, in the home, and in the forum betoken the
presence or absence of integrity. It follows, then, as a corollary that,
if we hope to have in the stream of life that we call society the elements
that make for a high type of civilization we must have integrity at the
source; and with this quality at the source these elements will inevitably
issue forth into the life currents. This being true, we have clear warrant
for the affirmation that integrity is a worthy goal toward which we do
well to direct the activities of the school.

Integrity in its large import implies physical soundness, mental
soundness, and moral soundness. In time we may come to realize that
physical soundness and mental soundness are but sequences of moral
soundness, or, in other words, that a sound body and a sound mind are
manifestations of a right spirit. But, for the present, we may waive this
consideration and think of the three phases of integrity--physical, mental
and moral. If, at the age of eighteen years, the boy or girl emerges from
school experience sound in body, in mind, and in spirit, society will
affirm that education has been effective. To develop young persons of this
type is a work that is worthy the best efforts of the home, the school,
the church and society, nor can any one of these agencies shift or shirk
responsibility. The school has a large share of this responsibility, and
those whose duty it is to formulate a course of study may well ask
themselves what procedure of the school will best assist the child to
attain integrity by means of the school activities.

In our efforts to generate this quality of integrity, or, indeed, any
quality, it must be kept clearly in mind every day and every hour of the
day that the children with whom we have to do are not all alike. On the
contrary, they differ, and often differ widely, in respect of mental
ability, environment, inheritances, and native disposition. If they were
all alike, it would be most unfortunate, but we could treat them all alike
in our teaching and so fix and perpetuate their likeness to one another.
Some teachers have heard and read a hundred times that our teaching should
attach itself to the native tendencies of the child; yet, in spite of
this, the teacher proceeds as if all children were alike and all possessed
the same native tendencies. Herein lies a part of the tragedy of our
traditional, stereotyped, race-track teaching. We assume that children are
all alike, that t