargeshareofthisresponsibility,andthosewhosedutyitistoformulateacourseofstudymaywellaskthemselveswhatprocedureoftheschoolwillbestassistthechildtoattainintegritybymeansoftheschoolactivities.

Inoureffortstogeneratethisqualityofintegrity,or,indeed,any

quality,itmustbekeptclearlyinmindeverydayandeveryhourofthedaythatthechildrenwithwhomwehavetodoarenotallalike.Onthecontrary,theydiffer,andoftendifferwidely,inrespectofmentalability,environment,inheritances,andnativedisposition.Iftheywereallalike,itwouldbemostunfortunate,butwecouldtreatthemallalikeinourteachingandsofixandperpetuatetheirlikenesstooneanother.Someteachershaveheardandreadahundredtimesthatourteachingshouldattachitselftothenativetendenciesofthechild;yet,inspiteofthis,theteacherproceedsasifallchildrenwerealikeandallpossessedthesamenativetendencies.Hereinliesapartofthetragedyofour



traditional,stereotyped,race-trackteaching.Weassumethatchildrenareallalike,thattheyarestandardizedchildren,andsoweprescribeforthemastandardizeddietandserveitbystandardizedmethods.Ifwewereproducingbricksinsteadofembryomenandwomenourprocedurewouldbelaudable,for,inthemakingofbricks,uniformityisaprimenecessity.Eachbrickmustbeexactlylikeeveryotherbrick,and,inconsequence,weuseforeachoneingredientsofthesamequalityandinlikeamount,andthensubjectthemalltopreciselythesametreatment.

Thisprocedureiswellenoughinthecaseofinanimatebricks,butitisfarfromwellenoughinthecaseofanimate,sentienthumanbeings.Itwouldbeacalamitytohaveduplicatehumanbeings,andyetthetraditionalschoolseemstobedoingitsutmosttoproduceduplicates.Thenativetendenciesofoneboyimpelhimtowardtherealmsofnature,but,allheedlessofthisbigfact,webindhimhardandfasttosomeacademicpostwithtraditionalbondsofrulesandregulationsandthenstrivetocoercehimintopartakingofourtraditionalpabulum.Hisinevitablerebellionagainstthisregimewestyleincorrigibility,orstupidity,andthenbymainstrengthandauthoritystrivetoreducehimtosubmissionand,failinginthis,webanishhimfromtheschoolbrandedforlife.Ourtreatmentofthisboyisduetothefactthatanotherboyintheschoolisendowedwithothernativetendenciesandtheteacherisstrivingtofashionbothboysinthesamemold.

Instrivingtoinculcatethequalityofintegrity,wholeness,soundness,rectitudeinSamBrownouraimistodevelopthisspecificboyintothebestSamBrownpossibleandnottotrytomakeofhimanotherHarrySmith.WeneedonebestSamBrownandonebestHarrySmithbutnottwoHarrySmiths.IfwetrytomakeourSamBrownintoasecondHarrySmith,societyiscertaintobethelosertothevalueofSamBrown.WewanttoseeSamBrownrealizeallhispossibilitiestotheutmost,foronlysowillhewinintegrity.BetteracompleteSamBrown,thoughonlyhalfthesizeofHarrySmith,thananincompleteSamBrownofanysize.IfthenativetendenciesofSamBrownleadtowardnature,certainitisthatbydenyinghimthestimulusofnaturestudy,weshallrestricthisgrowthandrenderhimlessthancomplete.IfwewouldproduceacompleteSamBrown,ifwewouldhavehimattainintegrity,wemustseetoitthattheprocessofteaching

engagesallhispowersanddoesnotpermitsomeofthesepowerstoliefallow.

IfSamBrownisanatureboy,noamountofcoercioncantransformhimintoamathematicsboy.Truehemay,intime,gainproficiencyinmathematics,butonlyifheisledintothefieldofmathematicsthroughthegatewayofnature.Hemayultimatelyachievedistinctionasawriter,butnotunlesshispenbecomesfacileindepictingnature.Unlesshisnativeinterestsaretakenfullyintoaccountandallhispowersareenlistedintheenterpriseofeducationtowardintegrity,hewillneverbecometheSamBrownhemighthavebeenandtheteachercannotwinspecialcomfortinthereflectionthatshehashelpedtoproduceacripple.Wecanbetteraffordtodepartfromthebeatenpath,andevendoviolencetothesanctityof

thecourseofstudy,thantoloseordeformSamBrown.Ifhissoulyearnsforgreenfieldsandbuddingtrees,itiscruelifnotcriminaltofailtocatertothisyearning.Andonlybycultivatingandministeringtothisnativedispositioncanwehopetobeofserviceinaidinghimtoachieveintegrity.

Itneedstobeemphasizedthatintegritysignifiesonehundredpercent,nothingless,andthatsuchagoalisquiteworthworkingtoward.Onthephysicalside,theproblemloomslargebeforeus.Sincewecanproducethoroughbredlivestockthatscoresonehundredpercent,weoughtto



produceonehundredpercentmenandwomen.Inagreatuniversity,physicalexaminationscoveringaperiodofseventeenyearsdiscoveredonephysicallyperfectyoungwomanandnotonephysicallyperfectyoungman.Ourlivestockrecordsmakeabettershowingthanthis.Foryearswehavebeenquoting"asoundmindinasoundbody"invariouslanguagesbuthavefailedinalargedegreetoachievesoundbodies.Nor,indeed,maywehopetowinthisgoaluntilwebecomearousedtotheimportanceofphysicaltraininginitswidestimportforallyoungpeopleandnotmerelyforthealreadyphysicallyfit,whoconstitutetheballteams.Ifthechildisphysicallysoundattheageofsix,heoughttobenolesssoattheageofeighteen.Ifheisnotso,theremusthavebeensomeblunderinginthecourseofhisschoollife,eitheronthepartoftheschoolitselforofthehome.Whenwesetupphysicalsoundnessasthegoalofourendeavorsandthisidealbecomesenmeshedintheconsciousnessofallcitizens,thenactivitiestowardthisendwillinevitablyensue.Physicaltrainingwillbemadeanintegralpartofthecourseofstudy,medicalanddentalinspectionwillobtainbothintheschoolandinthehome,insanitaryconditionswillnolongerbetolerated,intemperanceineveryformwilldisappear,andeverychildwillreceivethesamecarefulnurturethatwenowbestowupontheprizewinnersatourlive-stockexhibition.Thethinkingofpeoplewillbeintenttowardtheonehundredpercentstandardand,inconsequence,theywillstriveinunisontoachievethisgoal.

Thelargeamountofincompletenessthatistobefoundamongtheproducts

ofourschoolsmaybetraced,inalargemeasure,toourirrationalandfictitiousprocedureinthematterofgrading.Wemustkeeprecords,ofcourse,butitwillberecalledthatintheparableofthetalentsmenwerecommendedorcondemnedaccordingtotheusetheymadeofthetalentstheyhadandwerenotgradedaccordingtoafixedstandard.Seeingthatseventy-fivepercentwillwinhimpromotion,theboydevotesonlysomuchofhimselftotheenterpriseaswillenablehimtoattainthegoalanddirectstheremainderofhimselftoadventuresalongthelineofhisnativetendencies.TheonlywaybywhichwecandevelopacompleteSamBrownissotoarrangemattersthatthewholeofSamBrownisenlistedinthework.Otherwiseweshallhaveonepartoftheboyworkinginonedirectionandanotherpartinanotherdirection,andthatplandoesnotmakeforcompleteness.Wemustenlistthewholeboyorweshallfailto

developacompleteboy.Ifwecanfindsomestudytowhichhewilldevotehimselfunreservedly,thenwemaywellrejoiceandcanaffordtoletthetraditionalsubjectsofthecourseofstudywait.WeareinterestedinSamBrownjustnowandheisfarmoreimportantthansomeman-madecourseofstudy.Weareinterested,too,inonehundredpercentofSamBrown,andnotinthreefourthsofhim.Ifarithmeticwillnotenlistallofthisboyandnaturewillenlistallofhim,thenarithmeticmustbeheldinabeyanceintheinterestofthewholeboy.

Theseventy-fivepercentstandardisrepudiatedbytheworldofaffairseventhoughitisemphasizedbytheschool.Seventy-fivepercentofaccuracywillnotdointhetransactionsofthebank.Theaccountsmustbalancetothepenny.Thefiguresarerightorelsetheyarewrong.There

isnomiddleground.Intheschooltheboysolvesthreeproblemsbutfailswiththefourth.Nonethelesshewinsthegoalofpromotion.Notsoatthebank.Heisdeniedadmissionbecauseofhisfailurewiththefourthproblem.Seventy-fivewillnotdoinjoiningthespansofthegreatbridgeacrosstheriver.Wemusthaveabsoluteaccuracyifwewouldavoidawreckwithitsattendanthorrors.Thedruggistmustnotfallbelowonehundredpercentincompoundingtheprescriptionunlesshewouldfaceachargeofcriminalnegligence.Thewirelessoperatormusttranscribethemessagewithabsoluteaccuracyordireconsequencesmayensue.Therailwaycrewmustreadtheorderwithoutamistakeiftheywouldsavelifeandproperty





couragetoproclaimitornot.Justwhyithasnotbeenwrittenintothecourseofstudyisinexplicable,seeingthatitisfundamentalintheeducationalprocess.Itisfarfromclearwhythesuperintendentpermitsteachersandpupilstogoontheirwayyearafteryearthinkingthatarithmeticistheirfinaldestination,orwhyhefailstotakethetax-payersintohisconfidenceandexplaintothemthatappreciationisoneofthelode-starstowardwhichtheschoolsareadvancing.Inhishearthehopesthattheschoolsmayachieveappreciation,anditwouldbethepartoffranknessandfairnessforhimtorevealthishopetohisteachersandtoallothersconcerned.

Itiscommonknowledgethatbusinessaffairsdonotrequiremorethantenpagesofarithmeticanditwouldseemonlyfairthatthestudyoftheotherpagesshouldbejustified.Theseotherpagesmustservesomeusefulpurposeinthethinkingofthosewhoretainthem,and,certainly,noharmwouldensuefromarevelationofthispurpose.Iftheyarestudiedasameanstosomehighend,theywillprovenolessimportantafterthisfacthasbeenexplained.Wemayneedmorearithmeticthanwehave,butitisourduetobeinformedwhyweneedit;towhatuseitistobeput.Thesethingswehavearighttoknow,andnosuperintendent,whoischargedwiththeresponsibilityofmakingthecourseofstudy,hasarighttowithholdtheinformation.Ifhedoesnotknowtheexplanationofthecourseofstudyhehasdevised,heoughttomakeknownthatfactandthrowhimself"onthemercyofthecourt."

Inthesedaysofconservationandeliminationofwasteeverysubjectthatseeksadmissiontothecourseofstudyshouldbechallengedatthedoorandbemadetoshowwhatusefulpurposeitistoserve.Norshouldanysubjectbeadmittedonanyspeciouspretext.Iftherearesubjectsthatarebetteradaptedtothehighpurposesofeducationthantheoneswearenowusing,then,byallmeans,letusgivethemaheartywelcome.

Aboveall,weshouldbecarefulnottoretainasubjectunlessithasamorevalidpassportthanoldagetojustifyitsretention.IfChinesewillhelpuswinthegoalofappreciationmoreeffectivelythanLatin,then,byallmeans,weshouldmakethesubstitution.But,indoingso,wemustexercisecarenottobecarriedawaybyayearningfornovelty.Leastof

allshouldanysubjectbeadmittedtothecourseofstudythatdoesnothavebehinditsomethingmoresubstantialandenduringthanwhimorcaprice.

Thesubjectsthatavailingeneratingandstimulatingthegrowthofappreciationaremanyandofgreatvariety.Noraretheyallfoundintheproverbialcourseofstudyoftheschools.Whentheboyfirstreallyseesanearofcornfromanotherviewpointthantheeconomic,hefindsiteloquentofthemarvelousadaptationsofnature.Frombeingamereearofcornitbecomesarevelationofdesignandbeauty.Nochangehastakenplaceintheearofcorn,butamostimportantchangehasbeenwroughtintheboy.Suchachangeissosubtle,sodelicate,andsointangiblethatitcannotbemeasuredintermsofpercents;butitisnolessrealfor

allthat.Itisaspiritualprocessand,therefore,aptlyillustratestheaccepteddefinitionofeducation.Thoughitdefiesanalysisandtheruleofthumb,theboyisconsciousofitandcansaywiththemanwhowasbornblind,"OnethingIknow,that,whereasIwasblind,nowIsee,"andnocabalisticmarksinagrade-bookcanexpressthevalueofthechangeindicatedbythatstatement.

Thesluggarddeemsthesunriseanimpertinencebecauseitdisturbshismorningslumber;butsuchachangemaybewroughtinhimastocausehimtostandinreverencebeforetheverythingheoncecondemned.The



sunrise,onceanaffront,isnownothinglessthanamiracle,andhestandsinthesublimepresencewithuncoveredandloweredhead.Heisareverentwitnessofthere-birthoftheworld.Anhouragotherewasdarkness;nowthereislight.Anhouragotheworldwasdead;nowitisgloriouslyalive.Anhouragotherewassilence;nowthereissoundofsuchexquisitequalityastoravishthesoulwithdelight.Asthefirstbeamsofsunlightcomestreamingoverthehills,tenthousandbirdsjoininamightychorusofwelcometothenewborndayandtheworldisfloodedwithsong;andthewhilomsluggardthrillsunderthespellofthesceneandfeelshimselfapartoftheworldthatisvibrantwithmusic.Canitbedeniedthatthismanisallthebettercitizenforhisabilitytoappreciatethewonderfulnessofasunrise?

Butwhileweextolandmagnifythequalityofappreciation,itiswelltonotethatitcannotbesuperinducedbyanyimperialmandatenordoesitspringintobeingatthebehestofdidacticism.Itcanbecaughtbutnottaught.Indeed,itisworthyofgeneralobservationthatthechoicethingswhichyoungpeoplereceivefromtheschools,colleges,andnormalschoolsarecaughtandnottaught,howevermuchtheteachersmayplumethemselvesupontheirabilitytoimpartinstruction.Education,atitsbest,isaprocessofinoculation.Theteacherisanimportantfactorinthisprocessofgeneratingsituationsthatrenderinoculationfarmoreeasy;andweomitoneofthemostvitalthingsineducationwhenwereferonlytotheteacher'sabilityto"impartinstruction."Thepupilgetscertainthings

inthatroom,buttheteacherdoesnotgivethem.Theteacher'sfunctionistocreatesituationsinwhichthespiritofthepupilwillbecomeinoculatedwiththegermsoftruthinallitsaspects.Ifhecouldgivethethingsthatthepupilsget,thenallwouldsharealikeinthedistribution.Iftheteachercouldimpartinstruction,hecertainlywouldnotfailtoliftallhispupilsovertheseventy-fivepercenthurdle.

Ifinstructionorknowledgecouldbeimparted,educationwouldnolongerbeaspiritualprocessbutratheroneofdrivingtheboyintoacorner,impartingsuchinstructionastheteachermightdecreeandkeepingonuntilthepointofsaturationwasreachedorthesupplyofinstructionbecameexhausted,whenthetrickwouldbedone.Theprocesswouldbeassimpleaspouringwaterfromonevesselintoanother.Sometimesthe

teacherofliteraturestrivestoengenderappreciationinapupilbyrhapsodizingoversomepassage.Shereadsthepassageinafrenzyofsimulatedenthusiasm,withaquaverinhervoiceandmoistureinhereyes,onlytofind,attheend,thatherpatienthasfallenasleep.Appreciationcannotbegeneratedinsuchfashion.Theboycannotlighthistorchofappreciationatamerephosphorescentglow.Theremustbeheatbehindthelightortherecanbenoignition.Theboysensesthefictitiousatonceandcannotreacttowhatheknowstobespurious.Onlythegenuinecanwinhisinterest.

NapoleonBonaparteoncesaidthatnoonecangazeintothestarryskyatnightforfiveminutesandnotbelieveintheexistenceofGod.Buttopeoplewholacksuchappreciationthenightskyisdevoidofsignificance.

Thereareteacherswhonevergoforthtorevelinthegloriesofthisstar-litmasterpieceofcreation,because,forsooth,theyaretoobusygradingpapersinliterature.Suchateacherisnotlikelytobethecauseofaspiritualignitioninherpupils,forsheherselflacksthedivinefireofappreciation.Ifsheonlypossessedthisqualitynowordswouldbeneededtorevealitspresencetotheboy;hewouldknowitevenasthehoming-pigeonknowsitscourse.Whenthespiritsofteacherandpupilsbecomemergedastheymustbecomeinalltrueteaching,theboywillfindhimselfinpossessionofthisspiritualquality.Heknowsthathehasit,theteacherknowsthathehasit,andhisassociatesknowthathehasit,



andoneandallknowthatitiswellworthhaving.

ItisrelatedofKeatsthatinreadingSpenserhewasthrownintoaparoxysmofdelightovertheexpression"sea-shoulderingwhales."Thechurlwouldnotgiveasecondthoughttothephrase,or,indeed,afirstone;butthemanofappreciationfindsinitasourceofpleasure.ArloBatesspeakswithenthusiasmoftheword"highly"asusedintheGettysburgSpeech,andtheteacher'sworkreachesahighpointofexcellencewhenithasgiventothepupilsuchafeelingofappreciationasenableshimtodiscoverandrejoiceinsuchnicetiesofliteraryexpression.Itwidensthehorizonoflifetohimandgiveshimadeeperandclosersympathywitheveryformandmanifestationoflife.Everyphaseoflifemakesanappealtohim,frombirdonthewingtorushingavalanche;fromthebladeofgrasstotheboundlessplains;fromtheprattleofthechildtothewordmiraclesofShakespeare;fromthestableofBethanytotheMountofTransfiguration.

Geographylendsitselfadmirablytothedevelopmentofappreciationifitiswelltaught.Indeed,todevelopappreciationseemstobetheprimefunctionofgeography,andthemarvelisthatithasnotbeensoproclaimed.Inthisfieldgeographyfindsaclearjustification,andthesuperintendentwhosetsforthappreciationastheendandgeographyasthemeansiscertaintowintheplauditsofmanypeoplewhohavelongbeenwonderingwhythereissomuchgeographyinthepresentcourseofstudy.

Certainlynoappreciationcandevelopfromthequestionandanswermethod,fornospiritualqualitycanthriveundersuchdeadeningconditions.Ifthequestionsemanatedfromthepupils,thesituationwouldbeimproved,butsuchisrarelythecase.Teachingis,inreality,atransfusionofspirit,andwhenthisflowofspiritfromteachertopupilisunimpededteachingisathightide.Whenthesubjectisartfullyandartisticallydevelopedtheeffectuponthechildismuchthesameasthatofunrollingagreatandbeautifulpicture.TheMississippiRivercanbetaughtasagreatdrama,fromitsriseinLakeItascatoitstriumphalentryintotheGulf.Asittakesitswaysouthwardpineforestswavetheirsalutes,thenwheatfields,thencornfields,and,later,cottonfields.Thenitstributariesmaybeseencominguponthestagetohelpswellthemightysweepofprogresstowardthesea.Whengeographyistaughtasadrama,

appreciationisinevitable.

Theresourcefulteachercanfindathousanddramasinthebooksongeographyifsheknowshowtointerpretthepagesofthebooks,andwiththeseinspiringdramasshecanliftherpupilstotheverypinnacleofappreciation.Suchtalesareasfascinatingasfairystoriesandhavetheaddedcharmofbeingtruetotheteachingsofscience.Araindropseemsacommonthing,butcastindramaticformitbecomesofrarecharm.Itslidesfromtheroofofthehouseandfindsitswayintothetinyrivulet,thenintothebrook,thenintotheriverandthusfinallyreachesthesea.Bytheprocessofevaporation,itistransformedintovaporandiscarriedoverthelandbycurrentsofair.Asitcomesintocontactwithcoldercurrents,condensationensuesandthenprecipitation,andourraindrop

descendstoearthoncemore.Sinkingintothesoilatthefootofthetreeitistakenupintothetreebycapillaryattraction,outthroughthebranchesandthenintothefruit.Thencomesthesunshinetoripenthefruit,andfinallythisfruitisharvestedandbornetothemarket,whenceitreachesthehome.Hereitisservedatthebreakfasttableandthecurtainofourdramagoesdownwithourraindropasorange-juiceonthelipofthelittlegirl.

Whenwecometorealize,inourenlargedvision,thepossibilitiesofgeographyinfosteringthequalityofappreciation,ourteachingofthe



subjectwillbechangedandvitalized,ourtextbookswillbewrittenfromadifferentangle,andourpupilswillreceiveamuchlargerreturnupontheirinvestmentoftimeandeffort.Thestudyofgeographywillbefarlessliketheconningofagazetteeroracitydirectoryandmorelikeafascinatingstory.Inourastronomicalgeographyweshallmakemanyapleasingexcursionintothefarspacesandwinstimulatingglimpsesintotheinfinities.InourphysicalgeographyweshallreadmarvelousstoriesthatoutrivaltheromancesofDumasandHugo.Andgeographyasawholewillrevealherselfasthecherishingmotherofusall,providinguswithfood,anddrink,andshelter,andraiment,givinguspoetry,andsong,andstory,andweavinggoldenfanciesforthefabricofourdailydreams.

Andwhen,atlength,throughtheagencyofgeographyandtheothermeansathand,ouryoungpeoplehaveachievedtheendowmentofappreciation,lifewillbeforthemafullerandricherexperienceandtheywillbebetterfittedtoplaytheirpartsasintelligent,cultivatedmenandwomen.Thegatewayswillstandwideopenthroughwhichtheycanenterintothepalaceoflifetorevelinallitsbeauteoussplendor.Theywillreceiveawelcomeintothefriendshipoftheworthygoodandgreatofallages.Whentheyhavegainedanappreciationoftherealmeaningofliterature,childrenwhohavebecomeimmortalwillclusteraboutthemandnestlecloseintheirthoughtsandaffections,--TinyTim,LittleJo,LittleNell,LittleBoyBlue,andEppie.AvisitorinTurner'sstudiooncesaidtotheartist,"Really,Mr.Turner,Ican'tseeinnaturethecolors

youportrayoncanvas."Whereupontheartistreplied,"Don'tyouwishyoucould?"WhenourpupilsgaintheabilitytoreadandenjoythemessageoftheartisttheywillbeabletoholdcommunionwithRaphael,MichaelAngelo,Murillo,Rembrandt,RosaBonheur,Titian,Corot,AndreadelSarto,Correggio,FraAngelico,andGhiberti.IntherealmsofpoetrytheywillbeabletoholdagreeableconversewithShelley,Keats,Southey,Mrs.Browning,Milton,VictorHugo,Hawthorne,Poe,andShakespeare.Andwhenthegreatprocessionofartists,poets,scientists,historians,dramatists,statesmen,andphilanthropistsfilebytogreettheirgaze,entrancedtheywillbeabletoapplaud.

CHAPTERSIX

ASPIRATION

Browningsays,"'TisnotwhatmanDoeswhichexaltshim,butwhatmanWoulddo."Theboywhohasacquiredthehabitofwishingardentlyinrightdirectionsiswellonthewaytowardbecomingeducated.Forearnestwishingprecedesandconditionseveryachievementthatisworthythename.Themanwhodoesnotwishdoesnotachieve,andthemanwhodoeswishwithpersistencyandconsistencydoesnotfailofachievement.HadColumbusnotwishedwithconsumingardortocircumnavigatetheglobe,hewouldnever

haveencounteredAmerica.TheAtlanticcablefiguredinthedreamsandwishesofCyrusW.Fieldlongbeforeeventhepreliminariesbecamerealities.Thewishevermoreprecedestheblueprint.Itrequiredforty-twoyearsforGhibertitotranslatehisdreamintotherealitythatweknowasthebronzedoorsoftheBaptistry.Buthadtherebeennodreamstherehadbeennobronzedoors,andtheworldofartwouldhavebeenthepoorer.Everytunnelthatpiercesamountain;everybridgethatspansariver;everybuildingwhoseturretspiercethesky;everyinventionthatliftsaburdenfromtheshouldersofhumanity;everyreformthatgildstheworldwiththeglowofhope,wasprecededbyawishwhosegossamerstrandswere



woveninahumanbrain.TheRedCrossoftodayisbutadreamofHenriDunantrealizedandgrownlarge.

Thestudentwhoscanstherecordsofhistoricalachievementsandofthetriumphsofart,music,science,literature,andphilanthropymustrealizethatardentwishingistheconditionprecedenttofurtherextensioninanyoftheselines,andhemustbeaware,too,thattheranksofwishersmustberecruitedfromamongthechildrenofourschools.Theyearningtoachieveistheurgeofthedivinepartofeachoneofus,anditnaturallyfollowsthatwhoeverdoesnothavethisyearninghasbeenreducedtotheplaneofabnormalityinthatthedivinepartofhimhasbeensubordinated,submerged,stifled.Everyferventwishisaprayerthatemanatesfromthisdivinepartofus,and,inallreverence,itmaybesaidthatwehelptoanswerourownprayers.Whenwewishardentlyweworkearnestlytocauseourdreamstocometrue.Wearetoldthateverywishcomestrueifweonlywishhardenough,andthisstatementfindsabundantconfirmationintheexperiencesofthosewhohaveachieved.

Thechild'swisheshavetheiroriginandabodeinhisnativeinterestsandwhenwehavedeterminedwhathiswishesare,wehaveinhandthecluethatwillleadustotheinmostshrineofhisnativetendencies.This,ashasbeensofrequentlysaid,isthepointofattackforallourteaching,thistheparticularpointthatismostsensitivetoeducationalinoculation.Ifwefindthattheboyiseagertohaveawirelessoutfitandisworking

withsupremeintensitytocrystallizehiswishintotangibleandworkableform,quiteheedlessofclockhours,itwereunkindtothepointofcrueltyandaltogetherunpedagogicaltoforcehimawayfromthiscongenialtaskintosomeotherworkthathewilldoonlyinaheartlessandperfunctoryway.IfweyearntohavehimstudyLatin,weshalldowelltocarrythewirelessoutfitoverintotheLatinfield,fortheboywillsurelyfollowwhereverthisoutfitleads.Butifwedestroythewirelessapparatus,inthehopethatweshallthusstimulatehisinterestinLatin,thescarthatweshallleaveuponhisspiritwillriseinjudgmentagainstustotheendoflife.TheLatinmaybedesirableandnecessaryfortheboy,butthewirelesscomesfirstinhiswishesandwemustgototheLatinbywayofthewireless.

Itisthehighprivilegeoftheteachertomakeandkeepherpupilshungry,tostimulateinthemanincessantardentlongingandyearning.Thisisherchieffunction.Ifshedoesthisshewillhavegreatoccasiontocongratulateherselfuponherownprogressaswellastheirs.Iftheyarekepthungry,thesourcesofsupplywillnotbeabletoeludethem,forchildrenhavegreatfacilityandresourcefulnessintheartofforaging.Theyreadilydiscoverthelurkingplacesofthesubstantialsaswellasofthetid-bitsandthesweets.Theyeasilyscentthetrailofthefoodforwhichtheirspiritualorbodilyhungercalls.Theboywhoyearnsforthewirelessneednotbetoldwherehemayfindscrews,bolts,andhammer.Thegirlwhoyearnstopaintwillsomehowachievepigments,brushes,palette,andteachers.Appetiteistheprincipalthing;therestcomeseasy.Thehungrychildlaysthewholeworldundertributeandcheerfully

appropriateswhateverfitsintohiswishes.Ifhisneighboramiledistanthasabookforwhichhefeelsacraving,thetwo-milewalkinquestofthatbookisinvestedwithsupremecharm,nomatterwhattheweather.Theapplemaybehangingonthetopmostbough,buttheboywhoisapple-hungryrecksnotofheightnorofthelabyrinthofhostilebranches.Hegetstheapple.Assomeonehassaid,"Thesoulreachesoutforthecloakthatfitsit."

Thereisnothingmorepatheticinthewholerealmofschoolprocedurethanthefranticeffortsofsometeacherstofeedtheirpupilsinsteadof





"Whenhewouldteachmentoaspirehewrites_Excelsior_andsocausesthemtoknowthatonlyhewhoaspiresreallylives.Theyseethegroundling,theboor,thedrudge,andtheclowncontenttodwellinthevalleyamidtheloavesandfishesofanimaldesires,whilethemanwhoaspiresisstrugglingtowardtheheightswhencehemaygainanoutlookuponthegloriesthatare,knowthethrobandthrillofnewlife,andexperiencetheswingandsweepofspiritualimpulses.Hemakesthemtoknowthatthemanwhoaspiresrecksnotofcold,ofstorm,orofsnow,ifonlyhemayreachthesummitandlavehissoulintheglorythatcrownsthemarriageofearthandsky.Theyfeelthattheaspirantisbutyieldingobediencetothebehestsofhisbetterselftoscaletheheightswheresublimitydwells."

Itwereuselessforteacherstopooh-poohthismatterasvisionaryandinconsequentialortodisregardaspirationasavitalfactorintheschemeofeducation.Thisqualityisfundamentalandmaynot,therefore,beeitherdisregardedorslurred.Fundamentalqualitiesmustengagethethoughtfulattentionofalltrueeducators,forthesefundamentalsmustconstitutetheground-workofeveryreforminourschoolprocedure.Therecanbelifewithoutarithmetic,buttherecanbenoreallifewithoutaspiration.Itpointstohigherandfairerlevelsoflifeandimpelsitspossessoronwardandupward.Thisneedstobefullyrecognizedbytheschoolsthatwouldperformtheirhighfunctionsworthily,andnoteachercanwithimpunityevadethisresponsibility.Somehow,wemustcontriveto

instillthequalityofaspirationintothelivesofourpupilsifwewouldacquitourselvesofthisobligation.Todolessthanthisistoconvictourselvesofstolidityorimpotence.

Chiefamongtheagenciesthatmaybemadetocontributegenerouslyinthishighenterpriseishistory,ormorespecifically,biography,whichisquintessentialhistory.Aboyproceedsupontheassumptionthatwhathasbeendonemaybedoneagainand,possibly,doneevenbetter.WhenhereadsofthebeneficentachievementsofEdisonhebecomesfiredwithzealtoequalifnotsurpasstheseachievements.Obstaclesdonotdaunttheboywhoaspires.Everythingbecomespossibleinthelightandheatofhiszeal.SinceEdisondidit,hecandoit,andnoamountofdiscouragementcandissuadehimfromhisloftypurpose.Hesetshisgoalhighandmarches

towarditwithdauntlesscourage.Ifawirelessoutfitishisgoal,bellsmayringandclocksmaystrike,buthehearsorheedsthemnot.

Tobeeffectivetheteachingofhistorymustbefarmorethanthemeredroningoverthepagesofabook.Itmustbesovitalthatitwillsetthecurrentsoflifeinmotion.InhisilluminatingreportupontheschoolsofDenmark,Mr.EdwinG.CooleyquotesBogtrupontheteachingofhistoryasfollows:"Historydoesnotmeanbooksandmaps;itisnottobedividedintolessonsandgonethroughwithapointerlikeanyotherpaltryschoolsubject.Historyliesbeforeoureyeslikeamightyandturbulentocean,intowhichtheagesrunlikerivers.Itsrushingwavesbringtoourlisteningearsthesoundofathousandvoicesfromtheoldentime.Withourpupilswestandontheedgeofacliffandgazeoverthisgreatsea;

westrivetoopentheireyestoitspowerandbeauty;wepointoutthelawsoftheriseandfallofthewaves,andofthestrongunder-currents.Westrivebypoeticspeechtoopentheirearstothevoicesoftheseawhichinourverybloodrunthroughtheveinsfromgenerationtogeneration,and,hummingandsinging,echoinourinnermostbeing."

Suchteachingofhistoryasishereportrayedwillneverfallupondullearsorunresponsivespirits.Itwillthrilltheyouthwithaconsumingdesiretobeupanddoing.Hewilligniteattouchofthelivingfire.Hissoulwillbecomeincandescentandtheglowwillwarmhimintonoble



action.Heyearnstoemulatethetriumphsofthosewhohaveprecededhimonthestageofendeavor.Ifhereads"TheMessagetoGarcia"hefeelshimselfpulsatingwiththezealtododeedsofvalorandheroism.WhethertherecordsdealwithClaraBarton,NathanHale,FrancesWillard,Mrs.Stowe,Columbus,Lincoln,WilliamtheSilent,Erasmus,orRaphael,ifthesepeoplearepresentasvitalentitiestheyoungpeoplewillthrillunderthespelloftheentrancingstories.Thenwillhistoryandbiographycomeintotheirownasmeanstoagreatend,andthenwillaspirationtakeitsrightfulplaceasoneofthelargegoalsintheschemeofeducation.AsBrowningsays,"Aman'sreachshouldexceedhisgrasp,orwhat'saheavenfor?"andagain:

WhatIaspiredtobeAndwasnot,comfortsme.

CHAPTERSEVEN

INITIATIVE

Noonewhogivesthematterthoughtfulconsiderationwilleverdeprecate

ordisparagethepossessionofthevirtueofobedience;but,ontheotherhand,nosuchthoughtfulpersonwillattempttodenythatthisvirtue,desirableasitis,maybefosteredandemphasizedtosuchadegreethatitspossessorwillbecomeamereautomaton.Andthisisbad;indeed,verybad.Weextolobedience,tobesure,butnotthesortofblind,unthinkingobediencethatwillreduceitspossessortothestatusofthemechanicaltoywhichneedsonlytobewoundupandsetgoing.Thefactorysuperintendentisgladtohavemenabouthimwhoareabletoworkefficientlyfromblueprints;butheisglad,also,tohavemenabouthimwhocandispensewithblueprintsaltogetherorcanmaketheirown.Thedifferencebetweenthesetwotypesofoperativesspellsthedifferencebetweenleadershipandmereblind,automaticfollowing.Werealltheworkersinthefactorymerefollowers,theworkwouldbestereotypedand

thefactorywouldbeunabletocompetewiththeotherfactory,whereinitiativeandleadershipobtain.

Onepsychologistaversthatninetypercentofoureducationcomesthroughimitation;but,evenso,itisquitepertinenttoinquireintotheremainingtenpercent.Concedingthatweadoptourstylesofwearingapparelatthebehestofsociety;thatwefashionandfurnishourhomesinconformitytoprevailingcustoms;thatwepermitpressandpulpittoformulateforusouropinionsandbeliefs;inshort,thatweareimitatorsuptothefullninetypercentlimit,itstillmustseemobvioustothecloseobserverthattheremainingtenpercenthasaffordedusavastnumberandvarietyofimprovementsthattendtomakelifemoreagreeable.Thistenpercenthassubstitutedthemodernharvesterforthesickleand

cradlewithwhichourancestorsharvestedtheirgrain;ithasbroughtusthetractorfortheturningofthesoilinplaceoftheprimitiveplow;ithasenabledustousetheauto-truckinmarketingourproductsinsteadoftheox-teamsoftheoldentimes;ithasbroughtusthetelegraphandtelephonewithwhichtosendthemessageofourdesiresacrossfarspaces;andithassupplieduswithconveniencesandluxuriesthatourgrandparentscouldnotimagineevenintheirwildestfancies.

Aclosescrutinywillconvinceeventhemostincredulousthatmanyteachersandschoolsarcdoingtheirutmost,inactualpracticeifnotin



theory,toeliminatethetenpercentmarginandrendertheirpupilsimitatorstothefullonehundredpercentlimit.Weforcethechildrentotravelourstandardpedagogicaltracksandstrivetofashionandfixtheminourstandardpedagogicalmolds.Andwoebetidethepupilwhojumpsthetrackorshowsaninclinationtotravelaroutenotoftheteacher'schoosing!Heishaledintocourtforthwithandenjoinedtorenderastrictaccountingforhismisdoing;foranythingthatiseitherlessormorethanastrictconformitytotypeisaccountedadefection.Wedemandabsoluteobediencetotheoracularedictsoftheschoolasapassporttofavor.Conformityspellssalvationforthechildand,intheinterestsofpeace,heyields,albeitgrudgingly,totheinevitable.

Inworldaffairswedeeminitiativearealasset,butoneofthesaddestofourmistakesinorderingschoolactivitiesconsistsinourfervidattemptstoprovethattheschoolisdetachedfromlifeandsomethingquiteapartfromtheworld.Wewouldhaveourpupilsbelievethat,whentheyareinschool,theyareneitherinnoroftheworld.Atourcommencementexerciseswetellthegraduatesthattheyarenowpassingacrossathresholdoutintotheworld;thattheyarenowenteringintotherealmsofreallife;andthatonthemorrowtheywillexperiencetheinitialimpactofpracticallife.Thesetime-wornexpressionspasscurrent,atfacevalue,amongenthusiasticrelativesandfriends,buttherearethoseintheaudiencewhoknowthemtobetheveriestcant,withnobasiseitherinlogicorincommonsense.Itisnothingshortof

foolishnesstoassertthatayoungpersonmustattaintheageofeighteenyearsbeforeheentersreallife.Thechildknowsthathishomeisapartoftheworldandanelementinlife,thatthegroceryisanotherpart,thepost-officestillanotherpart,andsoonthroughanalmostendlesslist.Equallywelldoesheknowthattheschoolisapartoflife,becauseitentersintohisdailyexperiencesthesameasthegroceryandthepost-office.Fullwelldoesheknowthatheisnotoutsideoflifewhenheisinschool,andnoamountofsophistrycanconvincehimotherwise.Iftheschoolisnotanintegralpartoftheworldandoflife,somuchtheworsefortheschooland,bythesametoken,somuchtheworsefortheteacher.Eithertheschoolisapartoftheworldorelseitisneitherarealnoraworthyschool.

Thehourswhichthechildspendsinschoolarequiteasmuchapartofhislifeasanyotherportionoftheday,nomatterwhatactivitiestheschoolprovides,andwedoviolencetothefactswhenweassumeorargueotherwise.Hereisaplaceforemphasis.Hereistherockonwhichmanyapedagogicalbarkhassufferedshipwreck.Webecomesoengrossedinthemechanicsofourtask--grades,tests,examinations,andpromotions--thatwelosesightofthefactthatwearedealingwithreallifeinasituationthatisapartoftherealworld.Thebestpreparationforlifeistopracticelifearight,andthisistherealfunctionoftheschool.Ifteachersonlycouldorwouldgivefullrecognitiontothissimple,opentruth,therewouldsoonensueawidedeparturefromsomeofourpresentmechanizedmethods.Butsolongasweclingtothetraditionalnotionthatschoolisdetachedfromreallife,solongshallwecontinuetopursueour

merry-go-roundmethods.Ifwecouldfullyrealizethatweareteachinglifebythelaboratorymethod,manyavagueandmistyphaseofourworkwouldsoonbecomeclarified.

Seeing,then,thattheschoolisacross-sectionoflife,itfollows,naturally,thatitembodiestheidenticalelementsthatconstitutelifeasawhole.Weallknow,byexperience,thatlifeaboundsinvicissitudes,discouragements,trials,andobstacles,andtheschool,beingapartofreallife,mustfurnishforththesameelementsevenifoflessmagnitude.Thereareobstacles,tobesure,andthereshouldbe.AbrahamLincolnonce



said,"Whenyoucan'tremoveanobstacle,plowaroundit."Butteachersarepronetoremovetheobstaclesfromthepathwayoftheirpupilswhentheyshouldbetrainingthemtosurmounttheseobstaclesor,failingthatforthetimebeing,toplowaroundthem.Itisfareasier,however,fortheteachertosolvetheproblemfortheboythantostimulatehimtosolveitindependently.Ifwewouldtraintheboytoleapoverhurdles,wemustsupplythehurdlesandnotremovethemfromhispath.Stillfurther,wemustelevatethehurdles,byeasygradations,ifwewouldincreasetheboy'spowersandprowess.

ProfessorEdgarJamesSwiftsays,"Manexpendsjustenergyenoughtosatisfythedemandsofthesituationinwhichheisplaced."Thisstatementisbigwithmeaningforallwhohaveatrueconceptionofpedagogyandoflife.Inthissentenceweseethefinger-boardthatpointstowardhighachievementsinteaching.Ifthehurdlesaretoolow,theboybecomesflaccid,flabby,sluggish,andlethargic.Thehurdlesshouldbejusthighenoughtoengagehisfullstrength,physical,mental,andmoral.Theyshouldeverbeachallengetohisbestefforts.Buttheyshouldneverbesohighthattheywillinvitediscouragement,disaster,andfailure.Theteachershouldguardagainstelevatinghurdlesasanexhibitionofherownreach.Thegymnasiumisnotastageforexhibitions.Onthecontrary,itisaplaceforgraduated,cumulativetraining.

Ourinclinationistomakelifeeasyandagreeabletoourpupilsrather

thanreal.Tothisendwehelpthemoverthedifficulties,answerquestionswhichtheydonotask,andsupplythemwithcrutcheswhenweshouldbetrainingthemtowalkwithoutartificialaids.Thepassingmarkratherthanrealtrainingseemstobemadethegoalofourendeavorsevenifweenfeeblethechildbysodoing.Weseemtomeasureoursuccessbythenumberofpromotionsandnotbythequalityofthetrainingwegive.Weseemtobecontenttoproduceweaklingsifonlywecanpushthemthroughthegatewayofpromotion.Itmattersnotthattheyareunabletofindtheirwayalonethroughthemazesoflife;letthemacquirethatabilitylater,aftertheyhavepassedbeyondourcontrol.AgainquotingfromProfessorSwift,"Followingaleader,eventhoughthatleaderbetheteacher,tendstotakefromchildrenwhateverlatentabilityforinitiativetheymayhave."

Thereisastoryofanindulgentmotherwhowasquiteeagerthatherboyshouldhaveapleasantbirthdayandsoaskedhimwhathewouldmostliketodo.Theanswercameinaflash:"Thankyou,Mother,Ishouldmostlikejusttobeletalone."Thisanswerleadsusatoncetotheinnersanctuaryofchildhood.Childrenyearntobeletaloneandmustgrowrestiveundertheincessantattentionsoftheirelders.Inschoolthereiseversuchacontinuousfusilladeofquestionsandanswers,assigningoflessons,recitations,corrections,explanations,andpromulgations,rulesandrestrictionsthatthechildrenhavenotimeforgrowinginside.Theyarenotlefttotheirowndevicesbutarepulledandpushedabout,andmanaged,andcoddledorcoercedalldaylong,sothatthereisneithertimenorscopefortheexerciseanddevelopmentofinitiative.The

teacher,attimes,seemstothinkoftheschoolasamammothsyringewithwhichsheiscalledupontopumpinformationintoherboredbutpassivepupils.

Silenceistheelementinwhichinitiativethrives,butourschoolprogramsrarelyprovideanyperiodsofsilence.Theyassumethattobeeffectiveaschoolmustbeaplaceofbustle,andhurry,andexcitement,nottomentionentertainment.Sometimesthechildisintentuponexplorationsamongtheinfinitieswhentheteachersummonshimbacktoearthtocrossa_t_ordotan_i_.Theteacherwhowouldimplanta



thought-germinthemindsofherpupilsandthenallowfifteenminutesofsilencefortheprocessofgermination,shouldberankedasanexcellentteacher.Whenthechildisthinkingoutthingsforhimselftheprocessisfavorabletoinitiative;butwhentheteacherdirectshiseverymovement,thought,andimpulse,sheisrepressingtheveryqualitythatmakesforinitiativeandultimateleadership.Whentheboywoulddosomethingsonhisown,theteacherisstrivingtoforcehimtotravelinhergroove.

Hendersonwellsays:"Wedonotinvariablycultivateinitiativebylettingchildrenalone,butinninecasesoutoftenitisahighlyeffectivemethod.Inourhonestdesirefortheirbetterment,thetemptationisalwaystojumpinandtodoforthem,whenwewouldmuchbetterkeephandsoff,andallowthem,underfavorableconditions,todoforthemselves.Theymaydosomethingwhich,fromanobjectivepointofview,ismuchlessexcellentthanourownwell-consideredplan.Buteducationisnotanobjectiveprocess.Itissubjectiveandwaswrappedupinthefunnyblunderinglittleenterpriseofthechild,ratherthaninourownintrusiveone."Thecrudeproductoftheboy'sworkinmanualtrainingisfarbetterforhimandforthewholeprocessofeducationthanthefinishedproductoftheteacher'sskillwhichsometimespassesfortheboy'sownwork.Somemanualtrainingteachershavemanyasinchargedtotheiraccountinthislinethatstandsindireneedofforgiveness.

Therearemanyworthyenterprisesthroughwhichinitiativemaybe

fostered.Prominentamongthesearesomeofthehomeandschoolprojectsthatareinvogue.Theseprojects,whenwiselyselectedwithreferencetothechild'spowersandinclination,givescopefortheexerciseofingenuity,resourcefulness,perseverance,andunhamperedthinkingandacting.Besides,someoftheby-productsareofvalue,notablyself-relianceandself-respect.Achildyearnstoplayathinkingpartinthedramaoflifeandnotthepartofamarionetteorjumping-jackthatmovesonlywhensomeonepullsthestring.Heyearnstobeanentityandnotamereecho.Paternalism,inourschoolwork,doesnotmakeforself-reliance,and,therefore,istobedeplored.Thereissmallhopeforthechildwithoutinitiative,whoishelpedovereveryslightestobstacle,andwhoacquiresthehabitofcallingforhelpwheneverheencountersadifficulty.

Herewehaveamplescopefortheproblemelementinteachingandwearerecreanttoouropportunitiesanddoviolencetochild-natureifwefailtoutilizethismethod.Wearemuchgiventotheanalyticinourteaching,whereasthepupilenjoysthesynthetic.Heyearnstomakethings.Constructingproblemsinarithmetic,orhistory,orphysicsmakesaspecialappealtohimandwedoviolencetohisnaturalbentifwefailtoaccordhimtheopportunity.Wecansendhiminquestofdramaticsituationsinthepoem,orderivativesinhisreadinglesson,sethimthinkingoftheconstructionoffarmbuildingsormachinery,orleadhimtoseekthecausesthatleduptoeventsinhistory.Inbrief,wecanappealtohiscuriosityandintelligenceandsoengagetheintensestinterestofthewholeboy.

Aschoolgirlassumedthetaskoflookingafteralltherepairsinthewayofplumbinginthehomeand,certainly,wasnonetheworsefortheexperience.Sheisnowadentistandhasachieveddistinctionbothathomeandabroadinherchosenprofession.Shegainedthehabitofmeetingdifficultsituationswithoutabatementofdignityorrefinement.Theschool,atitsbest,isafavorablesituationforself-educationandthewiseteacherwillseetoitthatitdoesnotdeclinefromthishighplane.Onlysowillitsproductsbeyoungmenandwomenwhoneednoleadingstrings,whocanfindtheirwayaboutthroughthelabyrinthoflifeand



notbeabashed.Theyaretheonestowhomwemustlookforleadershipinalltheenterprisesoflife,fortheyhavelearnedhowtoinitiateworkandcarryitthroughtosuccess.Thatschoolwillwindistinctionwhichmakesinitiativeoneofitsbiggoalsandisdiligentincausingtheactivitiesofthepupilstoreachupwardtowardtheachievementofthisend.

WemaywellconcludewithaquotationfromDr.HenryvanDyke:"Themerepursuitofknowledgeisnotnecessarilyanemancipatingthing.Thereisakindofreadingwhichisaspassiveasmassage.Thereisakindofstudywhichfattensthemindforexaminationlikeaprizepigforacountyfair.Nodoubtthebeginningofinstructionmustliechieflyinexercisesofperceptionandmemory.Butatacertainpointthereasonandthejudgmentmustbeawakenedandbroughtintovoluntaryplay.AsateacherIwouldfarratherhaveapupilgiveanincorrectanswerinawaywhichshowedthathehadreallybeenthinkingaboutthesubject,thanaliterallycorrectanswerinawaywhichshowedthathehadmerelyswallowedwhatIhadtoldhim,andregurgitateditontheexaminationpaper."

CHAPTEREIGHT

IMAGINATION

Inhisverystimulatingbook,_LearningandDoing_,ProfessorSwiftquotesfromabusinessmanasfollows:"Modernbusinessnolongerwaitsformentoqualifyafterpromotion.Throughanticipationandpriorpreparationeverygrowingmanmustbelargelyreadyforhisnewjobwhenitcomestohim.Ifindveryfewindividualsmakeanyefforttothinkoutbetterwaysofdoingthings.Theydonotanticipateneeds,donotkeepthemselvesfreshatthegrowingpoint.Ifevertheyhadanyimaginationtheyseemtohavelostit,andimaginationisneededinagrowingbusiness,foritisthroughtheimaginationthatoneanticipatesfuturechangesandsopreparesforthembeforetheycome.Accordingly,asageneralproposition,

theselectionofamanforavacancywithintheorganizationismoreorlessamatterofguesswork.Nowandthenanambitious,wide-awakeyoungmanworksintotheorganizationandinaveryshorttimeisspottedbyvariousdepartmentmanagersforfuturepromotion,butthenumberofsuchindividualsisdiscouraginglysmall.Thedifficultywithwhichwearealwaysconfrontedisthatourbusinessgrowsfasterthandothosewithinit.Themendonotkeepupwithourchanges.Thebusinessgrowsawayfromthem,andquitereluctantlythemanagementisfrequentlycompelledtogooutsidefornecessarymaterial.Weneed,atthepresenttime,fourorfivesubordinatechiefsinvariouspartsofthefactoryandIcanfillnoneofthepositionssatisfactorilyfrommaterialinhand."

Thisbusinessman,unconsciouslyperhaps,putshisfingerupononeofthe

weakplacesinourschoolprocedure.Heconvictsusofstiflingandrepressingtheimaginationofourpupils.Foritisamatterofcommonknowledgethateverynormalchildisendowedwithavividimaginationwhenheentersschool.Noonewillchallengethisstatementwhohasenteredintotheheartofchildhoodthroughthegatewayofplay.Hehasseenaragdollinvestedwithallthegracesofaprincess;hehasseenemptyspoolstakeonalltheattributesoftherailwaytrain;andhehasseenthechild'sworldpeopledwithentitiesofwhichtheunimaginativepersoncannotknow.Childrenrevelintheloreoffairyland,andinthisrealmnothingseemsimpossibletothem.Theirtoysarethematerialwhichtheir



imaginationusesinbuildingnewanddelightfulworldsforthem.Ifthisimaginationisunimpairedwhentheybecomegrown-ups,thesetoysarecalledideals,andtheseidealsarethematerialthatenterintothelivesofpoets,artists,inventors,scientists,orators,statesmen,andreformers.Ifthechildlacksthisqualityattheendofhisschoollife,theschoolmustbeheldresponsible,atleastinpart,andsomustfacethechargeofdoinghimanirreparableinjury.Itwerebetterbyfarforthechildtolosealegoranarmsomewherealongtheschoolwaythantolosehisimagination.Betterabandontheschoolaltogetherifittendstoquenchthedivinefireofimagination.Betterstill,devisesomeplanofsoreconstructingtheworkoftheschoolthatweshallforeverforestallthepossibilityofproducingagenerationofspiritualcripples.

Thebusinessmanalreadyquotedgivestotheschoolstheircue.Heshowstheneedofimaginationinpracticalaffairsand,byimplication,showsthattheschoolhasbeenrecreanttoitsopportunitiesinthewayofstimulatingthisrequisitequality.Wemustbequiteawarethatthemenandwomenwhohavedonethingsaswellasthosewhoaredoingthingshavehadorhaveimagination.Otherwisenoachievementswouldbesetdowntotheircredit.Itistheveryacmeofunwisdomtoexpectourpupilstoaccomplishthingsandthentakefromthemthetoolsoftheircraft.Imaginationisanindispensabletool,andtheteacherassumesagraveresponsibilitywhoeitherdestroysorbluntsit.Unlesstheschoolpromotesimaginationitisnotreallyaschool,seeingthatitomitsfrom

itsplansandpracticesthisbasicquality.Toomuchemphasiscannotbelaiduponthispatenttruth,norcanwedeploretooearnestlythetendencyofmanyteacherstostrangleimagination.

WeallrecognizeC.HanfordHendersonasoneofourmostfertileandsanewritersoneducationalthemesandwecannotdobetterjustherethantoquote,evenatsomelength,fromhisfacilepen:"Tosayofmanorwomanthattheyhavenoimaginationistoconvictthemofmanyactualandpotentialsins.Suchadefectmeansobtusenessinmannersandmorals,sterilityinartsandscience,blunderinginthegeneralconductoflife.Childrenareoftenaccusedofhavingtoomuchimagination,butinrealitythatishardlypossible.Theimaginationmayrunriot,and,growingbywhatitfeedsupon,comedangerouslyneartountruthfulness,--thestoreof

factsmayhavebeentoosmall.Buttheremedyisnottocrippleorkilltheimagination;itisrathertoprovidetheneededequipmentoffactsandtotraintheimaginationtoworkwithinthelimitsoftruthandprobability.Theunimaginativemanisexceedinglydullcompany.Fromthemomentheopenshiseyesinthemorninguntilheclosesthematnight,heispronetothesinsofbothomissionandcommission.Nomatterhowgoodhisintentions,heconstantlyoffends.Nomatterhowgreathisindustry,hefailstoattain.Onecantracemanyimmoralities,fromslightbreachesofmannerstogravecriminaloffenses,toasimplelackofimagination.Theoffenderfailedtosee,--hewas,toallintentsandpurposes,blind.Atitsbest,imaginationisinsight.Itisthedirectsourceofmostofoursocialamenities,oftoleration,charity,consideration,--inaword,ofallthosesocialvirtueswhichdistinguishthechildoflight."Another

fertilewritersays:"Manyachildhasbeendrivenwithasoul-woundintocorrodingsilencebyparentswhothoughttheywerepunishingfalsehoodwhentheywereinrealityrepressingtheimagination--thefacultywhichmaster-artistsdenoteasthefirstandloveliestpossessionofthecreativemind."

Someofourboyswillbefarmersbut,iftheylackimagination,theywillbedullfellows,attheverybest,and,relativelyspeaking,notfarabovethehorsethatdrawstheplow.Thegirlswillbeabletotalk,butiftheylackimaginationtheycanneverbecomeconversationalists.Thepersonwho



hasimaginationcancausethefactsofthemultiplicationtabletoscintillateandglow.Thepersonwholacksimaginationisunabletoinvestwithinterestandcharmeventhemountain,theriver,thelandscape,orthepoem.Thegossip,thescandal-monger,orthecoarsejesterproveshislackofimaginationandhisconsequentinabilitytoholdhisowninrealconversation.Wehope,ofcourse,thatsomeofourpupilsmaybecomeinventors,butthiswillbeimpossibleunlesstheypossessimagination.Asociologiststatesthecaseinthisfashion:"Wealth,thetransient,ismaterial;achievement,theenduring,isimmaterial.Theproductsofachievementarenotmaterialthingsatall.Theyarenotends,butmeans.Theyaremethods,ways,devices,arts,systems,institutions.Inaword,theyare_inventions_."Inshort,tosaythatoneisaninventorisbutanotherwayofsayingthathehasimagination.

Itisonethingtoknowfactsbutquiteanotherthingtoknowthesignificanceoffacts.Andimaginationisthealembicthatdiscoversthesignificanceofthefacts.AthousandmenofEnglandknewthefactstouchingthelifeandeducationofthechildrenofthatcountry,butthefactsremainedmerefactsuntiltheimaginationofDickensinterpretedthemandthusemancipatedchildhoodfromthethralldomofignoranceandcruelty.Athousandmenknewthefacttouchingthesteamthatissuesfromthetea-kettle,butnotuntilWattsdiscoveredthesignificanceofthefactdidthetea-kettlebecometheprecursorofthesteam-enginethathastransformedcivilization.ItrequiredtheimaginationofNewtonto

interpretthefallingoftheappleandtocausethissimple,commonfacttoleadontothediscoveryofthegreattruthofgravitation.HadGalileolackedimagination,thechandeliermighthavekeptonswingingbutthediscoveryoftherotationoftheearthwouldcertainlyhavebeenpostponed.

Inthisviewofthematterwecanseeoneoftheweaknessesofsomeoftheworkinourcollegesaswellasinotherschools.Theteachersarefertileinarrivingatfacts,butseemtothinktheirtaskscompletedwiththesediscoveriesandsoproclaimthediscoveryoffactstobeeducation.Itmattersnotthatthefactsaredevoidofsignificancetotheirstudents,theysimplyproceedtothediscoveryofmorefacts.Theycombinetwoormoresubstancesinatest-tubeandthusproduceanewsubstance.Thisfact

issolemnlyinscribedinanotebookandtheincidentisclosed.Butthestudentwhohasimaginationandindustryinquires"Whatthen?"andproceedswithinvestigationsonhisowninitiativethatresultinapositiveboontohumanity.Imaginationtakesthefactsandmakessomethingofthem,whilethecollegeteacherhasdisclosedhisinabilitytocopewithhisownstudentsinfieldsthatonlyimaginationcanrenderproductive.

ToquoteHendersononceagain:"Inmostofourcurrenteducation,insteadofcultivatingsovaluableaquality,wehavestupidlydoneallthatwecantosuppressit.Wehavenotsufficientlystudiedtheactualboybeforeustofindoutwhatheisupto,andwhatendhehasinmind.Onthecontrary,weproclaim,withcuriousindifference,someendofourown

devising,andwithwhatreallyamountstospiritualbrutality,wetrytodrivehimtowardsit.Wedothis,weirresponsibleparentsandteachers,becauseweourselveslackimagination,anddonotseethatweareblunting,insteadofsharpening,ourhumantool.Yetwedefineeducationintermsofimaginationwhenwesaythateducationistheunfoldingandperfectingofthehumanspirit;or,thateducationisasetting-upintheheartofthechildofamoralandÃ¦stheticrevelationoftheuniverse;forthehumanspiritwhichwearetryingtoestablishisnotafact,butagraciouspossibilityofthefuture."



Happyisthechildwhoseteacherpossessesimagination;whocantouchthecommonthingsoflifewiththemagicwandofherfancyandinvestthemwithsupremecharm;whocanpeerintothefuturewithherpupilsandhelpthemtranslatethebrightdreamsoftodayintotriumphsintherealmsofart,music,science,philosophy,language,andphilanthropy;andwhobuildsair-castlesofherownandthushastheskilltohelpthechildrenbuildtheirs.Itisnoteasy,if,indeed,itispossible,fortheteachertoquickenimaginationinherpupilsunlesssheherselfisendowedwiththisanimatingquality.Dr.HenryvanDykeputsthecasethus:"Icarenotwhetheramaniscalledatutor,aninstructor,orafullprofessor;norwhetheranyacademicdegreesadornhisname;norhowmanyfactsorsymbolsoffactshehasstoredawayinhisbrain.Ifhehasthesefourpowers--clearsight,quickimagination,soundreason,strongwill--Icallhimaneducatedmanandfittobeateacher."And,ofasurety,imaginationisnottheleastofthese.

Tothisendeveryteachershoulduseeverymeanspossibletokeepherimaginationaliveandluxuriant,andnever,onanyaccount,permittheexigenciesofhertasktorepressit.Thesuccessofherpupilsdependsuponher,andsheshouldstriveagainststagnationasshewouldagainstdeath.Thepassingout,theevaporationofimaginationisaninsidiousprocess,andwhenitisgonesheisbutabarrenfig-tree.Ifherimaginationisstrongandhealthyshecannothaveapoorschoolandherpupilswillblesshermemorythroughouttheyears.Asapplyingtoevery

gradeofschoolwemaywellnotethewordsofVanDyke:"Everytrueuniversityshouldmakeroominitsschemeforlifeout-of-doors.ThereismuchtobesaidforJohnMilton'splanofaschoolwhosepupilsshouldgotogethereachyearonlonghorsebackjourneysandsailingcruisestoseetheworld.WalterBagehotsaidofShakespearethathecouldnotwalkdownastreetwithoutknowingwhatwasinit.JohnBurroughshasacollegeonalittlefarmbesidetheHudson;andJohnMuirhasauniversitycalledYosemite.Ifsuchmencrossafieldorathickettheyseemorethanthesevenwondersoftheworld.Thatisculture.Andwithoutit,allscholasticlearningisarid,andalltheacademicdegreesknowntomanarebutchinaorangeshangonadrytree."Andwithoutimaginationthistypeofcultureisimpossible.

Allreformsand,indeed,allprogressdependuponimagination.Wemustbeabletopicturetheworldasitoughttobebeforewecansetonfootplansforbetterment.Itisthehighprovinceoftheimaginationtoenterintothefeelingsandaspirationsofothersandsobeabletolendahand;tobuildabetterfutureoutofthematerialsofthepresent;tosoarabovethesolemnitiesandconventionsoftraditionandtosmilewhilesoaring;toseetheinvisibleandtouchtheintangible;andtoseethethingsthatarenotandcallthemforthasrealities.Seeingthatthebusinessman,thefertile-brainedessayist,andthegiftedpoetagreeinextollingthepotentialvalueofimagination,wehavefullwarrantforaccordingtoitanhonoredplaceinthecurriculumoftheschool.Toolonghasitbeenanincidentalminor;itisnowhightimetoadvanceittotherankofamajor.

CHAPTERNINE

REVERENCE

Atthebasisofreverenceisrespect;andreverenceisrespectamplified



andsublimated.Aboymustbeeitherdullorheedlesswhocanlookatabirdsailingintheairforfiveminutesandnotbecomesurchargedwithcuriositytoknowhowitcandoit.Hiscuriositymustleadhimtoanexaminationofthewingofabird,andhisscrutinywillrevealitasamarvelousbitofmechanism.Theadjustmentandoverlappingofthefeatherswillconvincehimthatitpresentsawonderfuldesignandanolesswonderfuladaptationofmeanstoends.Heseesthatwhenthebirdispoisedintheairthewingisessentiallyair-tightandthatwhenthebirdelectstoascendordescendthefeathersopenafreepassagefortheair.Evenacursoryexaminationofthebird'swingmustpersuadetheboythat,withanyskillhemightattain,hecouldneverfabricateanythingsowonderful.Thisknowledgemust,inthenatureofthings,begetafeelingofrespect,andthereafter,whenevertheboyseesabird,hewillexperiencearesurgenceofthisfeeling.

Someonehassaid,"Everythingisinfinitelyhighthatwecan'tseeover,"andbecausetheboycomestoknowthathecannotduplicatethebird'swingitbecomesinfinitelyhighorgreattohimandsowinshisrespect.Totheboywhohasbeentaughttothinkseriously,themodeoflocomotionofawormorasnakeislikewiseamarvel,andheobservesitwithawe.Theboywhotreadsawormunderfootgivesindisputableevidencethathehasnevergivenseriousthoughttoitsmodeoftravel.Hadhedoneso,hewouldnevercommitsoruthlessanact.Thewormwouldhavewonhisrespectbyitsabilitytodoathingatwhichhehimselfwouldcertainlyfail.He

seesthewormscalingthetrunkofatreewiththegreatestease,butwhenheessaysthesametaskhefindsitaverydifficultmatter.Sohetipshiscapfigurativelytothewormand,inboyishfashion,admitsthatitisthebettermanofthetwo.Andneveragain,unlessinadvertently,willhecrushaworm.Evenasnakehewillkillonlyinwhatheconceivestobeself-defense.

AnAmericanwasmakinghisfirsttriptoEurope.OnthewaybetweentheAzoresandGibraltartheshipencounteredastormofgreatviolence.Foranhourormorethetravelerstoodontheforwarddeck,watchingthetitanicstruggle,feelingtheshiptrembleateachimpactofthewaves,andhearingtheroarthatonlyastormatseacanproduce.Uponreturningtohisfriendshesaid,"NeveragaincanIspeakflippantlyoftheocean;

neveragaincanIusetheexpression,'crossingthepond.'Theseaistoovastandtoosublimeforthat."Hehadachievedreverence.Manyachildinschoolcanspellthenameoftheoceanandgiveabookdefinitionratherglibly,who,nevertheless,hasnotthefaintestconceptionofwhatanoceanreallyis.Thetragedyofthematteristhattheteachergiveshimaperfectmarkforhisparrot-likedefinitionandspellingandleaveshimincrassignoranceofthereality.Theboydealsonlywiththehuskandmissesthekernel.Whenhecanspellanddefine,theworkhasonlyjustbegun,andnotuntiltheteacherhascontrivedtohavehimemotionalizetheoceanwillheenterintotheheartofitsgreatness,andpower,andutilityinpromotinglife,andsocometoexperienceafeelingofrespectforit.WhenithaswonhisrespecthecanreadVictorHugo'smatchlessdescriptionoftheseawithunderstanding,measurableappreciation,and,

certainly,athrillofdelight.

Itisrarefunforchildren,andevenforgrown-ups,tolocatetheconstellations,planets,andstars.Ofcourse,theNorthStariseverybody'sfavoritebecauseitissosteady,soreliable,sodependable.Weknowjustwheretofindit,anditneverdisappointsus.TwoboyswhooncewerecrossingfromNewYorktoNaplesfoundgreatdelightinastarintheSouthernskythatretaineditsrelativepositionthroughoutthejourney.Attheconclusionofdinnerintheeveningtheboyswerewonttorepairtothedecktofindtheirstarandreceiveitsgreetings.Intheir



passagethroughtheMediterraneantheybecamecurious,wonderinghowitcameaboutthatthestarfailedtochangeitsrelativepositionintheirjourneyofthreethousandmiles.Whentheyrealizedthattheirstaristheapexofatrianglewhosebaseisthreethousandmilesbutwhoseotherlegsaresolongthatthebaseisinfinitesimallyshortbycomparison,theiramazementknewnoboundsandforthefirsttimeintheirlivestheygainedaprofoundrespectforspace.

Thisnewconceptofspacewasworththetripacrosstheoceantothoseboys,andthewonderisthatspacehadneverbeforemeantanythingmoreorotherthanawordtobespelled.Theschoolandthehomehadhadboundlessopportunitiestoinculcateinthemasenseofspace,yetthisdelightfultaskwaslefttoapassengeronboardtheship.Butforhiskindlyofficesthoseboysmighthavegoneonforyearsconceivingofspaceasmerelyawordoffiveletters.Itwouldhavebeeneasyforparentorteachertoengenderinthemsomeappreciationofspacebyexplainingtothemthatiftheyweretotravelthirtymilesadayitwouldrequiretwenty-twoyearstoreachthemoon,--whichis,inreality,ournext-doorneighbor,--andthattoreachthesun,atthesamerateoftravel,wouldrequiremorethaneightthousandyears,ortheaddedlifetimesofalmostthreehundredgenerations.ButtheyweresentabroadtoseethewondersoftheOldWorldwithnorealconceptionofspaceand,therefore,nofeelingofrespectforit.BeforetheirtripabroadtheynevercouldhavereadthelasttwoversesoftheeighthchapterofRomanswithanyrealappreciation.

Stillourschoolsgoontheircomplacentway,teachingwords,words,wordsthatareutterlydevoidofmeaningtothepupils,and,sadtorelate,seemtothinktheirmissionaccomplished.Thepupilsarerequiredtospellwords,definewords,writewords,andparsewordsdayafterdayasifthesewordswerelifelessandmeaninglessblocksofwoodtobemerelytossedupanddownandmovedhitherandthither.Sosoonasawordbecomesinstinctwithlifeandmeaning,itkindlesthechild'sinterestatitseveryrecurrenceanditbecomesastrulyanentityasaperson.Itisthenendowedwithattributesthatdistinguishitclearlyfromitsfellowsandbecomes,tothechild,avividrealityintheschemeoflife.Toourtwoboyseverystarthatmeetstheirgazeconjuresupahostofmemoriesandhelpstorenewtheirspiritualexperienceandwidentheirhorizon.Space

isareality,tothem,amightyreality,andtheycannotthinkofitwithoutadeepsenseofrespect.

Therearepeopleofmatureyearswhohavenevergiventotheirhandsacloseexamination.Suchanexaminationwilldisclosethefactthatthehandisaninstrumentofmarvelousdesign.Itwillbeseenthatthefingersalldifferinlengthbut,whentheygraspanorangeoraball,itwillbenotedthattheyareconterminous--thattheendsformastraightline.Thisgivesthemaddedpurchaseandfargreaterpowerofresistance.Weretheyofequallengththepressureupontheballwouldbedistributedanditcouldbewrestedfromthegraspfarmorereadily.Nomechanicalcontrivancehaseverbeendesignedthatiscomparabletothehandinflexibility,deftness,adaptability,orpowerofprehension.Itcanpick

upaneedleoracannon-ballatwill.Itstouchisaslightasafeatherorasstarkasacatapult.Itcanbeasgentleasmercyorasharshasbattle.Itcansoothetoreposeorrousetofury.Itcanexpressitselfinthegentlezephyrorinthedevastatingwhirlwind.Itsversatilityisaltogetherworthyofnotice,andwemaywellholdthelessoninhistoryinabeyance,forthenonce,whileweinculcateduerespectforthehand.Fornoonecancontemplatehishandforfiveminutesandnotgainforitafeelingofprofoundrespect.

Whatistrueofthehandistrueofthewholehumanbody.Thisisthevery



acmeofcreatedthings;thisisGod'smasterpiece.Howanyonecanfailtorespectsuchawonderfulpieceofworkisbeyondexplanation.Theprocessofwalkingorofbreathingmustholdthethoughtfulpersonenthralledandenchanted.But,strangeasitmayseem,therearethosewhoseemnottorealizeinwhatamarvelousabodetheirspiritshavetheirhome.Suchscantrespectdotheyhavefortheirbodiesthattheydefilethemandtreatthemwithshamelessignominy.Theysaturatethemwithpoisonsandvulgarizethemwithunseemlypractices.Theyseemtoregardthemasmerepropertytobeusedorabusedatpleasureandnottemplestobehonored.ThemanwhodoesnotrespecthisownbodycanfeelnorespectorreverenceforitsCreatornorforthesoulthatdwellswithinit.Suchamanlacksself-respectandself-respectisthefertilesoilinwhichmanyvirtuesflourish.Theteachingofphysiologythatfailstogenerateafeelingofdeeprespectforthehumanbodyisnotthesortofteachingthatshouldobtaininourschools.

Again,apersonwhoispossessedoffinesensibilitiesseesintheappletreeinfullbloomacreationoftranscendantbeautyandcharm.Thepoetcannotdescribeit,norcantheartistreproduceit.Itisbothamysteryandamiracle.Intothismiraclenaturehaspouredherlavishtreasuresoffertility,ofrain,ofsunshine,andofzephyrs,andfromitatthezenithofitsbeautythefull-throatedrobinpoursforthhisheartinmelodiousgreeting.Itmaybewelltodismisstheschooltoseethecircusparade,butevenmorefittingisittodismisstheschooltoseethisburstof

splendor.Initsgloriouspresencesilenceistheonlylanguagethatisbefitting.Insuchapresencesoundisdiscord,forsuchenchantmentasitbegetscannotbemadearticulate.Itsinfluencestealsintothesensesandliftsthespiritup.Todefileordespoilsuchbeautywouldbetodesecrateashrine.Butthesordidmanseesinthissymphonyofcolornothingelsethanapromiseoffruit.Hisresponseiswhollyphysical,notspiritualatall.Hisspiritualsenseseemsatrophiedandhecandonothingbutestimatethebushelsoffruit.Hefeelsnorespectforthebeautybeforehimanditisevidentthatsomewherealongthelinehisspiritualeducationwasneglected.Heexcitesoursympathyandourhopethathischildrenmaynotsharehisfate.

Inthewayofillustratingthisqualityofrespect,wereachtheclimaxin

thethirty-eighthchapteroftheBookofJobandfollowing.Thedramaticelementofliteratureherereachesitszenith.Godisthespeaker,thestricken,outcastJobisthesoleauditor,andthestageisawhirlwind.ItisrelatedofthelateProfessorHodgethat,ononeoccasionwhenhewasabouttoperformanexperimentinhislaboratory,hesaidtosomestudentswhostoodnear,"Gentlemen,pleaseremoveyourhats;IamabouttoaskGodaquestion."Buthereinthischapterwehaveastillmoresublimesituation,forGodishereaskingquestionsoftheman.AndthesequestionsdigdeepintothelifeofthemanandshowhimhowpunyandimpotentisthefiniteinthepresenceoftheInfinite.Inthispresencethereisneitherpomp,norparade,norvaunting,norself-aggrandizement,norarrogance.Eventheprintedpagecannotbutinducerespect,devoutness,andprofoundreverence,forittellsofnature'swonders--the

snow-crystals,therain,thedewdrop,thelight,thecloud,thelightning--andrevealstothebewilderedsightsomeapprehensionoftheAuthorofthemall.

Thereadermust,bynow,havedivinedtheconclusionofthewholematter.Withoutrespecttherecanbenoreverence;and,withoutreverence,therecanbeneithereducationnorcivilizationthatisworthwhile.Someonehasdefinedreverenceas"thatexquisiteconstraintwhichleadsamantohateallthatisunsuitableandsordidandexaggeratedandtoloveallthatisexcellentandtemperateandbeautiful."Thisdefinitionisboth



comprehensiveandinclusive,andthesuperintendentmaywellpromulgateitinhisdirectionstohisteachers.AllteachinghastodowithTruthand,inthepresenceofTruth,whetherinmathematics,orscience,orhistory,orlanguage,theteachershouldfeelthathestandsinthepresenceoftheBurningBushandhearsthecommand,"Putoffthyshoesfromoffthyfeet,fortheplacewhereonthoustandestisholyground."ItseemsathousandpitiesthatevencollegestudentsrushintothepresenceoftheBurningBushinhobnailedshoes,shoutingforththecollegeyellastheygo.

Themanwhoisreverentdisclaimseverythingthatischeap,orvulgar,orcoarse,orunseemly.Heissoessentiallyfinethatthegaudy,thebizarre,andtheintemperate,inwhateverform,grateuponhissensibilities.Herespectshimselftoomuchtobelackinginrespecttoothers.Heinstinctivelyshrinksawayfromuglyvulgarizationasfromapestilence.Heiskindly,charitable,sympathetic,andsincere.Exaggeration,insinuation,andcaricaturearealtogetherforeigntohisspirit.Inhissocietywefeelinspiredandennobled.Hisverypresenceisatonic,andhistonguedistillsonlypurity.Hisexampleisthelodestarofouraspirations,andwefainwouldbehisdisciples.Wefeelhimtobesomethingworshipfulinthathislifeconstantlybeckonstoourbetterselves.Tobereverentistobeliberallyeducated,whiletobeirreverentistodwellindarknessandignorance.Tobereverentistoliveontheheights,wheretheairispureandtonicandwherethesunlightisfreefromtaint.Tobereverentistoacknowledgeourindebtednesstoallthose

who,inart,inscience,inliterature,inmusic,orinphilanthropy,havecausedthewatersoflifetogushforthinclearabundance.TobereverentistostanduncoveredinthepresenceofLifeandtoexperiencethethrillofthespiritualimpulsesthatonlyanappreciationoflifecangenerate.Ifthisisreverence,thentheschoolhonorsitselfbygivingthisqualityaplaceofhonor.

CHAPTERTEN

SENSEOFRESPONSIBILITY

EveryonewhohashadtodowithHarvey'sGrammarwillreadilyrecallthesentence,"Milobegantolifttheoxwhenhewasacalf."Asidefromtheinterestwhichthissentencearousedastotheantecedentofthepronoun,italsoenunciatedabitofphilosophywhichcausedthepupilstowonderaboutthepossibilityofsuchafeat.TheywereledtoconsidersuchexamplesofphysicalstrengthasSamson,Hercules,andthemoremodernSandowandtowonder,perhaps,justwhatcourseoftrainingbroughtthesementotheirattainmentofphysicalpower.Itiscomparativelyeasyforadultstorealizethatsuchfeatsasthesemenaccomplishedcouldonlycomethroughalongprocessoftraining.Ifamancanliftagivenweightononeday,hemaybeabletoliftaslightlyheavierweightthenextday,

andsoonuntilhehasachieveddistinctionbyreasonofhisabilitytoliftgreatweights.Soitisinthismatterofresponsibility.Itneedhardlybesaidthatresponsibilityistheheaviestburdenthatmenandwomenarecalledupontoliftorcarry.Weneedonlythinkoftheresponsibilitiespertainingtotheofficeofthechiefrulerofacountryintimeofwar,orofthecommandinggeneralofarmies,orofthepresidentoflargeindustrialconcerns,andsoonthroughthelist.Suchmenbearburdensofresponsibilitythatcannotbeestimatedintermsofweightsormeasures.Wecaneasilythinkofthetimewhenthemanagerofagreatindustrialconcernwasachildinschool,butitisnotsoeasyto



thinkofthesix-year-oldboyperformingthefunctionsofthissamemanager.However,wedoknowthatthefuturerulers,generals,managers,andsuperintendentsarenowsittingatdesksintheschoolsanditbehoovesallteacherstoinquirebywhatprocessthesepupilsmaybesotrainedthatintimetheywillbeabletoexecutethesefunctions.

Insomesuchwaywegainarightconceptofresponsibility.Wecannotthinkofthesix-year-oldboyasabankpresidentbut,inourthinking,wecanwatchhisprogress,inone-dayintervals,fromhisinitialexperienceinschooltohisassumptionofthedutiespertainingtothepresidencyofthebank.Inthustracinghisprogressthereisnostrainorstressinourthinkingnordoestheelementofimprobabilityobtrudeitself.Wethinkalongastraightandlevelroadwherenohillsarisetoobstructtheview.Eachsucceedingdaymarksaninchorsoofprogresstowardthegoal.Butshouldwesettheresponsibilitiesofthebankpresidentoveragainstthepowersofthechild,thedisparitywouldoverwhelmourthinkingandourmindswouldbethrownintoconfusion.Ourthinkingislevelandeasyonlywhenweconceiveofstrengthandresponsibilityadvancingsidebysideandatthesamerate.

Itwouldbeaninterestingexperiencetooverheartheteacherinquiringofthesuperintendenthowsheshouldproceedinordertoinculcateinherpupilsasenseofresponsibility.Weshouldbeacutelyalerttocatcheverywordofthesuperintendent'sreply.Ifheweredealingwithsucha

concreteproblemasMiloandthecalf,hisresponsewouldprobablybesatisfactory;butwhensuchanabstractqualityasresponsibilityispresentedtohimhisreplymightbevagueandunsatisfactory.Histhinkingmayhavehadtodowithconcreteproblemssolongthatanabstractqualitypresentsarealdifficultytohismentaloperations.Yetthequestionwhichtheteacherpropoundsisaltogetherpertinentandreasonableand,ifhefailstogiveasatisfactoryreply,hewillcertainlydeclineinheresteem.

Thenormalchildwelcomessuchameasureofresponsibilityasfallswithinthecompassofhispowersandacquitshimselfofitinamannerthatisworthyofcommendation.Thisopentruthencouragestheconvictionthatthesuperintendentwhocangivetotheteacheradefiniteplanbywhichshe

willbeabletodevelopasenseofresponsibility,willcommendhimselftoherfavor,ifnotadmiration.Theybothknowfullwellthatifthepupilemergesfromtheschoolperiodlackingthisqualityhewillbeahelplessweightuponsocietyandaburdentohimselfandhisfamily,nomatterwhathismentalattainments.Hewillbebutachildinhisabilitytocopewithsituationsthatconfronthimandcannotperformthefunctionsofmanhood.Thoughamaninphysicalstaturehewillshrinkfromtheordinarydutiesthatfalltothelotofamanand,likeachild,willclingtothehandofhismotherforguidance.Inallsituationshewillshowhimselfaspiritualcoward.

Theproblemiseasyofstatementbutbynomeanssoeasyofsolution.Attheageofsixtheboytakeshisplaceatadeskintheschool.Twenty

yearshence,letussay,hewillbearailwayengineer.Assuchhemustdrivehisengineatfortymilesanhourthroughblindingstorm,orininkydarkness,orthroughmenacingandstiflingtunnels,oroverdizzybridges,oraroundthecurveontheedgeoftheprecipice--anddothiswithnoshadowoffearorhintoftrepidation,butalwayswithakeeneye,acoolhead,andasteadyhand.Inhiskeepingarethelivesofmanypersons,andanywaveringorunsteadiness,onhispart,mayleadtospeedydisaster.Somewherealongthewaybetweentheagesofsixandtwenty-sixhemustgaintheabilitytoassumeaheavyresponsibility,anditwouldseematravestyuponrationaleducationtoforcehimtoacquirethisability



whollyduringtheeightyearssucceedinghisschoolexperience.If,attheageofeighteen,hedoesnotexhibitsomeabilityinthisrespect,theschoolmayjustlybechargedwithdereliction.

Or,twentyyearshence,thisboymaybeaphysician.Ifso,hewillfindaweepingmotherclingingtohimandimploringhimtosaveherbaby.Hewillseeastrongmanbrokenwithsobsandofferinghimafortunetosavehiswifefrombeingengulfedinthedarkshadows.Hisearswillbeassailedwithdeliriousravingsthatcalltohimforreliefandlife.Hewillbeimportunedbythegrief-crushedchildnottolethermothergo.Hewillbecalledupontograpplewithplague,withpestilence,withdeathitself.Unlesshecangivesuccor,hopedepartsanddarknessenshroudsandblights.Healonecanholddiseaseanddeathatbayandbiddarknessgiveplacetolightandcausesorrowtovanishbeforethesmileofjoy.Hestandsaloneattheportaltodobattleagainstthedemonsofdevastationanddesolation.And,ifhefails,theplaintsofgriefwillpenetratetheinnermostchambersofhissoul.Hemustnotfail.Sohetoilsonthroughthelongnightwatches,disdainingfoodandrest,thatthebreakingdaymaybringingladnessandcrowntheartsofhealing.Andtheschoolthatdoesnotshareinthegloryofsuchachievementmissesanobleopportunity.

Again,twentyyearshence,thelittlegirlwhonowsitsatherdesk,crownedwithgoldenringlets,willbeawifeandmother,andthemistress

ofawell-conditionedhome.SheisacompositeofMaryandMarthaandinherkingdomreignssupremeandbenign.Inherhomethereisnohintof"rawhaste,half-sistertodelay,"forlongsincesheacquiredthehabitofserenemastery.Shemeetshermanifoldresponsibilitieswithasmileandsingsherwaythroughthemall.Ifcloudsarise,shebanishesthemwiththemagicofherpoiseandamiability.ShecansaywithNapoleon,"Idonotpermitmyselftobecomeavictimofcircumstances;Imakecircumstances."Backintheschoolshelearnedorder,system,method,andacquiredthesenseofresponsibility.Atfirsttheteacher'sdeskwasherspecialcare,andbyeasygradationsthescopeofheractivitieswaswideneduntilshecametofeelresponsiblefortheappearanceoftheentireschoolroom.Nowinherwomanhoodsheisadelighttoherhusband,herchildren,herguests,andherneighbors.Emergenciesneitherdaunther

norrenderhertimorous,but,sereneandmasterful,shemeetsthenewsituationasawelcomenovelty,and,withsupremeamiability,acceptsitasafriendlychallengetoherresourcefulness.Sheneedsnottoapologizeorexplain,fordifficultiesdisappearatherapproachbecause,intheschool,responsibilitywasoneofthemajorgoalsofhertraining.

Or,again,twodecadeshencethischildmayhaveattainedtoapositionintheworldofaffairswheregoodtaste,judgment,perseverance,self-control,graciousness,andtactareaccountedassetsofvalue.Butthesequalities,gainedthroughexperience,areasmuchapartofherselfasherhands.Athousandtimesinthepasthastheresponsibilitybeenlaiduponherofmakingselectionstouchingshapes,colors,materials,ortypes,tillnowherjudgmentisregardedasfinal.Herself-controlhas

becomeproverbial,butitisnotthemiraclethatitseems,forithasbecomegroovedintoahabitbymuchexperience.Shemetalltheselionsinherpathatschoolandvanquishedthemall,withtheaidoftheteacher'scounselandencouragement.Shecanperformheroismsnowbecauseshelongsincecontractedthehabitofheroisms.Andresponsibilityismostbecomingtohernowbecauseintheyearspastshelearnedhowtowearit.Shehasmultipliedherpowersandusefulnessahundred-foldbyreasonofhavinglearnedtoassumeresponsibility.

Shehaslearnedtolifthereyesandscanthefarhorizonandnotbe



afraid.Withgentle,kindlyeyesshecanlookintothefacesofmenandwomeninalllandsandnotbeabashedintheirpresence.Shecansoothethechildtorestandproveherselfascourgetoevil-doers,allwithinthehour.Sheknowsherselfequaltothebest,butnotabovetheleast.Shedoesnotneedtopose,forsheknowsherownpowerwithoutevervauntingit.Hersimplicityandsincerityarethefragrantbloomofhersenseofresponsibilitybothtoherselfandherkind.Shegivesofherselfandhermeansasagraciousdischargeofobligationtothelessfortunate,butneverascharity.Shefeelsherselfboundupintheinterestsofhumanityandwoulddoherfullpartinhelpingtomakelifemoreworthwhile.Hertouchhasthegiftofhealingandhertonguedistillskindness.Herobligationstothehumanfamilyareprivilegestobeesteemedandenjoyedandnotbur-denstobeenduredandreviled.Andshethinksofhersuperintendentandteacherswithgratitudefortheirpartintheprocessofdevelopingherintowhatsheis,andwhatshemayyetbecome.

Onlysuchasthedefiant,wicked,andrebelliousCaincanaskthequestion,"AmImybrother'skeeper?"Themanwhofeelsnoresponsibilityforthecharacterandgoodnameofthecommunityofwhichheisamemberisaspiritualoutcastandwillbecomeasocialpariahifhepersistsinmaintaininghisattitudeofindifference.For,afterall,responsibilityamountstoaspiritualattitude.Ifthemanfeelsnoresponsibilitytohiscommunityhewillbegrudgeitthetaxeshepays,theimprovementsheisrequiredtomake,andwillbeirkedbyeveryadvancethatmakesforcivic

betterment.Tohimthechurchandschoolwillseemexcrescencesandsuperfluities,norwouldhegrievetoseethemobliterated.Hisexoduswouldproveadistinctboontothecommunity.Hemayhaveanoblephysique,goodmentality,muchknowledge,andlargewealth,andyet,withallthesethingsinhisfavor,heisneverthelessaliabilityforthesinglereasonthathelacksasenseofresponsibility.Couldhisteachershaveforeseenhispresentattitudenoefforts,ontheirpart,wouldhaveseemedtoogreatifonlytheycouldhaveforestalledhismisfortune.Anditisfortheteacherstodeterminewhethertheboyoftodayshallbecomeaduplicateofthemanhereportrayed.

Everymanwholivesunderademocraticformofgovernmenthastheopportunitybeforehimeachdaytoraiseorlowerthelevelofdemocracy.

Whenthenightcomeson,ifhereflectsuponthematter,hemustbecomeconsciousthathehasdoneeithertheoneortheother.Eitherdemocracyisabetterthingforhumanitybecauseofhisday'sworkandinfluence,oritisaworsething.Thisisaresponsibilitythathecanneithershiftnorshirk.Itisfasteneduponhimwithoragainsthiswill.Itrestswithhimtodeterminewhetherhewouldhaveeveryothermanandeveryboyinthelandselecthimastheirmodelandfollowhisexampletothelastdetail.Healonecandecidewhetherhewouldhaveallmenindulgeinthepracticesthatconstitutehisdailylife,consortwithhiscompanions,holdhisviewsonallsubjects,readonlythebooksthatengagehisinterest,duplicatehisthoughts,aspirations,impulses,andlanguage,andbecome,eachone,hisotherself.Everyboywhonowsitsintheschoolmustanswerthesequestionsforhimselfsoonerorlater,norcanhehope

toevadethem.Happyisthatboy,therefore,whoseteacherhastheforesightandthewisdomtotrainhimintosuchasenseofresponsibilityaswillenablehimtoanswertheminsuchawaythatthefuturewillbringtohimnopangofremorse.

ThomasA.Edisonisoneofthebenefactorsofhistime.Hereachedoutintospaceandgraspedasubstancethatisbothinvisibleandintangible,harnesseditwithtrappings,pushedabutton,andtheworldwasillumined.Therewereyearsofunremittingtoilbehindthisachievement,yearsofdiscouragementborderingondespair,butyearsinwhichthelightofhope



waskeptburning.Weaccepthisgiftwiththeveryacmeofnonchalanceandwithlittleornofeelingofgratitude.Perhapshewouldnothaveitotherwise.Wedonotknow.Butcertainitisthathismarvelousachievementhasmadelifemoreagreeabletomillionsofpeopleandhemustbeconsciousofthisfact.Atsometimeinhislifehemusthaveachievedasenseofresponsibilitytohisfellowsandthisworthysentimentmusthavebecometheguidingprincipleinallhislabors.Ifsometeacherfosteredinhimthissenseofresponsibility,shedidapieceofworkfortheworldthatcanneverbemeasuredintermsofsalary.Shedidnotteacharithmetic,orgrammar,orgeography.ShetaughtEdison.Andoneofthebigresultsofherteachingwashisattainmentofthissenseofresponsibilitywhichfarovertopsallthearithmeticandhistorythatheeverlearned.ThemanwhocarriedthemessagetoGarciaisanotherfittingillustrationofthissameprinciple.Inexecutinghiscommissionheovercamedifficultiesthatwouldhaveseemedinsurmountabletoalessintrepidman.Hekepthiseyeonthegoalandenduredalmostunspeakablehardshipsinpressingforwardtowardthisgoal.Somehowandsomewhereinhislifehehadlearnedthemeaningofresponsibilityandsofeltthathemustnotfail.Theworldcametoknowhimasaherobecausehewasaheroatheartandhisheroicachievementhaditsorigininthetrainingthatledhimtofeelasenseofresponsibility.

CHAPTERELEVEN

LOYALTY

Whentheboyoverhearsacompanionputaslightuponthegoodnameofhismother,hedoesnotdeliberatebut,likeaflash,smitesthemouththatdefames.Hemaydeliberateafterward,forthemindthenhasafactuponwhichtowork,butifheisaworthysonitisnottillafterwards.Spiritualimpulsesareasquickaspowderandasdirectasashaftoflight.Soquickaretheythatwearepronetodisregardtheminourcontemplationoftheirresults.Weseetheboystrikeandconclude,ina

superficialway,thathishandinitiatedtheaction,nortakepainstotracethisactionbacktotheprimalcauseinthespiritualimpulse.True,bothmindandbodyarecalledintoaction,butonlyasauxiliariestocarryoutthebehestsofthespirit.Whenthemanuttersanexclamationofdelightatsightofhiscountry'sflaginaforeignport,thesoundthatwehearisbuttheconclusionorcompletionoftheseriesofhappenings.Itisnottheinitialhappeningatall.Ontheinstantwhenhiseyescaughtsightoftheflagsomethingtookplaceinsidetheman'snature.Thisspiritualexplosionwastelegraphedtothemind,themind,inturn,issuedacommandtothebody,andthesoundthatwasnotedwasthefinalresult.Inageneralway,educationistheprocessoftrainingmindandbodytoobeyandexecuterightcommandsofthespirit.Thisdefinitionwilljustifyourcharacterizationofeducationasaspiritualprocess.

Seeing,then,thatthebodyisbutahelperwhosefunctionistoexecutethemandatesofthespirit,andseeing,too,thateducationisaprocessofthespirit,itfollowsthatourconcernmustbeprimarilyandalwayswiththespiritasmajor.Itisthespiritthatreacts,notthemindorthebody,andeducationis,therefore,theprocessofinducingrightreactionsofthespirit.Thenatureofthesereactionsdependsuponthequalityoftheexternalstimuli.Ifweprovidetherightsortofstimulithereactionswillberight.If,today,thespiritreactstoabeautifulpicture,tomorrow,tothetreeinbloom,thenextdaytoanalluring



landscape,andthenexttothegloryofasunrise,intimeitsreactionstobeautyineveryformwillbecomehabitual.Ifwecaninducereactions,daybyday,tobeautifulorsublimepassagesinliterature,induetimethespiritwillrefusetoreacttowhatisshoddyandcommonplace.Byinducingreactionstoincreasinglybettermusicalcompositions,dayafterday,wefinallyinculcatethehabitofreactingonlytohigh-grademusic,andthelowertypemakesnoappeal.Bysuchaprocessweshallfinallyproduceaneducated,cultivatedmanorwoman,thecrowninggloryofeducation.

Themeasureofoursuccessinthisprocessofeducationwillbethenumberofreactionswecaninducetotherightsortofstimuli.Inthis,weshallhaveoccasiontomakemanysubstitutions.Theboywhohasbeenreactingtouglinessmustbeluredawaybythesubstitutionofbeauty.Thebeautifulpicturewilltaketheplaceofthebizarreuntilnothingbutsuchapicturewillgivepleasureandsatisfaction.Indeed,thesubstitutionofbeautyforuglinesswill,intime,inducearevoltagainstwhatisuglyandstimulatetheboytodesiretotransformtheuglythingintoathingofbeauty.Manyahomeshowstheeffectsofreactionintheschooltoartisticsurroundings.Thechildreactstobeautyintheschoolandsoyearnsforthesamesortofstimuliinthehome.Whenthelittlegirlentreatshermothertoprovideforhersucharibbonastheteacherwears,weseeanexemplificationofthisprinciple.Whenonlythebestinliterature,inart,innature,inmusic,andinconductavailtoproduce

reactions,wemaywellproclaimtheonewhoreactstothesestimulianeducatedperson.Itiswelltorepeatthatthesereactionsareallspiritualmanifestationsandthattheconductofmindandbodyisaresultant.

Tocasualthinkingitmayseemafarcryfromreactionsandexternalstimulitoloyalty,butnotsobyanymeans.ThemanorwomanwhohasbeenledtoreacttotheMadonnaoftheChair,thePlowOxen,ortheceilingoftheSistineChapelwillexperiencearevivalandrecurrenceofthereactionateverysightofthemasterpiece,whethertheoriginalorareproduction.Thatmasterpiecehasbecomethisperson'sstandardofartandneitherargument,norpersuasion,norsophistrycandivorcehimfromhisideal.Theboy'smotherisoneofhisideals.Hebelieveshertobe

thebestwomanalive,anditwereasorryfactifhedidnot.Hence,whenhergoodqualitiesareassailedhisspiritexplodesandcommandshisrightarmtobecomeabattering-ram.Thekindnessofthemotherhascausedtheboy'sspirittoreactathousandtimes,andhisreactionindefendinghernamefromcalumnywasbutanotherevidenceofanacquiredspiritualhabit.

Henceitisthatwefindloyaltyenmeshedintheseelementsthatpertaintotheprovinceofpsychology.Itmustbeso,seeingthattheseelementsandloyaltyhavetodowiththespirit,forloyaltyisnothingotherthanareactiontothesameexternalstimulithathaveinducedreactionsmanytimesbefore.Insettinguployalty,therefore,asoneofthebiggoalsofschoolendeavorthesuperintendenthasonlytomakealistoftheexternalstimulithatwillinduceproperreactionsandsogroovethesereactions

intohabit.Hisproblem,thusstated,seemsaltogethersimplebut,inworkingoutthedetails,hewillfindhimselffacingtheentireschemeofeducation.Ifhewouldinducereactionsthatspellloyaltyhemustmakenomistakeinrespectofexternalstimuli,foritmustbereiteratedthatthecharacterofthestimuliconditionsthereactions.Wemaynothopetoachieveloyaltyunlessthroughtheyearsoftrainingwehaveprovidedstimulioftherightsort.

IfthesentimentofloyaltyconcernsitselfwiththeteachingsoftheBibleandthetenetsofthechurch,wecallitreligion;ifithastodo



withone'scountryandwhatitsflagrepresents,wecallitpatriotism;andinmanyanotherrelationwecallitfidelity.Henceitisobviousthatloyaltyisaninclusivequalityandinitsramificationsreachesoutintoeveryphaseoflife.Thisgivesusclearwarrantformakingitoneoftheprimeobjectivesinarational,asdistinguishedfromatraditional,schemeofeducation.Theprogressivesuperintendentwhoisendowedwithperspicacity,resourcefulness,altruism,andfaithinhimselfwillconsultthehighestinterestsoftheboysandgirlsofhisschoolbeforeherelegatesthemattertooblivion.Tosuchashewemustlookforadvanceandfortheredemptionofourschoolsfromtheirtraditionalmoorings.Tosuchashewemustlookfortheinoculationoftheteacherswithsuchvirusaswillrenderthemvital,dynamic,andeagertoessayanynewtaskthatgivespromiseofalargerandbetteroutlookfortheirpupils.

InthesecondchapterofRevelation,tenthverse,weread,"BethoufaithfuluntodeathandIwillgivetheethecrownoflife."Nowthisisquiteastrueinapsychologicalsenseasitisinascripturalsense.ItisagreatpitythatwedonotreadtheBiblefarmoreforlessonsinpedagogy.However,toomanypeoplemisreadthequotedpassage.Theyinterprettheexpression"untodeath"asifitwere"untildeath."Thisinterpretationwouldweakentheexpression.Themartyrswouldnotrecantevenwhenthefireswereblazingallaboutthemorwhentheirbodieswerelacerated.Theywerefaithfuluntodeath.Inhispoem_Invictus_Henleysays,

InthefellclutchofcircumstanceIhavenotwincednorcriedaloud;Underthebludgeoningsofchance,Myheadisbloodybutunbowed.

Andonlysocanthespirithopetoachieveemancipationandwinoutintotheclear.Thisisthecrownoflife.MichaelAngelorepresentsJosephofArimatheastandingatthetomboftheMasterwithheaderectandwiththemienoffaith.Hedidnotunderstandatall,andyethisfaithfulheartencouragedhimtohopeandtoholdhisheadfromdrooping.HewasfaithfuleveninthedarknessandonthemorningoftheResurrectionhereceivedhiscrown.

Whenwesetuployaltyasoneofourmajorgoalsweshallbecomealerttoeveryillustrationofitthatfallsunderourgaze.ThestoryofNathanHalewillbecomenewlyaliveandwillthrillasneverbefore.OveragainstNathanHaleweshallsetPhilipNolanforthesakeofcomparisonandcontrast.EventhoughourpupilsmayregardJoanofArcasafanatic,herheroismandherfidelitytoherconvictionswillshineforthasastarinthenightandherexampleasillustratingloyaltywillbeasseedplantedinfertilesoil.Inourquestforexemplarsweshallfindthepagesofhistorypalpitatingwithlife.Wemaysowdeaddragon'steeth,butarmedmenwillspringintobeing.ThermopylÃ¦willbecomeanewstory,whileWilliamTellandArnoldWinkelriedwilltakerankamongthedemigods.SidneyCartonwillbecomefarmorethanamerecharacteroffiction,for

onhisheadweshallfindahalo,andHoraceMannwillbecomefarmorethanamereschoolmaster.Historians,poets,novelists,statesmen,andphilanthropistswillrallyaboutustoreinforceoureffortsandtocitetousmenandwomenofalltimeswhoshoneresplendentbyreasonoftheirloyalty.

Ourobjectivebeingloyalty,weshallomitthelessoningrammarfortodayinordertoinducethespiritsofourpupilstoreacttothestoryofJephthah'sdaughter.Foroncetheyhaveemotionalizedit,havereallyfeltitspower,thisstorywillbecometothemararepossessionandwill





disloyaltoherwouldbetolosehismanhood.

Whatevervicissitudesbefall,weyearntoreturntotheoldhomestead,forthere,andtherealone,canweexperience,infullmeasure,thereactionsthatcamefromourearlyassociationswiththeoldwell,thebridgethatspansthebrook,thetreesbendinglowwiththeirlusciousfruit,thegrapearbor,thespringthatbubblesandlaughsasitgivesforthitslimpidtreasure,thefieldsthatareredolentoftheharvestseason,andtheroyalmealonthebackporch.Themanwhodoesnotsmileinrecallingsuchscenesofhisboyhooddaysisabnormal,disloyal,andanapostate.Thesearethescenesthatanchorthesoulandgivemeaningtocivilization.Themanwhowillnotfightfortheoldhome,andforthememoryoffatherandmother,willnotfightfortheflagofhiscountryandis,atheart,analien.Butthemanwhoisloyaltothehomeofhisearlyyears,loyaltothememoryofhisparents,andloyaltotheprincipleswhichtheyimplantedinhislife,suchamancanneverbelessthanloyaltotheflagthatfloatsoverhim,loyaltothelandinwhichhefindshishome,andeverloyaltothebestandhighestinterestsofthatland.Never,becauseofhim,willthecolorsoftheflaglosetheirlusterorthestarsgrowdim.Hewillbefaithfulevenuntodeath,becauseloyaltythrobsinhiseverypulsation,isproclaimedbyhiseveryword,isenmeshedineverydropofhisbloodandhasbecomeavitalpartofhimself.

CHAPTERTWELVE

DEMOCRACY

InarecentbookH.G.Wellssaysthateducationhaslostitsway.Whetherwegiveassenttothisstatementornot,itmustbeadmittedthatitisadirectchallengetotheschool,thehome,thepulpit,thepress,togovernment,andtosociety.Ifeducationhasindeedlostitsway,theresponsibilityrestswiththeseeducationalagencies.Ifeducationhas

lostitsway,theseagenciesmustuniteinabenevolentconspiracytohelpitfinditagain.Thewarhasbroughttheseagenciesintomuchcloserfellowshipandtheyarenowworkingingreaterharmonythaneverbefore.Thisisduetothefactthattheyareworkingtoacommonend,thattheyareanimatedbyacommonpurpose.Thewarisproducingmanyreadjustmentsandanewscaleofvalues.Manythingsthatwereonceconsideredmajorsarenowthoughtofasminors,andtheworkofreconstructionhasonlyjustbegun.Civilizationisnowinthethroesofare-birthandpeopleareawakeningfromtheircomplacencyandthinkingouttowardthebigthingsoflife.Theyareliftingtheirgazeaboveandbeyondparty,andcreed,andracialties,andterritorialboundaries,andfixingitupontheirbigcommoninterests.Moreandmorehastheirthinkingbeenfocusedupondemocracy,untilthishasbecomeawatchwordthroughouttheworld.About

thisfocalpointpeople'sthoughtsarerallyingdaybyday,andtheircommunityoffeelingandthinkingisleadingtocommunityofaction.

Primarily,democracyisaspiritualimpulse,thequintessenceoftheGoldenRule."Asamanthinkethinhisheartsoishe,"andthisspiritualqualityinevitablyprecedesandconditionsdemocracyinitsoutwardmanifestations.Feeling,thinking,willing,doing--thesearethestagesinthelawoflife.TheGoldenRuleinactionhasitsinceptionintheloveofmanforhisfellow-man.Theactionisbutthevisiblefruitageoftheinvisiblespiritualimpulse.Thesoldierinthetrench,thesailoronthe



ship,thenurseinthehospital,theworkerinthefactory,andtheofficialathisdesk,allexemplifythisprinciple.Theoutwardmanifestationsoftheinwardimpulse,democracy,aremanyandvaried,andthedemandsofthewargreatlyincreasedboththenumberandvariety.Peopleessayedtasksthat,afewyearsago,wouldhaveseemedimpossible;nordidtheydemeanthemselvesinsodoing.TheproductionandconservationoffoodhasbecomeanationalenterprisethathasenlistedtheactivecoÃ¶perationofmen,women,andchildrenofallclasses,creeds,andconditions.Richandpoorjoinedintheworkofwargardens,thinkingallthewhilenotonlyoftheirownlardersbutquiteasmuchoftheirfriendsacrossthesea.Andwhiletheyhelpedwinthewar,theywerewinningtheirownsouls,fortheywereyieldingobediencetoaspiritualimpulseandnotamereanimaldesire.ThusAmericansandthepeopleofotherlands,likechildrenatschool,arelearningthelessonofdemocracy.Moreover,theyarenowappalledatthewastageofformeryearsandatthecheapnessofmanyofthethingsthatonceheldtheirinterest.

Inthisprocessofachievinganaccessofdemocracyitholdstruethat"Thereisnoimpressionwithoutexpression."Eachreactionofthespirittendstogroovetheimpressionintoahabit,andthisprocesshashadathousandexemplificationsbeforeoureyessincetheopeningofthewar.Peoplewhowereonlymildlyinoculatedwiththedemocraticspiritatfirstbecamesurchargedwiththisspiritbecauseoftheirmanyreactions.Theyhavebeenobeyingthebehestsofspiritualimpulse,workinginwar

gardens,eliminatingluxuries,purchasingbonds,contributingtobenevolententerprises,untildemocracyistheirrulingpassion.Everyeffortamanputsforthintheinterestofhumanityhasareflexinfluenceuponhisinnerselfandheexperiencesaspiritualexpansion.Soithascometopassthatmenandwomenaredoingtwo,three,ortentimestheamountofworktheydidinthepastanddoingitbetter.Theirarousedandenlargedspiritualimpulsesaretheenginerythatisdrivingtheirmindsandbodiesforwardintovirginterritory,intonewandlargerenterprises,andthusintoawider,deeperrealizationoftheirowncapabilities.Sotheleavenofdemocracyisworkingthroughdifficultiesofsurpassingobduracyandresolvingsituationsthatseemed,inthepast,tobebeyondhumanachievement.Andofdemocracyitmaybesaid,asofDameRumorofold,"Shegrowsstrongbymotionandgainspowerbygoing.Smallatfirst

throughfear,shepresentlyraisesherselfintotheair,shewalksuponthegroundandliftsherheadamongtheclouds."Onthesideofdemocracy,atanyrate,itwouldseemthateducationisbeginningtofinditswayagain.

Inthethinkingofmostpeopledemocracyisaformofgovernment;butprimarilyitisnotthisatall.Ratheritisaspiritualattitude.Theformofgovernmentisanoutwardmanifestationoftheinwardfeeling.Ourancestorshelddemocracyhiddenintheirheartsastheycrossedtheoceanlongbeforeitbecamevisibleasaformofgovernment.Theformofgovernmentwasinevitable,seeingthattheypossessedthefeelingofdemocracy,andthattheywerejourneyingtolandinobediencetothedictatesofthisfeeling.Ineducationfordemocracytheformof

governmentisanafter-consideration;thatwillcomeasanaturalsequence.Thechiefthingistoinoculatethespiritsofpeoplewithafeelingfordemocracy.Thisgermwillgrowoutintoaformofgovernmentbecauseoftheunityoffeelingandconsequentthinking.Whenthisspiritualattitudeisgenerated,notonlydoestheformofgovernmentfollow,butpeoplemeetupontheplaneofacommonpurposeandgiveexpressiontotheirinnerselvesinlikemovements.Theycometorealizethat,inalargeway,eachoneishisbrother'skeeper.Theyaredrawntogetherinclosersympathyandgood-will;artificialbarriersdisappear;andtheyallbecomeinterestedinthecommongood.Theirinterests,



purposes,andactivitiesbecomeunified,andlifebecomesbetterandricher.Actuatedbyacommonimpulse,theyexemplifywhatKiplingsaysinhis_SonsofMartha_:

Liftyethestoneorcleavethewoodtomakeapathmorefairorflat,Lo,itisblackalreadywithbloodsomeSonofMarthaspilledforthat,NotasaladderfromEarthtoHeaven,notasanaltartoanycreed,ButsimpleService,simplygiven,totheirownkind,intheircommonneed.

AsDr.HenryvanDykewellsays,"Itisthesilentidealintheheartsofthepeoplewhichmoldscharacterandguidesaction."

Itwillbeadmittedwithoutqualificationthattheschool,whenwelladministered,constitutesaforcethataaltogetherfavorabletothedevelopmentofthespiritofdemocracy,andnoonewilldenythatdemocracyisaworthygoaltowardwhichtheactivitiesoftheschoolshouldbedirected.Itiseasytoseejusthowgeography,forinstance,maybemadeameanstothisend.Themembersoftheclassrepresentmanyconditionsofsociety,butinthestudyofgeographytheyuniteinacommonenterpriseandhaveinterestsincommon.Thustheirspiritsmergeand,forthetime,theybecomeunifiedinacommonquest.Theybecomecoordinatesandconfederatesinthisquestofgeography,andthespiritofdemocracyexpandsinanatmospheresofavorabletogrowth.Thesepupilsmaydifferinrace,increed,orincolor,butthesedifferencesare

submergedinthezealofacommonpurpose.Linesofdemarcationareobliteratedandtheyaredrawntogetherbecauseoftheirthinkingandfeelinginunison.Thecastesystemdoesnotthriveinthegeographyclassandsnobberylanguishes.Thepupilshavethesamebooks,thesameassignments,thesameteacher,andsharealikeinalltheprivilegesandpleasureswhichtheclassprovides.Theirgradesaregivenonmerit,withnosemblanceofdiscrimination.Inshort,theyachievethedemocraticattitudeofspiritbymeansofthestudyofgeography.

Iftheteacherholdsdemocracyinmind,allthewhile,asthegoalofendeavor,shewillfindabundantopportunitiestoinculcateanddevelopthedemocraticideal.Bytactfulsuggestionshedirectstheactivitiesofthechildrenintochannelsthatleadtounityofpurpose.Wherehelpis

needed,shearrangesthathelpmaybeforthcoming.Wheresympathywillproveasolace,sympathywillbegiven,forsympathygrowsspontaneouslyinademocraticatmosphere.Books,pictures,andflowerscomeforthasifbymagictobeartheirkindlymessagesandtorendertheirappointedservice.Bythesubtlealchemyofherverypresence,theteacherwhoisdeeplyimbuedwiththespiritofdemocracyfusesthespiritsofherpupilsandcausesthemtoblendinthepursuitoftruth.Thusshebringsittopassthatthespiritofdemocracydominatestheschoolandeachpupilcomestofeelasenseofresponsibilityforthewell-beingofalltheothers.Sotheschoolachievesthegoalofdemocracybymeansofthestudiespursued,andthepupilscometoexperiencethealtruism,theimpulsetoserve,andthecentrifugalurgeofthedemocraticspirit.

CHAPTERTHIRTEEN

SERENITY

Serenitydoesnotmeaneitherstolidityorlethargy;farotherwise.Nordoesitmeansluggishness,apathyorphlegmatism;quitethecontrary.It



doesmeandepthasopposedtoshallowness,bignessasopposedtolittleness,andvisionasopposedtospiritualmyopia.Itmeansdignity,poise,aplomb,balance.Itmeansthatthereissufficientballasttoholdtheshipsteadyonitsway,nomatterhowmuchsailitspreads.Whenweseeserenity,wearequiteawareofotherspiritualqualitiesthatfosteritandliftitintoview.Weknowthatcourageisoneofthehiddenpillarsonwhichitrestsandthatsinceritycontributestoitsgraceandcharm.Itisavitalcrescentqualityasstaunchastheoakandasgracefulastherainbow.Itevermorestandsuponapedestal,andahostofdevoteesdoithomage.Itisasmajesticandbeautifulastheicebergbutaswarm-heartedaslove.Ithasreserve,andyetitattractsratherthanrepels.Athousandinfluencesarepouredintothealembicofthespirit,andserenityissuesforthinmodestsplendor.

Thisqualityofthespiritbothbetokensandembodiespower,andpowergovernstheuniverse.Itspowerisnotthatofthestormthatharriesanddevastates,butratherthatofthesunshinethatfructifies,purifies,chastens,andripens.Itdoesnotrushorcrashintoasituationbutstealsinasquietlyasthedawn,withoutnoiseorbombast,and,byitsgentleinfluence,softensasperitiesandwinsasmilefromthefaceofsorrow,ordiscouragement,oranger.Itspresencetransformsdiscordintoharmony,irradiatesgloom,andevokesrareflowersfromthemurkysoilofdiscontent.Whateverstormsmayrageelsewhereandwhateverdarknessmayenshroud,iteverkeepsitsplaceasthecenterofacircleofcalmand

light.ItisVenusofMilocometolife,silentlydistillingthebeautyandsplendorofliving.Initspresenceharshnessbecomesgentleness,hysteriabecomesequanimity,andsoundbecomessilence.Fromitspresencevauntingandvaingloryandarrogancehastenawaytobewiththeirownkind.Byitspower,asofamiracle,itchangesthedrossintofinegold,thegrotesqueintotheseemly,thevulgarintothepure,thewaterintowine.Intothemidstofcommotionandconfusionitquietlymoves,saying,"Peace,bestill!"andthereisquietandrepose.Likethesun-crownedsummitofthemountain,itstandserectandsublimenorheedsthecloudytumultatitsfeet.Intheschool,theteacherwhoexemplifiesandtypifiesthisqualityofserenityisneverlessthandignifiedbut,withal,isnevereithercoldorrigid.Childrennestleaboutherintheiraffectionsandexpandinherpresenceasflowersopeninthesunshine.She

cannotbeamartinetnor,inherpresence,canthechildrenbecomesycophants.Herverypresencegeneratesanatmospherethatisconducivetohealthygrowth.Thereisthatimpellingforceaboutherthatdrawspeopletoherasironfilingsaredrawntothemagnet.Hersmilestillsthetumultofyouthfulexuberanceandwhenthechildrenlookathertheygainacomprehensivedefinitionofalady.Herpoisesteadiesthechildreninalltheramificationsoftheirwork,hercompletemasteryofherselfwinstheiradmiration,andhercompletemasteryofthesituationwinstheirrespect.Theybecomeinoculatedwithherspiritandmakedailyadvancestowardthegoalofserenity.Knowledgeishermeatanddrinkand,throughthesubtlealchemyofsublimation,herknowledgeissuesforthintowisdom.Shedoesnotpose,forhersimplicityandsincerityhavenoneedofartificialgarnishings.Heroutwardmienisbuttheexpressionofher

spiritualpower,andwhenwecontemplateherweknowofatruththateducationisaspiritualprocess.

Totheteacherwithoutserenity,thedaysaboundintroubles.Sheisnervous,peevish,querulous,andirritable,andherpupilsbecomeequallyso.Shethinksofthemasincorrigiblesandtellsthemso.Tohertheyseembadandshetellsthemso.Heranimadversionsreflectupontheirparentsandtheirhomelifeaswellasthemselvesandshetakesunctiontoherselfbyreasonofherstrictures.Herspiritualballastisunequaltothesailshecarriesandhercraftinconsequencecareensandeveryday



shipswateroficycoldnessthatchillsherpupilstotheheart.Shehasknowledge,indeedmuchknowledge,butshelackswisdom,henceherknowledgebecomesweaknessandnotpower.Shehasspiritualhysteriawhichmanifestsitselfinhermanner,inherlooks,andinhervoice.Herspiritualstrengthisinsufficientfortheloadshetriestocarryandherpathshowsunevenandtortuous.Shenagsandscoldsinstridenttonesthatruffleandraspthespiritsofherpupilsandbegetinthemalongingtobecomewhateversheisnot.Sheisnoisywherequietisneedful;shecausesdisturbancewherethereshouldbepeace;andshedisquietswheresheshouldsoothe.Shemayhavehadtraining,butshelackseducation,forherspiritualqualitiesshowonlychaos.Thewatersofhersoulareshallowandsoarelashedintotumultbytheslighteststorm.Shelacksserenity.

Thetestofarealteacherisnotwhethershewillbegood_to_thechildrenbut,rather,whethershewillbegood_for_thechildren,andtheseconceptsarewideapart.Ifourcollegesandnormalschoolscouldbutgainthenotionthattheirfunctionistoprepareteacherswhowillbegood_for_childrentheymightfindoccasiontomodifytheircoursesradically.Unlessshehasserenitytheteacherisnotgoodforchildren,forserenityisoneofthequalitieswhichtheythemselvesshouldpossessastheresultoftheirschoolexperienceanditisnoteasyforthemtoachievethisqualityiftheteacher'sexampleandinfluenceareadverse.Wetestprospectiveteachersfortheirknowledgeofthissubjectandthat,

when,inreality,weshouldbetryingtodeterminewhethertheywillbegoodforthepupils.Butwehavecontractedthehabitofthinkingthatknowledgeispowerandsotestforknowledge,thinking,futilely,thatwearetestingforpower.Wejudgeofateacher'sefficacybysomemarksthatexaminersinscribeuponabitofpaper,"athinglaughabletogodsandmen."Shemaybeproficientinlanguages,sciences,andartsandstillnotbegoodforthechildrenbyreasonoftheabsenceofspiritualqualities.Nonetheless,weadmithertotheschoolasteacherwhenwewoulddeclinetoadmithertothehospitalasnurse.Wesayshewouldnotbegoodforthepatientsinthehospitalbutneverthelessacceptherastheteacherofourchildren.

InEphesiansweread,"ButthefruitoftheSpiritislove,joy,peace,

longsuffering,gentleness,goodness,faith,meekness,temperance,"andsuchanarrayofexcellentspiritualqualitiesshouldattracttheattentionofalltheagenciesthathavetodowiththepreparationofteachers.Weneedonlytomakealistoftheoppositesofthesequalitiestobeconvincedthattheteacherwhopossessestheseoppositeswouldnotbegoodforthechildren.Nowserenityembodiesalltheforegoingexcellentqualitiesand,therefore,theteacherwhohasserenityhasahostofqualitiesthatwillmakeforthesuccessandwell-beingofherpupils.Again,quotingfromHenderson:"Mywholepointisthatthesespiritualqualitiesinaboyareinfinitelymoreimportanttohispresentcharmandfutureachievementthananyamountofacademictraining,thanthemostcompleteknowledgeofreading,writing,arithmetic,history,geography,grammar,spelling,classics,andnaturalscience.Forcharmand

achievementareoftheSpirit.Itisveryclear,then,thatweoughttomakethesespiritualqualitiesthemajorendofallourendeavorduringthosewonderfulyearsofgrace;andthatweoughttoallowtheintellectualdevelopment,uptofourteenyearsatleast,tobeaby-product,valuableandwelcomecertainly,butnotprimarilysoughtafter.Intheendweshouldgetmuchthelargerharvestofintellectualpower,andmuchthelargerman."

Wecannothopetoachievethereconstructedschooluntilournotionofteachingandteachershasbeenreconstructed.Whenwesecureteacherswho





Socratesdrinkingthehemlockisafittingandinspiringillustrationofserenity.Inthepresenceofcertainandimminentdeathhewasfarlessperturbedthanmanyanothermaninthepresenceofapin-prick.Andhisimperturbabilitybetokenedbignessandnotstolidity.Whilehisdisciplesweptabouthim,hecouldcounselthemtocalmnessanddiscoursetothemuponimmortality.Heweptnot,nordidheshudderbackfromtheordeal,butcalmandmasterfulheraisedthecuptohislipsandsmiledashedrank.Hisserenitywonimmortalityforhisname;forwhereverlanguagemaybespokenorwritten,thestoryofSocrateswillbetold.Historywillnotpermithisnametobeswallowedupinoblivion,notalonebecausehewasthevictimofignoranceandprejudicebutalsobecausehisserenity,whichwastheoffspringandproofofhiswisdom,didnotfailhimandhisfriendsinthesupremetest.Itisnotaslightmatter,then,tosetupserenityasoneofthegoalsinourschoolwork.Norisitaslightmatterfortheteachertoshowforththisqualityinallherworkandsoinspireherpupilstofollowinherfootsteps.

Wehope,ofcourse,thattheboysandgirlsofourschoolsmayattainserenitysothat,evenintheirdaysofyouth,urgedonastheyarebyyouthfulexuberance,theymaybeorderly,decorous,andkindly-disposed.Wewouldhavethempolite,asamatterofcourse,butwewouldhopethattheirpolitenessmaybeapartofthemselvesandnotamereaccretion.Theywillhavejoyoflife,butsodoestheirteacherwhoispossessedofserenity.Joyisnotnecessarilyboisterous.Thestrainsofmusicareno

lessmusicbecausetheyaremellow.Wewouldhaveouryoungpeoplethinksoberlybutnotsolemnly.Andwhenallourpeople,youngandold,reachthegoalofserenitytheywillextoltheteachersandtheschoolsthatshowedthemtheway.

CHAPTERFOURTEEN

LIFE

Finally,wecometothechiefamongthegoals,whichislifeitself.Infact,lifeisthesuper-goal.Westudymanualarts,science,andlanguagethatwemayachievethegoalsofintegrity,imagination,aspiration,andserenity,andthesequalitiesweweaveintothefabricoflife.Uponthespiritualqualitiesweweaveintoit,dependthetextureandpatternofthisfabricandthegeneratinganddevelopingofthesequalitiesandtheweavingofthemintothisfabric--thiswecalllife.Whenwelookuponapersonwhoiswell-conditionedandwhoselifeiswell-ordered,inbody,inmind,andinspirit,weknow,atonce,thathepossessesintegrity,initiative,asenseofresponsibility,reverence,andotherhighqualitiesthatcomposethepersonasweseehim.Wedonotreflectuponwhatheknowsofhistory,ofgeography,orofmusic,forwearetakingnoteofanexemplificationoflife.Indeed,thepresenceorabsenceofthese

qualitiesdeterminesthecharacteroftheperson'slife.Henceitisthatlifeisthesupremegoalofendeavor.Lifeisacompositeandthecrown-pieceofallthequalitiestowardwhichwestrivebymeansofarithmeticandgrammar--inshort,ofallouractivitiesbothinschoolandout.

Oneofourmistakesisthatweconfuselifeandlifetime,andconstruelifetomeanthespanoflife.Inthisconceptiontheunitofmeasurementissolargethatourconceptoflifeevaporatesintoavaguegeneralization.Lifeistoospecific,toodefiniteforthat.Thequality



oflifemaybetterbemeasuredandtestedinone-hourperiodsofduration.Whentheclockstrikesnine,weknowthatinjustsixtyminutesitwillstriketen.Inthespaceofthosesixtyminuteswemayfindacross-sectionoflife.Inasinglehourwemayexperienceathousandsensations,arriveatathousandjudgments,andmakeathousandresponsestothingsaboutus.Inthathourwemayexperiencejoy,sorrow,love,hate,envy,malice,sympathy,kindliness,courage,cowardice,pettiness,magnanimity,egoism,altruism,cruelty,mercy--alist,infact,thatreachesonalmostinterminably.Ifweonlyhadaspiritualcyclometerattachedtous,whentheclockstrikestenweshouldhaveaninterestingmomentinnotingtherecord.Onlyinsomesuchwaymayeachoneofusgainatruenotionofwhathisownlifeis.Theone-hourperiodisquitelongenoughforadeterminationofthespiritualattitudeanddispositionoftheindividual.

Itisnosmallmattertoachievelife,big,full,round,abounding,pulsatinglife;butitiscertainlywellworthstrivingfor.Someonehasdefinedsinasthedistancebetweenwhatoneisandwhathemighthavebeen;andthisdistancemeasureshisdeclinefromthesphereoflifetowhichhehadrightandtitle.Forlifeisasphere,seeingthatitextendsinalldirections.Itslimitsareconterminouswiththeboundariesoftimeandspace.Thefeeble-mindedpersonhaslife,butonlyinaveryrestrictedsphere.Heeats;hedrinks;hesleeps;hewandersinnarrowareas;andthatisall.Histhinkingisweak,meager,andfitful.Tohim

darknessmeansatimeforsleeping,andlightatimeforeatingandwaiting.Heproducesnothingeitherofthoughtorsubstance,butisapensioneruponthethinkingandsubstanceofothers.Hiseyesightisstrongandhishearingunimpaired;butheneitherseesnorhearsasnormalpersonsdo,becausehisspiritisincapableofpositivereactions,andhismindtooweaktogivecommandstohisbodilyorgansatthebehestofthespirit.Inthelanguageofpsychology,helacksasensoryfoundationbywhichtoreacttoexternalstimuli.

Instrikingcontrastisthemanwhosesphereoflifeislarge,whosespiritiscapableofreactingtotheorientandtheoccident,toheightanddepth,andwhosemindflashesacrossthespacefromthedawntothesunset,andfromnadirtozenith.Spaceishisplayground,andhis

companionsarethestars.Suchamanfeelsandknowsmorelifeinanhourthanhisantithesiscouldfeelandknowinacentury.Tohisspirittherearenometesandbounds;ithasfreedomandstrengthtomakeexcursionstothefarlimitsofspaceandtime.Lifecomestohimfromathousandsourcesandinathousandwaysbecauseheisabletogoouttomeetit.Therehasbeendevelopedinhimasensoryfoundationbywhichhecanreacttoeveryinfluencetheuniverseaffords,tolightandshadow,tojoyandsorrow,tothenearandthefar,tothethenandthenow,tothelowlyandthesublime,andtothefiniteandtheInfinite.Hehasabigspirit,whichisfirstincommand;hehasastrong,activemind,whichissecondincommand;andhehasaloyalcompanyofbodilyorgansthatareableandwillingtoobeyandexecutecommands.

Tosuchamanweapplyalltheepithetsofcomplimentandcommendationwhichthelanguageyieldsandcitehimasanexemplificationoflifeathightide,oflifeinitssupremefullnessandsplendor.Theknowledgeoftheworldcomestohisdoorstodohisbidding;beforehimtheartsandsciencesmaketheirobeisance;andwisdomishispillarofcloudbydayandhispillaroffirebynight.Thereforewecallhimeducated;wecallhimamanofculture;wecallhimagentleman;andallbecausehehasachievedlifeinabundantmeasure.Havingimagination,heisabletopeerintothefuture,anticipateworldmovements,andvisualizethepathsonwhichprogresswilltravel.Havinginitiativeashisbadgeofleadership,



heisabletorallyhostsofmentohisstandardtoexecutehisbehestsforcivic,national,andworldbetterment.Havingaspiration,heobeysthedivineurgewithinhimandmovesonwardandupward,eagertoplanttheflagofprogressuponthesummitthatothersmayseeandbestimulatedtorenewedhopeandcourage.

Andhehasintegrity,forheisarealman.Hehaswholeness,completeness,soundness,androundness.Heisanintegerandnevercountsforlessthanoneinanyrelationoflife.Hecannotbeamerecipher,forheisdynamic.Heringstrueateveryimpactoflife,isfreefromdrossandveneer,andisgenuinethroughandthrough.Therewasarithmetic,backalongthelinesomewhere,butithasbeenabsorbedinthebigqualitywhichithelpedtogenerateanddevelop.Anditisbetterso.Forifhewerenowsolvingdecimalsandsquareroothewouldbebutacogandnotthegreatwheelitself.Hehasgrownbeyondhisarithmeticashehasgrownbeyondhisboyhoodwartsandfreckles,forthelargerlifehasabsorbedthem.Yethefeelsnodisdaineitherforfrecklesorarithmetic,butregardsthemasgraciousincidentsofyouthandgrowth.HecannotreadhisLatinasheoncecould,buthedoesnotgrieve;forheknowsithasnotbeenlostbut,inchangedform,isenshrinedintheheartofintegrity.

Again,hehasthequalitiesofthoroughness,concentration,asenseofresponsibility,loyalty,andserenity.Heisbigenough,andtrueenoughbothtohimselfandothers,topursueastraightandsteadycourse.To

him,lifeisaboon,aprivilege,aninvestment,anopportunity,aresponsibility,and,therefore,agifttooprecioustobesquanderedorfrivoledaway.Tohim,hoursareoffinegoldandshouldbeseizedthattheymaybefusedandfashionedintoastatueofbeauty.Beingloyaltothisconception,hemovesonfromachievementtoachievementnorstopstonotethatfragrantflowersofblessingandbenedictionarespringingforthluxuriantlyinhispath.Hisspiritisbigwithrightness,hisbrainisclear,hisconscienceisclean,hiseyeslookupward,hiswordsaresincere,histhoughtsarelofty,hispurposesaretrue,andhisactsdistillblessings.Heisnomerefigmentoffancy,butratheranoblerealitywhoseprototypemaybefoundonthebench,intheforum,inthestudy,inthesanctum,intheschoolandthecollege,inthefactory,onthefarm,andinthebusymart.

And,withal,heisasuccessasahumanbeing.Hissincerityisproverbialinallthings,bothgreatandsmall.Inhimthereisnothingofthemystic,thehermit,orthesybarite.Hehasgreatjoyoflife,andthisjoyistrue,honest,andreal,andneversimulated.Hedrinksinlifeateverypore,andgivesforthlifethatinvigoratesandinspireswhomsoeverittouches.Hislaughistheexpressionofhiswholesomenature;hiswordsarejewelsofdiscrimination;hiseverysentencebearsahelpfulmessage;hisfinesenseofhumormellowsandillumineseverysituation;andhisfacealwaysshowsforththelightwithin.Childrenfinddelightinhissociety,andtheexuberantvitalityofhisnaturewinsforhimthefriendshipofalllivingcreatures.Birdsseemtosingforhim,andflowerstoexhaletheirodorsforhisdelight.Fortheinfluencesof

birds,flowers,streams,trees,meadows,andmountainsareenmeshedinhislife.Naturerevealshersecretstohimandgivestohimofhertreasuresbecausehegoesouttomeether.Becausehesmilesatnatureshesmilesbackathim,andtheunionoftheirsmilesgivesjoytothosewhosee.

Moreover,heisaproductofthereconstructedschool,forthisschooldoesalreadyexist,thoughinconspicuousisolation.Buttheoasisisaccentuatedbyitsisolationinthedesertwhichspreadsaboutitandisthemoreinvitingbycontrast.When,asachild,heenteredschool,theteacher,whowasinadvanceofhertimeinherconceptionofthetrue



functionoftheschool,madeacloseandsympatheticappraisementofhisaptitudes,hisnativedispositions,hisdailyenvironment,andthebentofhisinherentspiritualqualities.Firstofall,shewonhisconfidence.Thushefoundfreedom,ease,andpleasureinherpresence.Thus,too,thereensuedunconsciousself-revelationandnothinginhislifeevadedherkindlyscrutiny.Heopenedhismindtoherfranklyandfully,andneverafterdidshepermittheclosingofthedoor.Onlysocouldshebecomehisteacher.

Sheregardedhimasanopportunityforthetestingofallherknowledge,allherskill,andthefullmeasureofheraltruism.Norwashetheproverbialmassofplasticclaytobemoldedintosomepreconceivedform.Herwisdomandmodernityinterdictedsuchaconceptionofchildhoodasthat.Rather,hewasagrowingplant,waitingforherskilltonurturehimintoblossomandfruitage.Someofhisqualitiesshefoundgood;othersnot.Thegoodonesshemadetheobjectsofherspecialcare;theotherssheallowedtoperishfromneglect.Herexperienceingardeninghadtaughtherthat,ifwecultivatethepotatoesassiduously,theweedswilldisappearandneednotconcernus.Shediscernedinhimatendershootofimaginationandthisshenurturedasapricelessthing.Shefertilizeditwithlegend,story,song,andmyth,andenvelopeditinanatmosphereofwarmthandjoyousness.Sheledhimintonature'srealm,thathisimaginationmightplumeitswingsforgreaterflightsbyitseffortstointerprettheheartofthingsthatlive.Thushisimaginationlearnedto

traversespace,toexploresightsandsoundshissensescouldnotreach,andtoconstructforhimanotherworldofbeautyanddelight.

So,too,withtheotherspiritualqualities.Uponthesegoalshergazewasfixedandshegentlyledhimtowardthem.Shetaughtthearithmeticwithzest,withlargeunderstanding,andinamasterlyway,forshewascausingittoserveahighpurpose.Whateverstudyshefoundhelpful,thissheusedasameanswithgratitudeandgladness.Ifshefoundthebookilladaptedtoherpurpose,shesoughtorwroteanother.Ifpicturesprovedmorepotentthanbooks,thegalleriesobeyedthemagicofherskillandyieldedforththeirtreasures.Sheyearnedtohaveherpupilwinthegoalsbeforehim;everythingwasgristthatcametohermillifonlyitwouldserveherpurpose.Shedisdainednothingthatcouldaffordnourishmentto

thespiritofthechildandgivehimzeal,courage,andstrengthfortheupwardjourney.Ifmorearithmeticwasneedful,shefoundit;ifmorehistory,shegaveit;andifthebookongeographywasinadequate,shesupplementedfromlibrariesorfromherownabundantstorehouseofknowledge.Shedaredtodeviatefromthecourseofstudy,iftherebythechildmightmorecertainlywinthegoalstowardwhichsheeverlookedandworked.

Intheboy,shesawapoet,aphilosopher,aprophet,anartist,amusician,astatesman,oraphilanthropist,andsheworkedandprayedthattheartistinthechildmightnotdiebutthathemightgrowtostalwartmanhoodtoglorifytheworkofherschool.IneachgirlshesawanotherRuth,orEsther,orCordelia,orClaraBarton,orFrancesWillard,or

FlorenceNightingale,orRosaBonheur,orMrs.Stowe,orMrs.Browning.Andherheartyearnedovereachoneoftheseandstrovewithpowertonourishthemintovigorouslifethattheymightbecomejewelsinhercrownofrejoicing.Shemustnotallowonetoperishthroughherignoranceormalpractice,forshewouldkeephersoulfreefromthechargeofmurder.Andinthefullnessofmanhoodandwomanhoodherpupilsachievedthefullsymphonyoflife.Theyhadwonthegoalstowardwhichtheirteacherhadbeenleading.Theirspiritualqualitieshadconvergedandbecomelife,andtheyhadattainedthesuper-goal.InthejoyoftheirachievementtheirteacherrepeatedthewordsofherownTeacher,"Iamcomethattheymight



havelife,andthattheymighthaveitmoreabundantly."

INDEX

[Transcriber'sNote:PagenumbersconvertedtoChapternumbers.]

Altruism,12Americancivilization,2Appletree,9Arithmetic,3asmeans,neverasend,3Aspiration,5,7

Bible,11Body,mind,spirit,11Bogtrup,6Browning,6

Cant,7Children,letalonewhen,7Citizenship,conceptof,1

Civilization,1Cleanliving,2Columbus,6Conceptoflife,14Cooley,6Courseofstudy,3Culture,8

David,11Democracy,1,12spiritualattitude,12Democraticideal,12Destination,3

Dickens,8Draftboard,2Dynamicteacher,4

Edison,6Education,newerimportof,1definitionof,5aspiritualprocess,13Esther,11Excelsior,6

Farmers,8Field,6

Froebel,6Futureasrelatedtopresent,3

Galileo,8Geography,5Grandchildren,2GreatStoneFace,1

Hand,9Harvey'sGrammar,10



Henderson,C.Hanford,8Hercules,10History,6Hodge,9Hugo,Victor,9Hungrypupils,6

Ideals,8Imagination,8"Impartinstruction,"395Incompleteness,4Incorrigibility,4Initiative,7Integrity,4meaningof,4Inventions,8

Job,9Jove,3

Keats,5Kipling,12Knowledgeandwisdom,3

Life,14Lincoln,4Loyalty,11

MadonnaoftheChair,11Majorends,3Man-madecourseofstudy,4Manualtraining,7Minerva,3Minorends,3Modelman,10Modelwoman,10Mother,11

Napoleon,5NorthStar,9

Objectsofteaching,3Oldage,5OldGlory,11Olympus,2

Parker,6Pastasrelatedtothepresent,2Paternalism,7Pestalozzi,6

Physicaltraining,4Physician,10Preliminarysurveyoftaskbeforereconstructedschool,1Present,asrelatedtothepast,2asrelatedtothefuture,3Processofreconstruction,2

Questionandanswermethod,5

Reactions,11



Reconstructedschool,surveyof,1Relationofpasttopresent,2Reserve-power,13Respect,9Responsibility,10Revelation,11Reverence,9Ruth,11

Samson,10Sandow,10Schooliscross-sectionoflife,7Serenity,13defined,13Shakespeare,5Sin,14Sluggard,5Socrates,13Spiritualattitude,10Spiritualcoward,10Spiritualhysteria,13Standardizedchildren,4Statistics,13Stimuli,11

Stuart,RuthMcEnery,6Surveyoftaskbeforereconstructedschool,1Swift,EdgarJames,7,8

Teachers,kindsof,1testof,13Teaching,objectsof,3Thoroughness,3Tractor,7Tradition,3Traditionalteacher,4Truth,9

Unity,dawnof,1

VanDyke,Henry,7,12

WallStreet,2Wargardens,12Wells,H.G.,12Words,9World-mindedsuperintendentsandteachers,1Worldwar,2

*****

WorldBookCompanyTheHouseofAppliedKnowledgeEstablished,1905,byCasparW.HodgsonYonkers-on-Hudson,NewYork2126PrairieAvenue,Chicago

Publishersofthefollowingprofessionalworks:SchoolEfficiencySeries,editedbyPaulH.Hanus,completeinthirteenvolumes;EducationalSurvey



Series,sevenvolumesalreadyissuedandothersprojected;SchoolEfficiencyMonographs,elevennumbersnowready,othersinactivepreparation.

*****

SCHOOLEFFICIENCYMONOGRAPHS

AndersonEducationofDefectivesinthePublicSchools

ArpRuralEducationandtheConsolidatedSchool

ButterworthProblemsinStateHighSchoolFinance

CodyCommercialTestsandHowtoUseThem

BatonRecordFormsforVocationalSchools

McAndrewThePublicandItsSchool

MahoneyStandardsinEnglish

MeadAnExperimentintheFundamentals

PearsonTheReconstructedSchool

ReedNewsboyService

RichardsonMakingaHighSchoolProgram

TidymanTheTeachingofSpelling

***ENDOFTHEPROJECTGUTENBERGEBOOKTHERECONSTRUCTEDSCHOOL***

*******Thisfileshouldbenamed14567-8.txtor14567-8.zip*******

Thisandallassociatedfilesofvariousformatswillbefoundin:http://www.gutenberg.org/dirs/1/4/5/6/14567

Updatededitionswillreplacethepreviousone--theoldeditions



willberenamed.

CreatingtheworksfrompublicdomainprinteditionsmeansthatnooneownsaUnitedStatescopyrightintheseworks,sotheFoundation(andyou!)cancopyanddistributeitintheUnitedStateswithoutpermissionandwithoutpayingcopyrightroyalties.Specialrules,setforthintheGeneralTermsofUsepartofthislicense,applytocopyinganddistributingProjectGutenberg-tmelectronicworkstoprotectthePROJECTGUTENBERG-tmconceptandtrademark.ProjectGutenbergisaregisteredtrademark,andmaynotbeusedifyouchargefortheeBooks,unlessyoureceivespecificpermission.IfyoudonotchargeanythingforcopiesofthiseBook,complyingwiththerulesisveryeasy.YoumayusethiseBookfornearlyanypurposesuchascreationofderivativeworks,reports,performancesandresearch.Theymaybemodifiedandprintedandgivenaway--youmaydopracticallyANYTHINGwithpublicdomaineBooks.Redistributionissubjecttothetrademarklicense,especiallycommercialredistribution.

***START:FULLLICENSE***

THEFULLPROJECTGUTENBERGLICENSE

PLEASEREADTHISBEFOREYOUDISTRIBUTEORUSETHISWORKToprotecttheProjectGutenberg-tmmissionofpromotingthefreedistributionofelectronicworks,byusingordistributingthiswork(oranyotherworkassociatedinanywaywiththephrase"ProjectGutenberg"),youagreetocomplywithallthetermsoftheFullProjectGutenberg-tmLicense(availablewiththisfileoronlineathttp://gutenberg.net/license).

Section1.GeneralTermsofUseandRedistributingProjectGutenberg-tmelectronicworks

1.A.ByreadingorusinganypartofthisProjectGutenberg-tmelectronicwork,youindicatethatyouhaveread,understand,agreetoandacceptallthetermsofthislicenseandintellectualproperty(trademark/copyright)agreement.Ifyoudonotagreetoabidebyallthetermsofthisagreement,youmustceaseusingandreturnordestroyallcopiesofProjectGutenberg-tmelectronicworksinyourpossession.IfyoupaidafeeforobtainingacopyoforaccesstoaProjectGutenberg-tmelectronicworkandyoudonotagreetobeboundbythetermsofthisagreement,youmayobtainarefundfromthepersonorentitytowhomyoupaidthefeeassetforthinparagraph1.E.8.

1.B."ProjectGutenberg"isaregisteredtrademark.Itmayonlybeusedonorassociatedinanywaywithanelectronicworkbypeoplewho

agreetobeboundbythetermsofthisagreement.ThereareafewthingsthatyoucandowithmostProjectGutenberg-tmelectronicworksevenwithoutcomplyingwiththefulltermsofthisagreement.Seeparagraph1.Cbelow.TherearealotofthingsyoucandowithProjectGutenberg-tmelectronicworksifyoufollowthetermsofthisagreementandhelppreservefreefutureaccesstoProjectGutenberg-tmelectronicworks.Seeparagraph1.Ebelow.

1.C.TheProjectGutenbergLiteraryArchiveFoundation("theFoundation"orPGLAF),ownsacompilationcopyrightinthecollectionofProject



Gutenberg-tmelectronicworks.NearlyalltheindividualworksinthecollectionareinthepublicdomainintheUnitedStates.IfanindividualworkisinthepublicdomainintheUnitedStatesandyouarelocatedintheUnitedStates,wedonotclaimarighttopreventyoufromcopying,distributing,performing,displayingorcreatingderivativeworksbasedontheworkaslongasallreferencestoProjectGutenbergareremoved.Ofcourse,wehopethatyouwillsupporttheProjectGutenberg-tmmissionofpromotingfreeaccesstoelectronicworksbyfreelysharingProjectGutenberg-tmworksincompliancewiththetermsofthisagreementforkeepingtheProjectGutenberg-tmnameassociatedwiththework.YoucaneasilycomplywiththetermsofthisagreementbykeepingthisworkinthesameformatwithitsattachedfullProjectGutenberg-tmLicensewhenyoushareitwithoutchargewithothers.

1.D.Thecopyrightlawsoftheplacewhereyouarelocatedalsogovernwhatyoucandowiththiswork.Copyrightlawsinmostcountriesareinaconstantstateofchange.IfyouareoutsidetheUnitedStates,checkthelawsofyourcountryinadditiontothetermsofthisagreementbeforedownloading,copying,displaying,performing,distributingorcreatingderivativeworksbasedonthisworkoranyotherProjectGutenberg-tmwork.TheFoundationmakesnorepresentationsconcerningthecopyrightstatusofanyworkinanycountryoutsidetheUnitedStates.

1.E.UnlessyouhaveremovedallreferencestoProjectGutenberg:1.E.1.Thefollowingsentence,withactivelinksto,orotherimmediateaccessto,thefullProjectGutenberg-tmLicensemustappearprominentlywheneveranycopyofaProjectGutenberg-tmwork(anyworkonwhichthephrase"ProjectGutenberg"appears,orwithwhichthephrase"ProjectGutenberg"isassociated)isaccessed,displayed,performed,viewed,copiedordistributed:

ThiseBookisfortheuseofanyoneanywhereatnocostandwithalmostnorestrictionswhatsoever.Youmaycopyit,giveitawayorre-useitunderthetermsoftheProjectGutenbergLicenseincludedwiththiseBookoronlineatwww.gutenberg.net

1.E.2.IfanindividualProjectGutenberg-tmelectronicworkisderivedfromthepublicdomain(doesnotcontainanoticeindicatingthatitispostedwithpermissionofthecopyrightholder),theworkcanbecopiedanddistributedtoanyoneintheUnitedStateswithoutpayinganyfeesorcharges.Ifyouareredistributingorprovidingaccesstoaworkwiththephrase"ProjectGutenberg"associatedwithorappearingonthework,youmustcomplyeitherwiththerequirementsofparagraphs1.E.1through1.E.7orobtainpermissionfortheuseoftheworkandtheProjectGutenberg-tmtrademarkassetforthinparagraphs1.E.8or1.E.9.

1.E.3.IfanindividualProjectGutenberg-tmelectronicworkisposted

withthepermissionofthecopyrightholder,youruseanddistributionmustcomplywithbothparagraphs1.E.1through1.E.7andanyadditionaltermsimposedbythecopyrightholder.AdditionaltermswillbelinkedtotheProjectGutenberg-tmLicenseforallworkspostedwiththepermissionofthecopyrightholderfoundatthebeginningofthiswork.

1.E.4.DonotunlinkordetachorremovethefullProjectGutenberg-tmLicensetermsfromthiswork,oranyfilescontainingapartofthisworkoranyotherworkassociatedwithProjectGutenberg-tm.



1.E.5.Donotcopy,display,perform,distributeorredistributethiselectronicwork,oranypartofthiselectronicwork,withoutprominentlydisplayingthesentencesetforthinparagraph1.E.1withactivelinksorimmediateaccesstothefulltermsoftheProjectGutenberg-tmLicense.

1.E.6.Youmayconverttoanddistributethisworkinanybinary,compressed,markedup,nonproprietaryorproprietaryform,includinganywordprocessingorhypertextform.However,ifyouprovideaccesstoordistributecopiesofaProjectGutenberg-tmworkinaformatotherthan"PlainVanillaASCII"orotherformatusedintheofficialversionpostedontheofficialProjectGutenberg-tmwebsite(www.gutenberg.net),youmust,atnoadditionalcost,feeorexpensetotheuser,provideacopy,ameansofexportingacopy,orameansofobtainingacopyuponrequest,oftheworkinitsoriginal"PlainVanillaASCII"orotherform.AnyalternateformatmustincludethefullProjectGutenberg-tmLicenseasspecifiedinparagraph1.E.1.

1.E.7.Donotchargeafeeforaccessto,viewing,displaying,performing,copyingordistributinganyProjectGutenberg-tmworksunlessyoucomplywithparagraph1.E.8or1.E.9.

1.E.8.YoumaychargeareasonablefeeforcopiesoforprovidingaccesstoordistributingProjectGutenberg-tmelectronicworksprovided

that-Youpayaroyaltyfeeof20%ofthegrossprofitsyouderivefromtheuseofProjectGutenberg-tmworkscalculatedusingthemethodyoualreadyusetocalculateyourapplicabletaxes.ThefeeisowedtotheowneroftheProjectGutenberg-tmtrademark,buthehasagreedtodonateroyaltiesunderthisparagraphtotheProjectGutenbergLiteraryArchiveFoundation.Royaltypaymentsmustbepaidwithin60daysfollowingeachdateonwhichyouprepare(orarelegallyrequiredtoprepare)yourperiodictaxreturns.RoyaltypaymentsshouldbeclearlymarkedassuchandsenttotheProjectGutenbergLiteraryArchiveFoundationattheaddressspecifiedinSection4,"Informationaboutdonationsto

theProjectGutenbergLiteraryArchiveFoundation."

-Youprovideafullrefundofanymoneypaidbyauserwhonotifiesyouinwriting(orbye-mail)within30daysofreceiptthats/hedoesnotagreetothetermsofthefullProjectGutenberg-tmLicense.YoumustrequiresuchausertoreturnordestroyallcopiesoftheworkspossessedinaphysicalmediumanddiscontinuealluseofandallaccesstoothercopiesofProjectGutenberg-tmworks.

-Youprovide,inaccordancewithparagraph1.F.3,afullrefundofanymoneypaidforaworkorareplacementcopy,ifadefectintheelectronicworkisdiscoveredandreportedtoyouwithin90days

ofreceiptofthework.

-YoucomplywithallothertermsofthisagreementforfreedistributionofProjectGutenberg-tmworks.

1.E.9.IfyouwishtochargeafeeordistributeaProjectGutenberg-tmelectronicworkorgroupofworksondifferenttermsthanaresetforthinthisagreement,youmustobtainpermissioninwritingfromboththeProjectGutenbergLiteraryArchiveFoundationandMichaelHart,theowneroftheProjectGutenberg-tmtrademark.Contactthe



FoundationassetforthinSection3below.

1.F.

1.F.1.ProjectGutenbergvolunteersandemployeesexpendconsiderableefforttoidentify,docopyrightresearchon,transcribeandproofreadpublicdomainworksincreatingtheProjectGutenberg-tmcollection.Despitetheseefforts,ProjectGutenberg-tmelectronicworks,andthemediumonwhichtheymaybestored,maycontain"Defects,"suchas,butnotlimitedto,incomplete,inaccurateorcorruptdata,transcriptionerrors,acopyrightorotherintellectualpropertyinfringement,adefectiveordamageddiskorothermedium,acomputervirus,orcomputercodesthatdamageorcannotbereadbyyourequipment.

1.F.2.LIMITEDWARRANTY,DISCLAIMEROFDAMAGES-Exceptforthe"RightofReplacementorRefund"describedinparagraph1.F.3,theProjectGutenbergLiteraryArchiveFoundation,theowneroftheProjectGutenberg-tmtrademark,andanyotherpartydistributingaProjectGutenberg-tmelectronicworkunderthisagreement,disclaimallliabilitytoyoufordamages,costsandexpenses,includinglegalfees.YOUAGREETHATYOUHAVENOREMEDIESFORNEGLIGENCE,STRICTLIABILITY,BREACHOFWARRANTYORBREACHOFCONTRACTEXCEPTTHOSEPROVIDEDINPARAGRAPHF3.YOUAGREETHATTHEFOUNDATION,THE

TRADEMARKOWNER,ANDANYDISTRIBUTORUNDERTHISAGREEMENTWILLNOTBELIABLETOYOUFORACTUAL,DIRECT,INDIRECT,CONSEQUENTIAL,PUNITIVEORINCIDENTALDAMAGESEVENIFYOUGIVENOTICEOFTHEPOSSIBILITYOFSUCHDAMAGE.

1.F.3.LIMITEDRIGHTOFREPLACEMENTORREFUND-Ifyoudiscoveradefectinthiselectronicworkwithin90daysofreceivingit,youcanreceivearefundofthemoney(ifany)youpaidforitbysendingawrittenexplanationtothepersonyoureceivedtheworkfrom.Ifyoureceivedtheworkonaphysicalmedium,youmustreturnthemediumwithyourwrittenexplanation.Thepersonorentitythatprovidedyouwiththedefectiveworkmayelecttoprovideareplacementcopyinlieuofarefund.Ifyoureceivedtheworkelectronically,thepersonorentity

providingittoyoumaychoosetogiveyouasecondopportunitytoreceivetheworkelectronicallyinlieuofarefund.Ifthesecondcopyisalsodefective,youmaydemandarefundinwritingwithoutfurtheropportunitiestofixtheproblem.

1.F.4.Exceptforthelimitedrightofreplacementorrefundsetforthinparagraph1.F.3,thisworkisprovidedtoyou'AS-IS',WITHNOOTHERWARRANTIESOFANYKIND,EXPRESSORIMPLIED,INCLUDINGBUTNOTLIMITEDTOWARRANTIESOFMERCHANTIBILITYORFITNESSFORANYPURPOSE.

1.F.5.Somestatesdonotallowdisclaimersofcertainimpliedwarrantiesortheexclusionorlimitationofcertaintypesofdamages.Ifanydisclaimerorlimitationsetforthinthisagreementviolatesthe

lawofthestateapplicabletothisagreement,theagreementshallbeinterpretedtomakethemaximumdisclaimerorlimitationpermittedbytheapplicablestatelaw.Theinvalidityorunenforceabilityofanyprovisionofthisagreementshallnotvoidtheremainingprovisions.

1.F.6.INDEMNITY-YouagreetoindemnifyandholdtheFoundation,thetrademarkowner,anyagentoremployeeoftheFoundation,anyoneprovidingcopiesofProjectGutenberg-tmelectronicworksinaccordancewiththisagreement,andanyvolunteersassociatedwiththeproduction,promotionanddistributionofProjectGutenberg-tmelectronicworks,



harmlessfromallliability,costsandexpenses,includinglegalfees,thatarisedirectlyorindirectlyfromanyofthefollowingwhichyoudoorcausetooccur:(a)distributionofthisoranyProjectGutenberg-tmwork,(b)alteration,modification,oradditionsordeletionstoanyProjectGutenberg-tmwork,and(c)anyDefectyoucause.

Section2.InformationabouttheMissionofProjectGutenberg-tm

ProjectGutenberg-tmissynonymouswiththefreedistributionofelectronicworksinformatsreadablebythewidestvarietyofcomputersincludingobsolete,old,middle-agedandnewcomputers.Itexistsbecauseoftheeffortsofhundredsofvolunteersanddonationsfrompeopleinallwalksoflife.

Volunteersandfinancialsupporttoprovidevolunteerswiththeassistancetheyneed,iscriticaltoreachingProjectGutenberg-tm'sgoalsandensuringthattheProjectGutenberg-tmcollectionwillremainfreelyavailableforgenerationstocome.In2001,theProjectGutenbergLiteraryArchiveFoundationwascreatedtoprovideasecureandpermanentfutureforProjectGutenberg-tmandfuturegenerations.TolearnmoreabouttheProjectGutenbergLiteraryArchiveFoundationandhowyoureffortsanddonationscanhelp,seeSections3and4andtheFoundationwebpageathttp://www.gutenberg.net/fundraising/pglaf.

Section3.InformationabouttheProjectGutenbergLiteraryArchiveFoundation

TheProjectGutenbergLiteraryArchiveFoundationisanonprofit501(c)(3)educationalcorporationorganizedunderthelawsofthestateofMississippiandgrantedtaxexemptstatusbytheInternalRevenueService.TheFoundation'sEINorfederaltaxidentificationnumberis64-6221541.ContributionstotheProjectGutenbergLiteraryArchiveFoundationaretaxdeductibletothefullextentpermittedbyU.S.federallawsandyourstate'slaws.

TheFoundation'sprincipalofficeislocatedat4557MelanDr.S.Fairbanks,AK,99712.,butitsvolunteersandemployeesarescatteredthroughoutnumerouslocations.Itsbusinessofficeislocatedat809North1500West,SaltLakeCity,UT84116,(801)596-1887,emailbusiness@pglaf.org.EmailcontactlinksanduptodatecontactinformationcanbefoundattheFoundation'swebsiteandofficialpageathttp://www.gutenberg.net/about/contact

Foradditionalcontactinformation:[email protected]

Section4.InformationaboutDonationstotheProjectGutenbergLiteraryArchiveFoundation

ProjectGutenberg-tmdependsuponandcannotsurvivewithoutwidespreadpublicsupportanddonationstocarryoutitsmissionofincreasingthenumberofpublicdomainandlicensedworksthatcanbefreelydistributedinmachinereadableformaccessiblebythewidestarrayofequipmentincludingoutdatedequipment.Manysmalldonations($1to$5,000)areparticularlyimportanttomaintainingtaxexemptstatuswiththeIRS.



TheFoundationiscommittedtocomplyingwiththelawsregulatingcharitiesandcharitabledonationsinall50statesoftheUnitedStates.Compliancerequirementsarenotuniformandittakesaconsiderableeffort,muchpaperworkandmanyfeestomeetandkeepupwiththeserequirements.Wedonotsolicitdonationsinlocationswherewehavenotreceivedwrittenconfirmationofcompliance.ToSENDDONATIONSordeterminethestatusofcomplianceforanyparticularstatevisithttp://www.gutenberg.net/fundraising/donate

Whilewecannotanddonotsolicitcontributionsfromstateswherewehavenotmetthesolicitationrequirements,weknowofnoprohibitionagainstacceptingunsoliciteddonationsfromdonorsinsuchstateswhoapproachuswithofferstodonate.

Internationaldonationsaregratefullyaccepted,butwecannotmakeanystatementsconcerningtaxtreatmentofdonationsreceivedfromoutsidetheUnitedStates.U.S.lawsaloneswampoursmallstaff.

PleasechecktheProjectGutenbergWebpagesforcurrentdonationmethodsandaddresses.Donationsareacceptedinanumberofotherwaysincludingincludingchecks,onlinepaymentsandcreditcarddonations.Todonate,pleasevisit:http://www.gutenberg.net/fundraising/donate

Section5.GeneralInformationAboutProjectGutenberg-tmelectronicworks.

ProfessorMichaelS.HartistheoriginatoroftheProjectGutenberg-tmconceptofalibraryofelectronicworksthatcouldbefreelysharedwithanyone.Forthirtyyears,heproducedanddistributedProjectGutenberg-tmeBookswithonlyaloosenetworkofvolunteersupport.

ProjectGutenberg-tmeBooksareoftencreatedfromseveralprintededitions,allofwhichareconfirmedasPublicDomainintheU.S.unlessacopyrightnoticeisincluded.Thus,wedonotnecessarily

keepeBooksincompliancewithanyparticularpaperedition.

MostpeoplestartatourWebsitewhichhasthemainPGsearchfacility:

http://www.gutenberg.net

ThisWebsiteincludesinformationaboutProjectGutenberg-tm,includinghowtomakedonationstotheProjectGutenbergLiteraryArchiveFoundation,howtohelpproduceourneweBooks,andhowtosubscribetoouremailnewslettertohearaboutneweBooks.

Documents

THE RECONSTRUCTED SCHOOL