large measure, our definition of art--and that because he lived art.

=The child's conception of truth.=--In his restricted conception, the
boy conceives truth to be the mere absence of peccadillos. He thinks
that his denial of the charge that he was impolite to his sister, or
that he went on a foraging expedition to the pantry, is the whole truth
and, indeed, all there is to truth. It requires a whole lifetime to
realize the full magnitude of his misconception. In the vitalized
school, he finds himself busy all day long trying to find answer to the
question: What is Truth? In the Alps, there is a place called Echo Glen
where a thousand rocks, cliffs, and crags send back to the speaker the
words he utters. So, when this boy asks What is Truth? a thousand voices
in the school and outside the school repeat the question to him: What is
Truth? Abraham Lincoln tried to find the answer as he figured on the bit
of board with a piece of charcoal by the firelight. Later on, he wrote
the Emancipation Proclamation, and in both exercises he was seeking for
the meaning of truth.

=The work of the school.=--Christopher Columbus was doing the same thing
in his quest, and thought no hardship too great if he could only come
upon the answer. Galileo, Huxley, Newton, Tyndall, Humboldt, Darwin,
Edison, and Burbank are only the schoolboys grown large in their search
for the meaning of truth. They have enlarged the content of the word for
us all, and by following their lead we may attain to their answers.
Every school study gives forth a partial answer, and the sum of all
these answers constitutes the answer which the boy is seeking.
Mathematics tells part of the story, but not all of it; science tells
another part, but not all of it; history tells still another part, but
not all of it. Hence, it may be reiterated that one of the prime
functions of the vitalized school is to invest words with the largest