history would hesitate to say that the period when Rome was at her best was when she had no schools, and that the period when her sun was on the point of setting was when her education was thoroughly organized and when her schools were liberally supported. Why is this? It is because the beliefs and ideals of the young are determined by the beliefs and ideals of those with whom they come in contact. In the day of Rome's greatness the typica Roman believed that the thing to do was to live for Rome and, if need be, die for her. This universal belief communicated itself, through the imitative side of human nature, to the rising generation. In the day of Rome's degeneracy the typical Roman lord felt that the thing to do was to live for himself, and that the true way to live for himself was to look after his income, decorate his name with empty titles, write Ciceronian Latin on any subject, no matter how frivolous, and make correct speeches on any occasion. And the same imitative propensity imposed this belief on successive generations, and made the Romans an easy prey to the barbarians of the North.

The Teacher and the Source of the Ideals of the Pupil. The conclusion of the whole matter, then, is that as the teacher reaches the intellect of his pupils through his own intellect, so he reaches their emotions through his own emotions. Now it is our emotional naturewhat we love that gives us our ideals. Only, therefore, as a teacher really so loves a rational life as to make his love for it the determining principle of his own life will he be able to develop a love for the same kind of life in his pupils.

From this it is evident that the teacher is the great

educative factor in the school. We have discussed at great length the educational values of the various school subjects and now it appears that what in the school has greatest educational value is a subject not on the programme the teacher; also, that what in the teacher touches most directly and powerfully the deepest springs of the child's life is not his knowledge or his reasoning power, but his effective ideals-those ideals that determine the course of his life. If the regulations of the school and his own life in it spring from his desire to live a truly rational life, then indeed is he exerting upon his pupils an influence of incalculable value. Some of his demands will be certain to be unwise, some of his opinions will be erroneous. For purity of motive is no guarantee of immunity from error. But if his motives are pure, his ideal untainted by selfishness, mere errors of intellect will not weaken the influence exerted by his ideal.

There emerge, then, from our study of school government two conclusions: its aim is the development of the pupil's higher self and the subordination of the lower self to it; the chief means to this end, so far as the school is concerned, is such a subordination of the lower to the higher self in the life of the teacher.

QUESTIONS ON THE TEXT.

1. What is the object of discipline?

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2. Anarchy is the apotheosis of the private self." Explain.

3. What is the underlying principle of anarchy?

4. What is the difference between the private and the social self? Spirit is the natural ally of reason." Explain.

5.

6. What do you understand by a rational life?

7. State clearly the two ways in which a child may come to love a rational life.

8. Show how imitation was a factor in Roman education.

9. Show that the teacher is the great educative factor in the school.

10. What two conclusions emerge from our study of school government?

SUGGESTIVE QUESTIONS.

1. What is the creed of the anarchists?

2. In what sense is it true that our mental life begins with anarchistic impulses?

3. State and define the two kinds of imitation discussed in earlier chapters.

4. Which of the two has the more important bearing on the conclusions of this chapter, and why?

CHAPTER XXVIII.

THE SMALL HIGH SCHOOL.

HAVING Completed our survey of elementary education, this book might fitly end. But the small high school — the high school whose faculty consists of a principal and one or two assistants is so closely connected with the elementary school that it may almost be considered as forming an integral part of it. It may not, therefore, be deemed inappropriate to make a few general remarks in relation thereto.

The General Principle upon which the Proper Work of the Small High School Depends. The general principle which should determine all its work will hardly be called in question: inasmuch as it is the finishing school of the vast majority of its students, its course of study should be such as to give to those who are to go no farther the utmost possible benefit. To require the many to study Latin, for example, because it will be of service to the few who go to college, to deprive the many of the opportunity of studying political economy because the few can study it at better advantage in college, is to sacrifice the interests of the many to those of the few. But this is imperatively forbidden by our general principle, which requires us to do in the high school all those things that will promote the interests of the many, and to leave undone nothing that will give them a better education.

The Large High School not a Model for the Small High School. While this general principle determines absolutely and without qualification the work of the small high school, it does not so determine the work of the large high school. The high school in the large cities and towns may have a faculty sufficient for the needs of those who are going to college, as well as for those who are not. But our general principle forbids the school to lay less emphasis upon the course arranged for the many than upon that designed for the few. If, for example, it takes less pains to get thoroughly trained teachers for the former course than for the latter, it is false to the best interests of the community that supports it.

It follows from this that in arranging its course of study the small high school cannot take the large high school as a model. The latter, by means of its larger resources, can make provision for the students who are going to college as well as for those who are not; the former can only make provision for those whose education is not to extend beyond the high school. That which will promote the interests of the many, therefore, and that alone, must determine the work of the school.

The Report of the Committee of Ten on the Identity of the Needs of Those Who Are and Those Who Are Not Going to College. I am aware, of course, that in postulating a difference between the needs of the two classes of students, I am putting myself in a position of antagonism to very formidable authority. The body of experts known as the Committee of Ten unanimously decided that the needs of the two classes of students are identical. But in spite of any authority we must go whither the argument leads us.