the enervation of the rich by seclusion in luxurious palaces, threaten the purity and vigor of the old-fashioned American family. If it vanishes, nothing can take its place. Show me a home where the tone of life is selfish, disorderly, or trivial, jaundiced by avarice, frivolized by s fashion, or poisoned by moral scepticism; where success is worshiped and righteousness ignored; where there are two consciences, one for private and one for public use; where the boys are permitted to believe that religion has nothing to do with citizenship and that their object must 10 be to get as much as possible from the state and to do as little as possible for it; where the girls are suffered to think that because they have no votes they have therefore no duties to the commonwealth, and that the crowning glory of an American woman's life is to marry a 15 foreigner with a title show me such a home, and I will show you a breeding-place of enemies of the Republic.

To the hands of women the ordinance of nature has committed the trust of training men for their country's service. A great general like Napoleon may be produced 20 in a military school. A great diplomatist like Metternich may be developed in a court. A great philosopher like Hegel may be evolved in a university. But a great man like Washington can come only from a pure and noble home. The greatness, indeed, parental love cannot be- 25 stow; but the manliness is often a mother's gift. Teach your sons to respect themselves without asserting themselves. Teach them to think sound and wholesome thoughts, free from prejudice and passion. Teach them to speak the truth, even about their own party, and to pay 30 their debts in the same money in which they were contracted, and to prefer poverty to dishonor. Teach them to worship God by doing some useful work, to live honestly and cheerfully in such a station as they are fit to fill, and to love their country with an unselfish and up- 35 lifting love. Then they may not all be Washingtons,

but they will be such men as will choose a Washington to be their ruler and leader in

"The path of duty and the way to glory."

And in the conflict between corporate capital and or5 ganized labor, if come it must, they will stand fast as the soldiers, not of labor nor of capital, but of that which is infinitely above them both the commonwealth of law

and order and freedom.

EDUCATION IN A REPUBLIC

BY HENRY VAN DYKE. (OCTOBER, 1905)

A TEACHER should give his pupils rules in such a form ΙΟ that they can use them to work out their own problems. He should instruct them in languages so that words may serve to express clearly and accurately their own thoughts. He should teach them science in order that they may form habits of accurate observation, careful induction, 15 and moderate statement of laws which are not yet fully understood. And if his instruction goes on to philosophy, history, literature, jurisprudence, government, his aim should be to give his pupils some standards by which they can estimate the works and ways, the promises and pro20 posals of men to-day. Pupils thus educated will come out into the world prepared to take a real part in its life. They will be able to form an opinion without waiting for an editorial in their favorite newspaper. They will not need to borrow another man's spectacles before they can 25 trust their eyes.

"My mind to me a kingdom is,"

wrote the quaint old courtly poet, Sir Edward Dyer. But how many there are, in all classes of society, who have no right to use his words. Discrowned monarchs,

exiled and landless, desolate and impotent, wearied with trivial cares and dull amusements, enslaved to masters whom they despise and tasks which promise much and pay little what possession is there that they can call their own, what moment of time in which they are not at 5 the beck and call of other men, either grinding stolidly at their round in the treadmill or dancing idiotically to the uncomprehended music of some stranger's pipe? We often say of one whom we wish to blame slightly and to half excuse, "He is only thoughtless." But there is no 10 deeper word of censure and reproach in human speech, for it signifies one who has renounced a rightful dominion and despised a kingly diadem.

15

The great dream of education as a loyalist of the democracy is that "the king shall have his own again" that no prince or princess of the blood royal of humanity shall be self-exiled in the desert of thoughtlessness or chained in the slavery of ignorance. A lofty dream, a distant dream, it may be, but the only way toward its fulfillment lies through the awakening of the reason. 20 Not to leave the people in a dull servitude of groping instincts, while the chosen few look down on them from the cold heights of philosophy; but to diffuse through all the ranks of society an ever-increasing light of quiet, steady thought on the meaning and the laws of life that is the democratic ideal. Slowly or swiftly we may work toward it, but only along that line will the people win their heritage and keep it: the power of self-rule, through self-knowledge, for the good of all.

THE WILL TO FREEDOM AND DUTY

BY HENRY VAN DYKE. (OCTOBER, 1905)

25

ONE more factor is included in the creative ideal of 30 education, and that is its effect upon the will. The power

to see clearly, to imagine vividly, to think independently, will certainly be wasted, will be shut up in the individual and kept for his own selfish delight, unless the power to will nobly comes to call the man into action and 5 gives him, with all his education, to the service of the world.

An educated man is helpless until he is emancipated. An emancipated man is aimless until he is consecrated. Consecration is simply concentration, plus a sense of 10 duty.

15

The final result of true education is not a selfish scholar, nor a scornful critic of the universe, but an intelligent and faithful citizen who is determined to put all his powers at the service of his country and mankind.

What part are our colleges and universities to play in the realizing of this ideal of creative education? Their true function is not exclusive, but inclusive. They are to hold this standard of manhood steadily before them, and recognize its supreme and universal value wherever 20 it is found.

Some of the most thoughtful men in the country have not been college-bred. The university that assumes to look down on these men is false to its own ideal. It should honor them, and learn from them whatever they 25 have to teach. College education is not to be separated from the educative work which pervades the whole social organism. What we need at present is not new colleges with a power of conferring degrees, but more power in the existing colleges to make men. To this end let them have 30 a richer endowment, a fuller equipment, but, above all, a revival of the creative ideal. And let everything be done to bring together the high school, the normal school, the grammar school, the primary school, and the littlered-schoolhouse school, in the harmony of this ideal. 35 The university shall still stand in the place of honor, if you will, but only because it bears the clearest and most

steadfast witness that the end of education is to create men who can see clearly, imagine vividly, think steadily, and will nobly.

TRUE AMERICANISM

BY HENRY VAN DYKE. (SEPTEMBER, 1906)

WASHINGTON knew that the Boston maltster, and the Pennsylvania printer, and the Rhode Island anchor-smith, 5 and the New Jersey preacher, and the New York lawyer, and the men who stood with him were Americans.

By a

He knew it, I say and by what divination? test more searching than any mere peculiarity of manners, dress, or speech; by a touchstone able to divide the gold 10 of essential character from the alloy of superficial characteristics; by a standard which disregarded alike Franklin's fur cap and Putnam's old felt hat, Morgan's leather leggings and Witherspoon's black silk gown and John Adams's lace ruffles, to recognize and approve, beneath 15 these various garbs, the vital sign of America woven into the very souls of the men who belonged to her by a spiritual birthright.

For what is true Americanism, and where does it reside? Not on the tongue, nor in the clothes, nor among the 20 transient social forms, refined or rude, which mottle the surface of human life. The log cabin has no monopoly of it, nor is it an immovable fixture of the stately pillared mansion. Its home is not on the frontier nor in the populous city, not among the trees of the wild forest nor 25 the cultured groves of academe. Its dwelling is in the heart. It speaks a score of dialects but one language, follows a hundred paths to the same goal, performs a thousand kinds of service in loyalty to the same ideal which is its life. True Americanism is this:

To believe that the inalienable rights of man to life, liberty, and the pursuit of happiness are given by God.

30