and arrange his work accordingly. We are not to leave the work to the fancy of the child any more than the skilled dietitian would leave the child's eating to his fancy. The dietitian would study the food needs and capacities of the child and then hold him strictly to such a regimen, whether it suited his fancy or not. So we must make out our school regimen to meet his needs and capacities and hold him to it in the same way. Such a program would possess all the virility that the old standpat educator could desire. It would hold the child's interests and attention, cause him to put effort into his work, and keep him in school until he had finished the course.

TRAINING FOR SERVICE

We must remember, too, that the great issue in American education to-day is vocational training-not the vocational training that is narrow, enslaving, but that which gives a broad outlook on life and prepares for complete living in the fullest sense of the term. Our government owes it to our boys and girls to teach them how to make a living. It owes this to them first and it should pay this debt first. Then, if it has time, it should pay the other debts it owes. While the problem of vocational training has been attacked in a few places, it is wholly unsolved in the country, and we have no right to boast of our educational system until we have made it possible for every boy and girl to have that training necessary to happy and successful lives. Before a recent Congress it was declared that of the twelve and a half million people engaged in agriculture in the United States, not more than 1 per cent had had adequate training; and when we investigate other industries, we find conditions not much better. Before we lead the world in democracy, we must see that every boy and girl, high and low, rich and

poor, backward and precocious, the normal and the subnormal, the blind, the deaf, the crippled, the foreign, the feeble-minded, all have just the training that will best fit them for their places in the world and help them to live the best lives of which they are capable. We must not be satisfied with filling their heads with a little. exclusive information, but we must bring them into touch with those things and conditions that will help to bring to light their hidden powers and resources.

Education for democracy means education for service. It places on each member of the race a duty and a responsibility for the well-being of every other member. It teaches us that no man can live to himself, and that the chief aim in life is not to gratify our own selfish desires, but to help our neighbor live the best life that is possible for him. The greatest man in the world's democracy will not be the one with the greatest amount of wealth, nor the one who is able to control the greatest amount of labor and capital; but he will be the one who is able to render the greatest amount of service to his fellows. To attain the highest ideal in education, we must have the conception of education of Him who "came not to be ministered unto, but to minister, and to give his life a ransom for many." We must have as our aim the preparation for service rather than preparation to be served, and to this end we must think less than we do of education as a veneer to be placed on the outside and more of that true culture of the heart which makes our sympathies go out to those whom we may serve. The quasi-culture we have been honoring in the past must take its place with the other relics of barbarism which the race is fast discarding.

We have not gone far in our educational system in substituting the ideal of service for the other ideal of

being served, but it is gratifying that we have made a start and have our faces turned in the right direction. We have begun to change our schools from places where only a few may receive a little exclusive information to places where all may work together in preparation for lives of service. The school of the future will not be exclusively an institution of learning; it will also be an institution of doing, and there our boys and girls will learn to work with their hands, to think with their heads, and to love with their hearts. The school workshop, the school kitchen and home training department, the school business training department, and the school farm are working a revolution in our educational ideals, and, no doubt, the school of the future will be a far different institution from that of to-day. The ideal of service will be its chief motive power, and each teacher will regard it as her mission to cause this ideal to permeate the minds and hearts of the boys and girls that the world may be made and kept "safe for democracy."

TOPICS FOR REPORT AND INVESTIGATION

1. Horace Mann's conception of public education and its influence on the history of education in the United States.

2. Mortality in the public schools and its causes.

3. The place of the classics in an educational system.

4. The varying capacities of school children and their significance in education.

5. The defects of our public-school system when viewed as a means of preparing for citizenship in a democracy.

FURTHER READINGS

Chamberlain, Arthur H. Ideals and Democracy. Rand McNally & Co.

Davis, Calvin O. Public Secondary Education. Rand McNally & Co.

Dewey, John. Democracy and Education. Macmillan.

Kerschensteiner, Georg.

Nally & Co.

Education for Citizenship. Rand Mc

Lewis, William D. Democracy's High School. Houghton Mifflin Co.

Moore, Ernest C. What Is Education? Ginn & Co.

Smith, William Hawley. All the Children of All the People. Macmillan.

Weeks, Arland D. The Education of To-morrow. Sturgis & Walton.

Weeks, Ruth Mary. The People's School. Houghton Mifflin Co.

IT

CHAPTER II

LEARNING AND DOING

T WAS the opinion of the ancient Greek philosopher Anaxagoras that the superiority of man over the brute creation was due to his having hands. It would, of course, be impossible for us to prove or disprove the correctness of this statement; but, judging from the nature of the mind and the manner of its development, it is very probable that if God had made man without hands he would have been but little, if at all, superior to other animals. Nothing stimulates the intellectual faculties more than manual activity. When man began to construct, he began to think, and thus his intellectual development was brought about. If he had had no hands, he would not have come in contact with natural forces, nor been compelled to master their laws, and these laws would have meant no more to him than they do to the brute creation. His intellect would not have been quickened by his effort to influence his environment to serve his needs, and, since he would have had no opportunity to apply the materials of his observation, his senses would have remained inert and have dwindled away. Indeed, it is impossible for us to conceive of man without the power of expression through manual activity. Man is naturally a maker of things, and this instinct has done more than any other to give him his present symmetry of body and grace of bearing, his superior intellect, and his beauty of soul. His ability to do and to make things is that which causes him to be in the image of his Creator.