This citizen of the future cannot be without the co-operation of the home and the school in his formation. The home cannot alone bring this to pass thruout the land. The school must lead the way. What kind of a school of the future, then, can lead the way to this citizenship? First and foremost, every school for teachers must be a school of the prophets, and every school in the country must catch that spirit. This school of the future must be a vital force in the community— not holding itself apart in a remote territory, but sharing in all phases of community life. It must be ready to play a leading part, ready to be a correctional force, if necessary, where youth is concerned, by inspiration and suggestion. Its home should be the home of the community. Its influence should be that of a friend, and there should be no community interest that might not find there its rightful arena for expression. The education of the school of the future must be based on the principle of citizenship. Its intellectual work must be based on the scientific principles of teaching. It must never rest on principles or on work achieved, but must be ever setting its face to discover new truths. The school that will bring to the world the kind of citizens that alone make the hope of the world must be ready to lay down the law when need be. It should refuse to assume care of so much of the lifetime of the youth of a nation, to be so large a factor in the lives of children as it is, unless it may hold the crucial elements in the development of children to be its first responsibility. It should refuse to carry on its work of the construction of human beings, under conditions in which it is impossible to fulfill that sacred work. No teacher can be rightly responsible for fifty children! The school must be more fully manned. The school must make the leaders of our nation listen, must make the financiers of our country take heed, to see that the resources for the financing of our greatest national work are amply provided. What are battleships, what are Panama canals, what are land-ways or water-ways in comparison with our children? What a shortsighted, ignorant people we are, with our eyes so fastened on the ground and our own next petty step that we lose all sight of the day that this dawn of youth means! It is the schools that must awake us to the prime need above all other needs, to the prime joy above all other joys, of placing our children where they, at least, have all wise gifts to make them men and women. This school of the future must take great note of the physical wellbeing of our children. We are chargeable in America by most of the other nations of the civilized world with neglect on this score. It must not be. We must build for a stronger race physically than we yet have, and we must build while it is yet young. This school must put its intellectual work on the basis of the highest science, and this it must do with the highest efficiency. It must keep abreast with all established discoveries. It must hold its achievement in that realm to be the development of thinking power, not the cramming of fact; of judgment, not of imitation; of action rather than of memory. But above all, this school of the future must hold the character which is the result of its education as its first thought. It must seek to develop the will and not the mere tendency to follow a rule. It must cultivate selfcontrol, and not a submission that is a result of any rod. It must make to grow an independence and individuality of character that will not submit itself to the copying of false or of arbitrary standards. It must cultivate variety rather than conformity. It must create a demand in that individual for thoughts rather than for things. In this school it will be deemed no more possible to appeal to selfishness, as a motive power for work, than to develop smallpox or measles, for some ulterior purpose. Punishment will disappear as a threat or a menace, reward will disappear as a bribe, and it will be of no moment that one excels over another. The only point of excellence will be to excel over oneself. Ambition of the selfish sort will be wiped out, and only the rightful, rational ambition to do one's best will be left in its place. Competition will be relegated to the field of sportsrivalry for amusement! To try seriously to get ahead of a co-pupil, will be such an insignificant and out-of-date idea as to command no attention whatever. Co-operation will reign in the place of competition and mutual achievement be the thing to note-each contributing his share and that share growing ever better and better. It will be an ignoble thing to note or count whose share is the largest. The only fact to make sure will be that one's own share grows larger with one's growing powers! In this school the teacher will hold ever before the pupil an ideal which is constantly acting on his higher nature, in great moments and in small, so that his mind and his spirit are moving instinctively toward that ideal as a flower turns toward the sun. This ideal will so dominate the whole realm of work that it will itself grow to be a part of every individual, and that ideal will be the best in every individual, and it will move toward all the greatness that is in the world. In this school the fundamental principle of growth will be, as it is in truth, the prime law on which all things are based. The misleading will-o'the-wisp called "finishing"-that falsehood masquerading as a principlewill be banished, and the school itself, and all persons in it, teachers and pupils alike, will walk forward in a great progress of growth, never finishing but always like all things in the world, going higher. And so this school will not be a factory but a garden. And in this garden will always be a playground, and in that playground will be the best of all the education-pure joy. How sublime is the teacher's opportunity! On our great American public-school system to build out of the past the school of the future. To bring from its portals citizens, not to fit society, but from their great qualities, to make society; to re-create and uplift a nation. The need is great. The opportunity is golden. THE DEVELOPMENT OF PERSONALITY THRU EDUCATION MARGARET E. SCHALLENBERGER, PRINCIPAL OF TRAINING DEPARTMENT, STATE NORMAL SCHOOL, SAN JOSE, CAL. Subtle, illusive, unanalyzable, and indefinable as personality is, it has nevertheless thruout all the ages maintained a supremacy as one of the most potent factors in life. No one will deny that equally and sometimes far more telling than the truths set forth by leaders in politics, science, art, letters, or religion have been the influence, the power, the persuasiveness, the indescribable charm of their personalities. On the other hand, many a royal truth has failed to obtain recognition because there was no "power behind the throne." To be sure, conditions sometimes seem to force comparatively weak personalities into prominence, providing opportunities which they have only to grasp; yet, after all, it requires a certain amount of insight to be able even to see an opportunity, and weak personalities do not possess this insight. Who does not appreciate Edward Rowland Sill's wonderful poem? OPPORTUNITY This I beheld, or dreamed it in a dream: There spread a cloud of dust along a plain; And thought, "Had I a sword of keener steel- Then came the king's son, wounded, sore bestead, And ran and snatched it, and with battle-shout And saved a great cause on that heroic day. It has always seemed as if the king's son represented the royal result of true education. He could see wonderful possibilities where the common soldier saw-nothing. This ability gave him hope, made him strong and brave and noble, a great personality; while ignorance played no small part in the cowardly, despicable action of the craven. If he had only known the latent possibilities in a properly wielded piece of blunt steel, would it have made a difference? In other words, could that coward, even with inherited tendencies toward cowardice, have been saved thru education the ignominy of such a climax? Could his personality directly trained in boyhood have been so changed as to have produced a keensighted, clear-headed, optimistic, generous-spirited, loyal, brave personality instead of a foolish, pessimistic, envious, disloyal, unhappy, cowardly one? Is personality a fixed, static condition of human life, or is it amenable to education? Possibly the question might be more interesting if it were made personal. Let each of us then ask, "What sort of personality might I have been now had my education, up to today, been very different?" Or we might each imagine, "What sort of teachers and environment should I have had in my childhood, girlhood or boyhood, and early womanhood or manhood in order to have made of me the strongest, most charming, and most effective personality possible?" It may be that each of us, even the most retiring, is possessed of a goodly amount of egotism. Certain it is that we all feel confident if our education has been wiser, and if some of the conditions of environment, susceptible to change, had been improved we might each one have been healthier, or heartier, or happier, more gentle, more kind, and more studious, more musical or artistic, more witty, more wise, or more noble-more something which we very well know we are not. Plato's shadow-world is no myth. In every human being there lurk vague longings, stunted ambitions, dead hopes, unrealized ideals, both intellectual and ethical, which education has but crudely touched or has utterly neglected or abandoned. Every life is more or less of a tragedy in that no self is its best possible self, and largely because no self has been given a chance to be its best self. This is wrong. The adult world owes to the child world not only the discovery of what the child's potentialities are, but also what might be called the imaginary realization of each child's most perfect future self; and conditions of education should tend to make both the discovery and the realization possible. What sort of personality can the child attain? What part ought education to play in its development ? One big step in the right direction has been taken. Notwithstanding the insistent and continued demand for simplicity and thoroness in education as opposed to multiplicity of experiences, of necessity somewhat superficial, there is more and more reason advanced for variety of educational stimuli, first, in order to discover natural tendency, and secondly, because the wise teacher, knowing how early a tendency may atrophy, does not dare deprive a human being of a chance to exercise his mind upon what later may become a dominant characteristic of his personality. Those of us, e.g., who for lack of opportunity to exercise the ability young enough have lost all desire to play a musical instrument, to learn a foreign language, to be interested in any form of science, or to see the beauty in a gorgeous. sunset, can bear witness to the unpleasant and weakening effect such mistakes have had upon our life equipment and interest, to the limitations that have been established in our personalities thru a narrow tho perhaps extremely thoro education. And not only directly as a means of mere intellectual gymnastics is this wealth of experiences necessary, but also on account of the possible effect of some special stimulus upon the emotional life. The boy who the teacher says can neither read, write, nor spell, but who can, even tho it be in the most execrable English, hold the attention and win the respect of his more scholarly classmates by his lucid explanation of wireless telegraphy, is an absolutely different boy from that time on forever. His superior knowledge and its recognized value among other educative values have given rise to hopes, courage, patience, ambition, selfrespect, determination, and happiness, where before were to be found only discouragement, hopelessness, degradation, and despondency. Compare the method, too, of obtaining this result to that of a systematic course of lectures or sermons upon conduct. Education should give to the so-called dull child not advice, not rules and memorized precepts, not even habits and right desires, so much as a chance to gain the strength that just comes with the joy of success; for with this joy not only are new emotions called into action, but what is far more to the purpose, a new personality is born into the world. "Allow me to introduce you to a new pupil," said a teacher in one of our grammar schools to the principal, as she presented a neatly dressed, washed, combed, and brushed youth. "A new boy, indeed," replied the principal. "How do you account for it, Joe?" "I never knew I was worth scrubbing, sir, till last week, when the fellows say I won the debate for our side (the affirmative), on the question-we chose it ourselvesResolved, that girls are worth more to boys in our system of co-education than boys are to girls. It's the first time I ever had a chance at anything like that, and I thought I'd make a white mark of myself, so's to remember I could score above 60 per cent in something." Let the early years, then, of childhood be filled to overflowing with selected and varied experiences. There is no telling in which one some smothered spark of human power may burst into living flame. Another notable change steadily growing in favor is the attempt to make school life more informal and natural. When this attempt becomes a reality, then will "a great cause" have been saved. So long as we think of education as that which gives knowledge, or skill, or habits, so long as we separate it from the special personalities which it is its function to produce, or at least to render possible, just so long shall we lose sight of the essential efficacy of education and continue to speak of a well-educated man with a most disagreeable or non-effective personality. Education used in this sense is entirely too narrow; it includes all that goes toward making a man or woman wise, active, efficient, lovable. A man's education is literally a part of himself. This is not always understood. So gradually do our experiences come to many of us, after school days are over, and so slowly do they work changes, that we fail to recognize how radically different we may be from the person who bore our name twenty years ago. To the college graduate, who has lived rapidly for four years, who has received during this |