with impunity mistake a supply station for the goal. He must have
knowledge of the pupils and know their individual needs and native
interests. Having gained this knowledge, he will supply abundant electives
in order to assist each child in the best possible way toward the goal.

If, then, the relation between major ends and minor means has been made
clear, we are ready for the statement that these major ends may be made
the common goals of endeavor in the schools of all lands. Thoroughness is
quite as necessary in the rice fields of China as in the wheat fields of
America, as necessary in the banks of Rome as in the banks of New York,
quite as essential to mercantile transactions in Cape Town as in Chicago,
and quite as essential to home life in Tokyo as in San Francisco. If these
big objectives are set up in the schools of all countries pupils,
teachers, and people will come to think in unison and thus their ways will
converge and they will come to act in unison. The same high purposes will
actuate and animate society as a whole and this, in turn, will make for a
higher type of civilization and accelerate progress toward unity in school
procedure.




CHAPTER FOUR

INTEGRITY


Integrity connotes many qualities that are necessary to success in the
high art of right and rational living and that are conspicuous, therefore,
in society of high grade. It is an inclusive quality, and is, in reality,