place, all the subjects taught, including even mathematics and chemistry, have in reality been given for the sake of culture, and rightly they should be provided for under this head. By solving the problem of culture we shall find a place for them. In this matter, schools have been greatly handicapped by a false notion in the community - a superstitious feeling about "an education " as though 'it were a talisman. Some persons think it can be bought and sold, believing that the more they pay the better it will be. By an education they mean that which gives a cultivated tone, as though tone could be bought. It is hard for them to realize how incidental books and learning are to the man of culture, and how little money or advantages or anything counts beside a few simple moral influences.

Our prosperity was built up by men of stern habits of work, and these habits must be transmitted to each new generation, or culture will count for nothing. The American boy is by nature honest, patriotic, and eager to improve he wishes to become a worker if given a chance. Do not let him be dazzled by the intellectual fireworks of modern thought under the names of progress, broadmindedness, or culture. Tenets as old as civilization are more needed to-day, and all higher education, all culture, all scholarship, is based upon a sound and clean relation to the primary duties of life.

Let us then imagine the natural place which literature, art, and the like, take in an enlightened community, and reproduce the same conditions as nearly as possible in our school, and not heed those who look for culture as if it were a solid.

The community form of life will, in the nature of the case, make it easier for a boy to realize that he must be self-supporting. His first lesson will be to make himself useful to the school, because if he does not do so he will

not get along well. With this lesson stamped into his constitution, he is in a much stronger position with regard to whatever subject he may be interested in than under the present régime, whether he is to make that subject the means of his becoming directly useful to his school, or whether he is going to pursue it for its own sake as recreation.

The resources from which the boys of the last fifty years drew their education must be made available to him. Let our community school maintain laboratories, libraries, textbooks, and tutors, and provide lectures, music, and pictures. When some task has been undertaken which involves devotion and hard work, the worker ought to be led by the influences around him to devote his spare time to whatever is renovating and beautiful. Besides exercise for the body, and studies like natural history, which bring direct contact with nature, there is occasion in every man's life for art, music, and poetry, and this creates a finer use within the school for the study of literature and its sisters. But the student's activities should not lie only within the school, especially in science. He needs access to the nearest university, and even while living in school a pupil could be sent out to work under original workers, if he has shown unusual aptitude in some direction. If he shows a real devotion to writing and research, exempt him from tasks which would interfere with a literary career. Give him free play, for the school can afford to do this as well as the community. Let the school recognize literature- and science also as an end in itself, at least an end which when attained makes the boy richer in mind and happier; and this can scarcely be unless he can contribute in some way to the happiness of the school. Put a premium on any form of production, whether a translation, an exposition, a botanical discovery, a scientific device, or a work of art or piece of poetry which

is desirable in itself. The principle which vitalizes work is that it shall be for something or somebody other than one's self; and technical training involving effort wasteful except for self-development is good only where the ultimate use of that training is known. In general, then, and except in special instances, the activities in our school, after the maintenance of life is provided for, should be such as to make the school life itself happier, more varied, and more complete.

For culture as well as drill the community life is best. It gives the opportunity for suiting to the boy's individual needs the work which will develop him best. It teaches all the fundamental lessons of citizenship by affording natural social experiences, that is, by practical examples. Work of many kinds lies ready to hand for masters or managers to give or to withhold, for, as has been pointed out, the school stands between the pressure of the world and the scholar, and can allow as much or as little exemption from responsibility as it chooses. The relation of practical work to literature, science, and art is kept healthy, because practical work is recognized as a means, and the higher studies as goals.

Finally, boys may here become good citizens through knowing early what citizenship means, acquiring this lesson by experience, not by hearsay; learning before all else to do useful work for the community in which they live, and regarding culture as a means of accentuating, broadening, and deepening their abilities to serve their country; for they are to receive all exemption from responsibility as a debt of honor, to be repaid by accepting a higher responsibility as men.

A BOYS' SCHOOL IN UTOPIA

Points of View

1. IN 1899 John Dewey published The School and Society. It is a volume of three lectures, devoted to the exposition of a plan already in operation at the University School under Professor Dewey's direction at the University of Chicago. The plan proposed to connect the school at every possible point with the life of the community. This volume might well be read in connection with the present article.

2. At Antioch College the students continue in residence for six years for the baccalaureate degree, and divide their time about equally between study and work. They are in college five weeks and at work for pay in an actual job five weeks. Does this scheme meet the criticisms of this article?

3. Could the extra-curriculum activities of an ordinary city high school be so organized as to fulfill the requirements set forth in the article?

4. Would the development of such a scheme as is proposed inevitably leave too little time for the ordinary studies? Or Icould the studies- for example, English — be carried on, in part, in and through the useful activities of the school? What problems of organization and method are involved?

MASTERING THE ARTS OF LIFE

THEODORE M. KNAPPEN

I

In a greenhouse at Dayton, Ohio, where a master of scientific research once experimented with plant life, there is being conducted an interesting experiment in juvenile life, conceived by the man of research and a group of friends and associates. There was no significance in the choice of the greenhouse for the human experiment. It happened to be the most available shelter for the new-old school that the group had in mind. Yet a building so little suited for school purposes did complement an idea behind the school - that now, as in Garfield's time, a log with a Mark Hopkins on one end and the student on the other is enough material equipment to ensure the success of a school.

This Moraine Park School began as a preparatory school, but the scheme has now been projected down to the tenderest school-years, so that it is possible for two hundred and twenty of the more fortunate of the Dayton boys and girls to pass all their years, from kindergarten to college entrance, in the pleasant paths of education that have been sketched for them by the founders. The paths are many. Some are well defined; some are merely blazed and left to the development of the boys and girls as they move forward through the years; but all lead up toward the general goal of mastery of the arts of life, which is education, according to the Moraine Park conception. The definition is important, because it shapes the scheme