vivifying the life of the home and the community. Social unity is the prerequisite to social regeneration, and the surest way to effect the social transformation is to realize actual co-operation between the home, the school, the club, the labor union, and the newspaper; treating all these interpretations of life as educational agencies and uniting them in the service of truth-the effort to see the thing as in itself it really is; beautythe expression of harmonious relation in color, form, and sound; efficiencysuch an adaptation of means to end as will produce an adequate result; service the consecration of each life to the fullest individual development in order that the common interest may be served with power and blessed with love.

In the schoolroom our interpretation of truth comes largely thru the study of science, the exact and classified knowledge of the way in which nature works. Our touch with beauty is effected again thru naturethe color and form and sound to whose loveliness we respond with the thrill of worship and the power of expression that we call art. To the studies that foster truth and beauty we add those that make for bodily efficiency-the trained hand, industrial arts, with vocational guidance as a preparation, playground activities, and general athletics-these all make for efficiency; while every study should have as its keynote the idea of service.

From the humanities to domestic science; from the mastery of language to the manipulation of wood; from algebra to agriculture, and all wrought thru logic and love, educational interpretation should be in terms of service. This includes all the rest. In the educational beatitudes "the greatest of these is service." In education as applied to life the "Quest of the Grail" brings us to a conception of the truth that brotherhood is a fact in nature and that only he who lives in the community welfare can work out his own salvation.

This general thesis may be applied to every phase of education, to every type of school. Rural education, with which this session is chiefly concerned, and with which department of education lies my own most direct connection, must concern itself with translating the work of the school into the language of the home and the community. The classroom work of the country child should be such as to give a meaning, a purpose, and a unity to the hours spent in the farmhouse and in the field. And when this clarified vision has become his, the work of the school should lead him to see and feel the vital connection between his own environment and opportunity and the enlarged environment and opportunity of his community, state, and nation.

The contribution of the American public school to the world has been the production of a type of citizenship that will some day make possible the establishment of a righteous government and a true civilization; a government that shall demonstrate in truth, beauty, efficiency, and service the art of living together in organized communities so that the best may pre

vail; a civilization that shall mean the realization in human institutions of the highest ideals of all the citizenry living in any given time, in any given place.

To demonstrate such a government, to realize such a civilization, is the great task set the teachers of America by the mighty nation whose high priests they are. So to interpret life that the home and the school and the club and the labor union and the newspaper may become conscious of their essential unity in the service of the supreme educator, responsibility-this is the thing that is set us to do.

May we have power, single-heartedness, clear vision, and loving consecration in the prosecution of this high endeavor. May we be worthy interpreters of "the mighty power that makes for righteousness," so that the little child, being lifted up, "may draw all men unto him."

SOME SOCIAL USES OF EDUCATION ACCORDING TO NATURE W. E. CHANCELLOR, EDITOR, "SCHOOL JOURNAL," NEW YORK AND CHICAGO The uniform common school is growing wider and higher into the various universal school. In social and institutional relations, the history of man has always been a history of conflict between social regimentation and individual self-realization. One ideal has been social solidarity, the other personal freedom. One practice has been uniform schooling; the other personal development.

THE DIFFERENT PATTERNS OF LIFE

Plato, immortal for his previsions of truth, said in The Laws:

As the shipwright first lays down the lines of the keel and draws the design of the ship in outline, so do I seek to distinguish the different patterns of life and to lay down their keels, according to the natures of the souls of different men; seeking truly to consider by what means and in what ways we may best go thru the voyage of life.

THE THREE NATURES OF MAN

Until, however, to an extent, science had revealed the several natures of man, education according to nature could not be secured. These several natures are those of himself as a human being, of his habitat with its climate and resources, and of his community with its races and society. Science is a rigid, uniform, universal method of fact-gathering and collating, of qualitative analysis upon principles involved in the field of the facts under review, of quantitative measuring, and of statistical computing with a final interpretation and recording. Whatever is dim, complex, vague, and unnumbered; whatever is obscure, mixed, boundless, and not yet "down in the books" is an open invitation to science and challenges investigation, analysis, measurement, and recording.

SCIENCE AND EDUCATION; ORIGIN OF MAN

Such science has given to us political economy, sociology, anthropology, physiology, somatology, psychology, and psychophysics for the interpretation of man as a physical creature, as a mind, and as a social factor. It is a scientific hypothesis that man originated in a conflict between the Asiatic great apes, the orang and the gibbon, which are red haired and yellow skinned, and the African great apes, the gorilla and the chimpanzee, which are black haired and brown skinned. By this hypothesis, the conflict proceeded while the ancient Mediterranean Ocean was drying up to leave remnants in the present Indian Ocean, Red Sea, and Mediterranean Sea. Out of that conflict, Adam, made "of the dust of the earth," emerged as "a living soul," and "eating of the tree of the knowledge of good and evil" became man, the same in natural character thru all generations. Whether this hypothesis be true or not, the animal instincts, either derived from animal ancestors or imitated and acquired by training from them, are almost ineradicable in man, who to this day is the scene of warfare between flesh and spirits. Perhaps Satan is a magnificent and terrible figure of speech by which man has personified the carnal depravities of his animal instincts. Perhaps Lucifer is a figure of speech personifying the depravities of his psychical powers. Certain, at least, is it that ideals fight daily with animal instincts and with intellectual plans for their gratification and are seldom perfectly victorious. Most men are not yet free.

THE MISEDUCATED

For a varied world of unnumbered opportunities and needs, education still outfits all candidates in scarcely more than a half-dozen uniforms of ideas and modes of conduct. Too much we deal with terms for which there are no correlates in reality. The school world is too much a world of illusions and of delusions. We go on and on, setting the physical giant to selling buttons over a counter; making natural mechanics into lawyers; natural housewives into teachers; natural sailors into clerks. Everywhere we set men and women at tasks contrary to their natures. Everywhere are smash-ups and breakdowns. What with thin, nervous men for judges, with big, cheerful men for directors, with young men who can neither see nor hear for reporters, with young women who are too weak for homekeeping to be wives and mothers, we make many sorry messes of courts, of business, of journalism, and of homes. We most need these very men who can see and create. We also need men who can establish and maintain independent livelihoods.

There is but one way that we can follow so as to increase by education the numbers of those who are self-directive, and that is to educate all according to their natures.

PHYSIOPSYCHIC FACTS WANTED

We must know the natural energy of our boys and girls, and their metabolism and blood-pressure, and how, by diet and other regimen under the prevailing climatic and social conditions, to increase this energy. We must know their sense-powers of hearing, of sight, of touch; and wherein their natural motivation from sense-images is strongest, wherein weakest. We should know the length of the memory-span and its strength; and the extent and intensity of the fields of imagination and of judgment. We must know the dominant instinct and their other prominent instincts, chief of which are fear, curiosity, and hope; their habits; their ideals; and their environments.

THE FIRST BUSINESS OF EDUCATION

The first business of pedagogy is pedagogy-leading children. The first business of education is educating-making powers come forth, awaking the sleeping potentialities of children and youth. For some thousands of years many have supposed that the first business of pedagogy and education was scholarship-knowing all about reading or English, music or geography, Latin or philosophy or law, or any specialty or generality-whereas in truth the teacher needs to know all about children and youth and adult, and can get along nicely with only the elements of so-called subject-matter. The first business of education is to educate, the last business is to impart knowledge. Of course, boys and girls do not like to be educated; they wish to be as they are, unchanged in quality, but enlarged. This pride, carefully considered, is a sufficient reason for educating them out of what they are into the larger and better self which the educator believes they are capable of becoming.

ATTEMPTING THE IMPOSSIBLE

Strange as it sounds upon first statement, only moderate powers need seriously to be worked upon by the educator. It is criminal to try to make the non-ear-minded auditory. John Pierpont Morgan was eye-minded, loved pictures, was the first bookkeeper in the world; and hated to be talked to. Abraham Lincoln was ear-minded, loved conversation, was the best listener in the world; and read but little, and most of that aloud to please his ear-mindedness. All artists are eye-minded; all poets, ear-minded. And save for experts it is a work of supererogation to try to educate those with congenital gifts. Some are born farther on in skill than others can ever get; the would-be teacher is behind the learner. Once a little boy at home said to his music teacher, "Quit doing dat; hurts boy's ears." He was born with absolute pitch. His teacher slightly flatted, despite training.

LONG TENURES NECESSARY

Because it is the duty of the educator to know every individual, it is necessary for him to stay long in the community. It is arch educational heresy, it is crime against the community, for its teachers to be pedagogical

journeymen, school tramps, vagrants, shopping about from state to state. Every great school has had a relatively permanent set of teachers. A merrygo-round school only amuses and cannot educate its scholars. Similarly, a kaleidoscopic school superintendency makes bedlam of the schools. Every great school system was created by superintendents of long tenure. This is not the notion of democratic rotation in office, but it is historically derived good sense. Long tenure for supervisors and for teachers is the salvation and permanent sanctification of American schools.

THE TEACHER AS COMMUNITY SURVEYOR

Only one who has lived in a community for many years really knows it; nor does even this one know it unless he has taken a deliberate survey of it-knows the number of persons engaged in the various occupations; their incomes; the strength and weakness of its social institutions, of its organizations, of its leading and lesser citizens; knows its associations and movements, and its progressive and retrogressive tendencies. As the lawyer and the physician usually make a life-work of their professions in the same communities, so also should the teacher. The patient who does not wish his physician to know his family history will, when he falls ill, probably die; and the student whose teacher does not know his family history must probably miss an education according to his nature.

Many a young educator, seeing a city full of enterprises of one kind, immediately jumps to the conclusion that the school youth should be prepared for this kind of enterprise. But because a city is full of textile mills and of mill operatives may be a very good reason for not training the boys and girls as textile workers lest wages fall yet lower. Because the city has no farms and almost no gardens may be a very good reason for teaching its youth agriculture.

America has now twelve hundred gainful economic occupations and three hundred non-gainful yet economic occupations. Inventive and original men and women pursue ten thousand economic enterprises not numerous enough to be cataloged.

ETHICAL VARIETIES OF OCCUPATIONS

Educators operate not only as teachers of individuals but also as social engineers. Because a youth is interested and skilful in organic chemistry and because a brewery offers a good salary to him as a chemist of malt liquors, or a distillery for services as a chemist of alcoholic spirits-perhaps so called because they awaken the demoniac spirits in the human souleven taken together these do not constitute sufficient grounds for educating such a youth at any cost public or private as a malt-brewer or as a whiskeydistiller. Because a man has the various talents required of a card sharp this would not constitute sufficient grounds for educating him as a pokerplayer for money stakes. Stock-gambling, likewise.