mnemonics and memoranda.

But this analysis of the modifying factors in the home influence, this
formulation of its controllable elements, has now gone as far as the
purpose of this paper requires. It has worked out to this, that the
home, so far as it is not traditional organization, is really only on
the one hand an aspect of the general economic condition of the state,
and on the other of that still more fundamental thing, its general
atmosphere of thought. Our analysis refers back the man-maker to these
two questions. The home, one gathers, is not to be dealt with
separately or simply. Nor, on the other hand, are these questions to be
dealt with merely in relation to their home application. As the citizen
grows up, he presently emerges from his home influences to a more
direct and general contact with these two things, with the Fact of the
modern state and with the Thought of the modern state, and we must
consider each of these in relation to his development as a whole.

The next group of elements in the man-making complex that occurs to one
after the home, is the school. Let me repeat a distinction already
drawn between the home element in boarding-schools and the school
proper. While the child is out of the school-room, playing--except when
it is drilling or playing under direction--when it is talking with its
playmates, walking, sleeping, eating, it is under those influences that
it has been convenient for me to speak of as the home influence. The
schoolmaster who takes boarders is, I hold, merely a substitute for the
parent, the household of boarders merely a substitute for the family.
What is meant by school here, is that which is possessed in common by
day school and boarding-school--the schoolroom and the recess
playground part. It is something which the savage and the barbarian
distinctively do not possess as a phase in their making, and scarcely