The term theater is here intended to include motion picture halls, of course. The fine educational resources of the motion picture, under wise use, are fully acknowledged.

8. CLUBS AND SOCIETIES.-Such organizations as the Boy Scouts, the Campfire Girls, and similar organizations may often be co-ordinated helpfully by teachers and other educators. Co-operative clubs of boys and girls for gardening, raising stock and poultry, and for civic enterprises may also be promoted with fine results.

9. CREEDS.-The tremendous potency of creeds, such as "The American's Creed," "The Teacher's Creed," "The Country Boy's Creed," "The Business Man's Creed," etc., should be made profitable in various ways. For example, they, like the pledge to the flag, can readily be utilized in assembly or in class exercises.

10. PLAY ACTIVITIES.-Good sport in good spirit, athletic contests fairly conducted, team work for habits of clean co-operation, are so obviously practical in the building of character as not to need elaboration. In this connection, however, the sixth principle, as stated above, should not be overlooked. Supervised play-supervised playgrounds-should have comprehensive and far-reaching facilities for character-building in every community.

11. RELIGIOUS SENSE.-The dangers and hence the undesirability of admitting religious sectarianism into the public schools are fully recognized; yet at the same time the teacher, no less than the parent

and the pastor, should appreciate the vital potency of the religious sense in the making of good citizens. Whether the religious sense is different from a healthy conscience need not disturb our ethics or our religion. The acknowledgment of Deity and a reverence for things sacred certainly afford a sure foundation for moral character and civic conduct. The fatherhood of God and the brotherhood of man should certainly be recognized in every place where good citizens co-operate. And in every school it will certainly be possible to cultivate a due respect for the religion of home and church, and thereby strengthen the efforts of home, church, and state, without allowing any sectarian bias to appear. Thus the school itself will grow in its own proper strength and influence.1

1. For valuable aid and suggestions in the preparation of this chapter, the author acknowledges his obligation to the following educators and teachers: Dr. Milton Fairchild, of the Character Education Institution, Washington, D. C.; Professor Joseph E. Avent; Miss Rachel E. Gregg; Miss Helena Marsh; Mrs. Mary S. Moffett; Dr. William T. Sanger; Professor B. Y. Tyner.

CHAPTER XXVII

OUR DEBT TO THE IDEAL

"Every man has at times in his mind the ideal of what he should be."-Theodore Parker.

One day on the coast of Cuba during the Spanish-American War a large number of horses, it is said, were being unloaded from a United States ship. By means of a rope and tackle each horse was hoisted from the deck and lowered into the water. Then he was expected to swim ashore.

The chief trouble was to get him going, and to keep him going, in the right direction. Some of the horses swam directly to the shore. Some swam out diagonally or zigzag, with much waste of time and energy; some swam in circles; and some floundered out to sea and were lost.

While all this was going on a young man in cavalry uniform came up to the place. At a glance he saw the situation. He knew that these were cavalry horses. He was the bugler for a cavalry troop. He stood up straight on the shore, squared his heels, and raised his bugle to his lips. Then out over the troubled waters sounded a clear, sweet call. It fell upon the ears of the struggling, confused horses. Instantly, almost, they responded to it. It gave them a definite sense of direction and duty. Then, straight to the point on the shore where the tall bugler stood, each horse came swimming out. No more of them swam in circles; no more swam out to

sea. And the tall bugler continued to stand on the shore, sounding that clear, sweet call, hour after hour, until the last horse swam out.

In the turmoil of affairs we sometimes find ourselves struggling in deep waters. Exhausted by unavailing effort and confused by the surging tides, we lose the sense of direction and weaken in our sense of duty. Then it is that we need a bugler on the shore, a tall, strong bugler, to sound a ringing call. It may give us hope and courage. It may head us about and set us going in the right direction. It may thrill our pulses with new strength and keep the strokes beating until we touch the solid ground at the bugler's feet.

We are in debt to the ideal, represented by the tall bugler. Among the babel of voices there is one voice that speaks always truly. It is the ideal. Among the labyrinth of paths there is one path that leads to life. It is the ideal. Among the multiplicity of methods there is one method. It is the ideal. Among all the dreams in the artist's soul there is one dream. It is the ideal. Among all persons there is one person. He is the ideal. Amid all our consciousness of imperfection there abides the notion of perfection. It is the ideal. From my eye ten million glances may go out into space seeking the sun, without finding it; yet I know that there is one straight path of light that will lead my gaze direct through all the miles of space to the sun. That one path represents the ideal.

The thing that troubles us is that the ideal is so high. It seems so impossible.

The ideal is high. The ideal is perfect. Obviously it must be so to be the ideal.

The human mind can conceive of perfection; yet every human being is conscious of imperfection. Is it mockery then to say to me, "You must have an ideal? You must aim at perfection"?

It is not mockery. I must aim at the perfect. Small achievement may result with high aim; but the smallest achievement with high aim is better than the greatest achievement with low aim. The ideal demands high aim and earnest effort. It does not require faultless processes or perfect results.

An old proverb says: "Stars are to be looked at, not reached at." Another proverb says:

"A foole is he that takes in hande what he cannot ende." But proverbs may be harmful as well as helpful. These two, like many others, state only half truths. Such proverbs were probably coined for the consolation of indolence and fear. They sound like the specious excuses with which the man who hid his lord's talent tried to justify his negligence.

It may be that stars are for our guidance rather than for our childish grasping. But what harm to reach at a star if the effort lift us to a mountain-top? And why should one be a fool for beginning a good work, even if others must carry it on to completion? What great, good work is ever complete? No one can ever complete the study of mathematics, or the study of history, or the study of literature. Is one then a fool to begin? No one can ever end the fight against evil in the world. Is one then a fool to be