ure. His life
was becoming more complex. Now, this larger life, this greater
complexity of life, in addition to its own complexity, added materially
to the work of preparing the child for playing its part in this great
onward movement.

Such preparation as was needed by the child of the primitive home to
equip it for playing its part as an adult would no longer suffice. The
home must now do something more than satisfy the needs of the
body--provide food, clothing, and shelter, and incidentally give
opportunity to learn, mostly by imitation, how to do this for another
generation of children. The spiritual life needed attention and, as
well, the intellectual. Competition was growing keen, and each felt the
need of a better equipment that he might play his part well in the
larger life that was surely before him. And this larger outlook upon
life was itself growing by what it was feeding upon and making its own
demands for better things.

But the home was handicapped. It felt the need, but with all other
things that it had to do, had no time to take up these new duties. And
again, the most of the homes, even if time had been abundant, did not
know how to do the new work. So it set about finding a solution to its
problem. This was found in the principle of the division of labor. It
was seen that time would be saved and results much more satisfactorily
reached by delegating to persons definitely prepared and set aside for
that purpose certain phases of this work. So the church was instituted
and, a little later, the school. To the church was delegated, speaking
broadly, the religious and moral development of the child and to the
school, the intellectual development.

It was exactly the same principle that, later on, took from the home the
weaving of cloth and the making of shoes and other industrial pursuits.
With this added complexity of life, the homes could not profitably carry
on all these varied activities--be, in addition to a home, also a tailor
shop and a shoe factory, a church and a school. And so the homes of a
community combined, selecting one man particularly adapted to that work
to make all the shoes for the community, another the cloth, etc. And, in
like manner, earlier in history, one was set aside to minister to the
spiritual life, and one to teach the children. Both were offshoots of
the home, delegated by the home to do a certain very definite portion of
its work. Each took directions from the collective