ectual keenness. Yes, but better than that. All
mathematical subjects, in that they require absolute accuracy and
definiteness in their operations, are particularly helpful in developing
those fine moral qualities of honesty, integrity, and upright dealing.
Again, history is taught in the schools as an intellectual subject. In
intellectual development alone it is worth all it costs. But over and
above the value as a mental quickener it is to be placed as a builder of
character, and ministering to the development of the moral and even the
spiritual life. Nowhere else can the young so well learn that
"righteousness exalteth a nation" and that "sin is a reproach to any
people." In no other way so well as by the study of history can desired
examples of noble character be placed before the young for imitation.
Take but one other illustration, that of gymnastics and athletics--the
entire program of play. For physical development? Yes, but in addition
to that and finer than that, intellectual development of a high order
thru the keener activity of the senses, the quicker and more accurate
vision, the developed judgment, and finer discriminations. Yes, but
better even than mere intellectual keenness there result from such
activities the rare moral qualities of tolerance, respect for others,
and self-control. And so I might go on and give illustration after
illustration. It is not necessary. You catch my point. I am merely
trying to demonstrate two facts: first, that the great breadth of the
work of the school--embracing as it does, the development of the entire
nature of the child, mental, moral, and physical, instead of merely the
mental, that which was given her at first, is hers now not because of
the home's neglect nor because the school has been unduly ambitious and
grasping, but because we have come to see that life is a unity and can
not be cut up into parts each separately developed. And secondly, I have
tried to show that the school does interest itself in the moral life of
the pupil. As a matter of fact, the school does more to develop morality
and to lead toward a sane religious life than all other agencies
combined. Our modern American school is a wonderful institution.

But in spite of the fact that the school is broad in its ministrations,
it can not stand alone. All three institutions are needed. But the three
must work together and in harmony and intelligently, each assisting the
others. And one of the three must