The Hood River glacier. (Hood River, Or.) 1889-1933, 1905-04-20

sives at ft then but In part, a fact winch
Is continually deranging everything
At each moment, by some fissure
some interior force Of initiative Is
making violent way to the light, pro
ducing explosions, upheavals, all sorts
of grave disorders. And where there
are no outward manifestations the evil
lies dormant; beneath apparent order
are hidden dumb revolt, flaws made by
an abnormal existence, apathy, death.
The system Is evil which produces
such fruit, and, however simple it may
appear, In reality 1t brings forth all
possible complications.
The other system Is the extreme op-
posite that Of bringing up children for
/ themselves. The roles are reversed; the
parents are there for the child. No
sooner is he born than he becomes the
center. White headed grandfather and
stalwart father bow before these curls.
His lisping Is their law. A sign from
him suffices. II he cries in the night
no fatigue Is Of account; the whole
household must be reused. The new
conner is not long In discovering his
omnipotence, and before he can walk
he is drunken with 1t. AS he grows
older all this deepens and broadens.
Parents, grandparents, servants, teach
ers, everybody is at his command. He
accepts the homage and even the i'm
- hia raiuhhnf.s hn tPaufQ lilTp
a rebellious subject any one who does
not step out of his path. There Is only
himself. He Is the unique, the perfect,
the infallible. Too late 1t IL perceived
that all this has been evolving mas
ter, and what master! Forgetful Of
sacrifices, without respect, even pity.
He no longer has any regard for those
to whom he owes everything, and he
goes through life without law or check,
This education, too, has its social
counterpart. 1t fourishes wherever the
past does not count where history be.
gins with the living, where there is no
tradition, no discipline, no reverence;
where those who know the least make
Iue IlObl HulStI WuSlt lhOhe VIM blhhu
for public order are alarmed by every
chance conner whose power lies in his
making a great outcry and respecting
nothing. 1t insures the reign Of transi-
tory passion, the triumph Of the lnfe-
rlor will. compare these two educa-
tlons--one the exaltation of the envi-
ronment, the other the tyranny of the
new-and | find them equally baneful.
But the most disastrous of all Is the
combination of the two, which pro-
duces human beings half automatons,
half despots, forever vacillating be-
tween the spirit of sheep and the
spirit OF revolt or domination.
Children should be educated neither
for themselves nor for their parents,
for man Is no more designed to be n
parsonage than specimen. They
should be educated for life. The aim
of their education Is to aid them to be-
come active members Of humanity,
brotheriy forces, free servants of the
civil organization. To follow method
of education inspired by any other
principle Is to c0mpllcate life, defOrm
It, SOW the seeds Of all disorders
When we would sum up In phrase
the destiny of the child the word "fu-
ture" springs to our lips. The child Is
the future. This word says all-the
sufferIngs of the past, the stress Of to-
day, hope. But when the education Of
the child begins he is incapable Of es-
timating the reach Of this word, for
he is held by Impressions of the pres
ent. Who, then, shall give him the
first enlightenment and put him In the
way he should go2 The parents, the
teachers. And with very little rehec-
ton they perceive that their work does
not interest simply themselves and the
child, but that they represent and ad-
minister impersonal powers and inter"
ests. The child should continually ap-
pear to them as Il future citizen. with
this ruling idea they will take thought
for two things that complement each
other -- for the initial and personal
force which Is terminating In the child
and for the social destination of this
force. At no moment Of their direction
over him can they forget that this lit
tie being confded to their care must
become himself and brother. These
two conditions, far from excluding
each other. never exist apart. 1t Is i'm
possible to be brotherly, to love, to give
oneself, unless one is master of him
self; and, reclprocally, none can possess
himself comprehend his own indiyid-
ual being, until he has first made his
way through the outward accidents Of
his existence down to the profound
springs OF life where man feels himself
| one with other men in all that is most
intimately his own.
To aid a child to become himself
and brother 1t IL necessary to protect
him against the violent and destructive
action Of the forces OF disorder. These
forces are exterior and interior. Every
child is menaced from without not
only by material dangers, but by the
meddlesomeness Of allen wills, and
from within by an exaggerated idea
Of his own personality and all the fan
cies 1t breeds. There is Il great out
ward danger which may come from thu
abuse of power in educators. Tn,
right Of might finds itself II place in ed
ucation with extreme facility. To ed
ucate another one must have renowned
this right-that is TO say, made abnc
CATION Of the inferior sentiment Of per
sonal importance which transforms Us
into the enemies Of others even Of oul
own children. Our authority is bench
cent only when It is inspired by ont
higher than our own. In this case Il
Is not only salutary, but also indis
pensable, and becomes in its turn the
best guarantee against the greater per
IL which threatens the child from with
in-that OF exsggerating his own i'm
portance. At the beginning of life the
vivldness of personal Impressions is Sc
| great that to establish an equilibrium