The sun., 1916-08-27
By His Eminencs Cardinal Gibbons.


many arc gathered for a common pur-
pose. In both meanings, discipline IL
essential TO the school. The cultiya-
tion Of the intellect must be accom-.
panied BY raining OF the will II men.
tai balance IL to he secured: and each
must be developed by the sort Of exer-
else which it's nature REQUIRES.
The value of will power Ia so unlver.
sally recognized that I need no insist
on the means by which this faculty
should be strengthened. No thinking
person would have much interest in
A systcm OF education that produced
men and women OF the ~spineless sort.
Society looks 10 those whit are reso.
lutte. who grappIe with difficulties and
never give up. 1t picks out this kind
of men for its lenders. and IL follows
them with confidence.
But will power, after an. n like
muscular strength; a good thing, pro-
yided IL IA nut to good use. To say
that q man Is determined or persistent
does not suffice to win our respect
or make US trust him: 1t depends on
what he is determined about and In
what sort of pursuit his persistence
IN SnOHn, In Ine CnOOl 1lSO III Is
not merely the STRENGTHENING of the
will that counts but the direction of
its mower In ways that will be helpful
to the individual and his fellows. A
deyeloped intelliCence with a forceful
will bent on right doing might well
be taken MS the ideal of education.
In striving for this ideal. the school
must consider not only the outward
performance but the inner springs Of
action as well. There are mechanical
vays OF learning that s%urcharge the
memor with words. leaving the intel
lect to wither: and likewise there are
means of enforcing discipline that hold
fast to the letter hut have not the
o%uickening of the spirit. Here lie the
germs of hypocrisy where later growth
IL prolific in evil for society. Here.
too. is bred the disposition to succeed
Mt all costs which knows nothing Of
law or Of public welfare.
II these pernicious results are to I've
aycrted education must see to IL that
while the will is being developed
proper motives are supplied for its
guidance. The child should be trained
to do what Is right just because 1t is
right. and to avoid what Is wrong just
because it is wrong. Pupils who observe
rules or perform their school tasks
only so far as they find il to their in
tcrcst 10 do so are not likely to ac-
quire habits of choice and action that
make for good citizenship. The po-
llceman takes notice of actions. tho
teacher Is concerned about motives.
1t is through this education of tho
will that the school expands It's own
activities so as to make them q
genuine preparation for the duties that
come later on with "A larger freedom.
The habit OF acting from high motives.
acquired by the pupil in his early days.
will remain with him when external
restraints are no longer there TO con-
troll him. II is tho best thing that the
school can give him as an individual
and it is the NEST efficient service that
the school can render to society.
In our country more than In any
other this sort OF service Is needed.
As our democratic principles have been
carried into practice by providing edu-
cation for all the people. the fruits OF
that education should profit the whole
body. The school should he tho
agency whereby democratic insI-
buttons are made stronger and better
with each generation. 1t should as
such an agency become more effective
as the people at large BECOME more
enlightened. Wider knowledge means
greater power. n unless the con-
seriousness OF power he tempted with