I
I address myself to you, fathers and mothers, and to you, open-minded
readers. I take it for granted that your life-work is with you a serious
matter and that you put forth all your efforts to do your best in the
walk of life which you have chosen. I assume that you want to develop
your energies to the highest efficiency and bring out the best there is
in you. I assume that you earnestly wish and strive to bring out and
develop to the highest efficiency the faculties not only of your
children, but also those of your friends and co-workers with whom you
associate in your daily vocation, and that you are deeply interested in
the education of your countrymen and their children, who share with you
the duties, rights and privileges of citizenship. I also assume that as
men and women of liberal education you are not limited to the narrow
interests of one particular subject, to the exclusion of all else. I
assume that you are especially interested in the development of
personality as a whole, the true aim of education. I also assume that
you realize that what is requisite is not some more routine, not more
desiccated, quasi-scientific methods of educational psychology, not the
sawdust of college-pseudagogics and philistine, normal school-training,
but more light on the problems of life. What you want is not the
training of philistines, but the education of genius.
We need more light, more information on “the problems of life.” Is it
not too big a phrase to employ? On a second thought, however, I must say
that your problems are the problems of life. For the problems of
education are fundamental, they are at the bottom of all vital problems.
The ancient Greeks were aware of it and paid special attention to
education. In rearing his revolutionary, utopian edifice, Plato insists
on education as the foundation of a new social, moral and intellectual
life. Plato in his Republic makes Socrates tell his interlocutor,
Adeimantus: “Then you are aware that in every work the _beginning_ is
the most important part, especially in dealing with anything young and
tender? For that is the time when any impression which one may desire to
communicate is most readily stamped and taken.”
We may say that all man’s struggles, religious, moral and economical,
all the combats and conflicts that fill the history of mankind, can be
traced finally to the nature and vigor of the desires, beliefs and
strivings which have been cultivated by the social environment in the
early life of the individual. The character of a nation is moulded by
the nature of its education. The character of society depends on the
early training of its constituent units. The fatalism, the
submissiveness of the Oriental; the æstheticism, the independence, love
of innovations and inquisitiveness of the ancient Greek; the ruggedness,
sturdiness, harshness and conservatism of the ancient Roman; the
emotionalism, the religious fervor of the ancient Hebrew; the
commercialism, restlessness, speculation and scientific spirit of modern
times, are all the results of the nature of the early education the
individual gets in his respective social environment. We may say that
the education of early life forms the very foundation of the social
structure.
Like clay in the hands of the potter, so is man in the hands of his
community. Society fashions the beliefs, the desires, the aims, the
strivings, the knowledge, the ideals, the character, the minds, the very
selves of its constituent units. Who has the control of this vital
function of moulding minds? Fathers and mothers, the child is under your
control. To your hands, to your care is entrusted the fate of young
generations, the fate of the future community, which, consciously or
unconsciously, you fashion according to the accepted standards and
traditions with which you have been imbued in your own education.
It is related, I think, in Plutarch’s Lives, of Themistocles telling
with the ironical frankness characteristic of the Greek temperament that
his son possessed the greatest power in Greece: “For the Athenians
command the rest of Greece, I command the Athenians, his mother commands
me, and he commands his mother.” This bit of Greek irony is not without
its significance. The mind of the growing generation controls the future
of nations. The boy is father to the man, as the proverb has it; he
controls the future. But who controls the boy? The home, the mother and
father, the guides of the child’s early life. For it is in early life
that the foundation of our mental edifice is laid. All that is good,
valid and solid in man’s mental structure depends on the breadth, width,
depth, and solidity of that foundation.