attractive. We have now to learn how it may be made the high and successful instrument for the integral culture of man.
The object of the school is to fit the child to become a valuable member of society. How much of this work shall the school undertake to accomplish, and how much should be left to the family and other influences? The answer is found in certain basic laws of man's nature. We look into the marvelous brain of man and we see that the radiant lines of all its organs are united in two common centers of action. The intellect, the feelings and the will were all made to work together. If we attempt to cultivate a part of these and leave the rest untouched, we shall violate a fundamental law of the mind.
The schools of civilism cultivate the intellect to a certain extent, reaching about three groups of faculties out of the whole twelve. People wonder why the school and college education does not make men moral. These do not cultivate the moral faculties. They do not make men successful and efficient because they do not train the faculties of the will. We reap what we sow.
ONE HOUR EACH DAY is given to the direct
culture of each group of faculties, taking these up in a natural order of response and succession. IV,e regulate the entire life of the child. His plays are turned into instructive means of mental training. The whole school is formed into twelve groups, and each group has an elected leader who helps to direct its studies and plays. This is the plan in all the grades. If the school had only six hours of time daily, then only half an hour would be allotted to each group.