ing I know, that, whereas I was blind, now I see," and no
cabalistic marks in a grade-book can express the value of the change
indicated by that statement.

The sluggard deems the sunrise an impertinence because it disturbs his
morning slumber; but such a change may be wrought in him as to cause him
to stand in reverence before the very thing he once condemned. The
sunrise, once an affront, is now nothing less than a miracle, and he
stands in the sublime presence with uncovered and lowered head. He is a
reverent witness of the re-birth of the world. An hour ago there was
darkness; now there is light. An hour ago the world was dead; now it is
gloriously alive. An hour ago there was silence; now there is sound of
such exquisite quality as to ravish the soul with delight. As the first
beams of sunlight come streaming over the hills, ten thousand birds join
in a mighty chorus of welcome to the newborn day and the world is flooded
with song; and the whilom sluggard thrills under the spell of the scene
and feels himself a part of the world that is vibrant with music. Can it
be denied that this man is all the better citizen for his ability to
appreciate the wonderfulness of a sunrise?

But while we extol and magnify the quality of appreciation, it is well to
note that it cannot be superinduced by any imperial mandate nor does it
spring into being at the behest of didacticism. It can be caught but not
taught. Indeed, it is worthy of general observation that the choice things
which young people receive from the schools, colleges, and normal schools
are caught and not taught, however much the teachers may plume themselves
upon their ability to impart instruction. Education, at its best, is a
process of inoculation. The teacher is an important factor in this process
of generating situations that render inoculation far more easy; and we
omit one of the most vital things in education when we refer only to the
teacher's ability to "impart instruction." The pupil gets certain things
in that room, but the teacher does not give them. The teacher's function
is to create situations in which the spirit of the pupil will become
inoculated with the germs of truth in all its aspects. If he could give
the things that the pupils get, then all would share alike in the
distribution. If the teacher could impart instruction, he certainly would
not fail to lift all his pupils over the seventy-five per cent hurdle.

If instruction or knowledge could