whose nature and inclination it was adapted. We have need, indeed, of
classical scholars, but the majority of men and women are meant for other
work; many, by their very construction of mind, are unfitted to become
such. And only in the most exceptional cases are the ancient languages
really mastered; a smattering of these, imposed upon the unwilling
scholar by a principle opposed to psychology,--a smattering from which is
derived no use and joy in after life, and which has no connection with
individual inclination--is worse than nothing. Precious time is wasted
during the years when the mind is most receptive. While the argument of
the old school that discipline can only be inculcated by the imposition
of a distasteful task is unsound. As Professor Dewey points out, unless
the interest is in some way involved there can be no useful discipline.
And how many of our university and high school graduates today are in any
sense disciplined? Stimulated interest alone can overcome the resistance
imposed by a difficult task, as any scientist, artist, organizer or
administrator knows. Men will discipline themselves to gain a desired
end. Under the old system of education a few children succeed either
because they are desirous of doing well, interested in the game of mental
competition; or else because they contrive to clothe with flesh and blood
some subject presented as a skeleton. It is not uncommon, indeed, to
recognize in later years with astonishment a useful citizen or genius
whom at school or college we recall as a dunce or laggard. In our
present society, because of archaic methods of education, the development
of such is largely left to chance. Those who might have been developed
in time, who might have found their task, often become wasters, drudges,
and even criminals.

The old system tends to make types, to stamp every scholar in the same
mould, whether he fits it or not. More and more the parents of today are
looking about for new schools, insisting that a son or daughter possesses