y high that we cannot see over. Hence,
to the man who does not know, cube root is infinitely high and, as such,
is as far away from his comprehension as the fourth dimension or the
precession of the equinoxes. In the presence of even such a simple truth
as cube root he stands helpless and enthralled. He lives in a small
circle and cannot know the joy of the man whose mind forgathers with the
big truths of life.

=Comparisons.=--The ignorant man cannot accompany this man upon his
mighty excursions, but must remain behind to make what he can of his
feeble resources. The one can penetrate the mysteries of the planets and
bring back their secrets; the other must confine his thinking to the
weather and the crops. The one can find entertainment in the Bible and
Shakespeare; the other seeks companionship among the cowboys and Indians
of the picture-films. The one sits in rapt delight through an evening of
grand opera, reveling on the sunlit summits of harmony; the other can
rise no higher in the scale of music than the raucous hand organ. The
one finds keen delight among the masterpieces of art; the other finds
his definition of art in the colored supplement. The one experiences the
acme of pleasure in communing with historians, musicians, artists,
scientists, and philologists; the other finds such associations the very
acme of boredom. The one finds freedom among the big things of life; the
other finds galling bondage.

=Three elements of freedom.=--There are three elements of freedom that
are worthy of emphasis. These are self-reliance, self-support, and
self-respect. These elements are the trinity that constitute one of the
major ultimate aims of the vitalized school. The school that inculcates
these qualities must prove a vital force in the life of the pupil; and
the pupil who wins these qualities is well equipped for the work of real
living. These qualities are the golden gateways to freedom, nor can
there be a full measure of freedom if either of these qualities be
lacking. Moreover, these qualities are cumulative in their relations to
one another. Self-reliance leads to and engenders self-support, and both
these underlie and condition self-respect. Or, to put the case
conversely, there cannot be self-respect in the absence of self-reliance
and self-support.

=Self-reliance.=--It would not be easy to over-magnify the influence of
the school that is rightly conducted in the way of inculcating the
quality of self-relian