should not "go to work for a living"?

The progress of the world, up to the present hour, has always meant
the larger and still larger freedom of the individual. This freedom
has always had its evils. So all life has its disadvantages. But only
a few people, in any generation, believe in suicide as a cure.
Nationalism, freely chosen, would be the murder of liberty and social
suicide. When people have thought about it enough to comprehend its
meaning, they will choose to bear what ills they must, and seek some
more helpful method of cure, rather than adopt such an "heroic"
treatment as kills the patient in the hope of getting rid of the
disease.

INDIVIDUALITY IN EDUCATION.

BY PROF. MARY L. DICKINSON.

In this day of multiplied facilities for education, a day when
training begins with the kindergarten and ends in what is called
"higher education" both for men and women, the thoughtful observer is
constantly confronted by the question, why are not the people
educated? It is quite true that a great many people are; that very
many more believe they are; and still more believe the day is coming
when they are to _be_ educated in the broad and liberal sense of the
word. Our systems, founded upon the old scholastic idea, are generally
considered satisfactory, and any failure that may be observed in
results is attributed to the fact that, in particular cases, they have
not yet had time or opportunity for successful operation. And yet,
year after year, we are passing through the mills of our public
schools and colleges multitudes of minds that come out like travellers
who climb to the top of every high tower in their journey, because
they will not come home without being able "to say they have done it."

Apparently, too many of our students go through their course for no
better reason than to _say_ they have done it. There are grand and
noble exceptions, but these are generally among those who do not care
to SAY anything about it. The great majority, however, come forth in
the mental condition of the man, who laboriously climbs step by step
of the tower, takes his bird's-eye view of the field of learning,
accepts the impressions made upon his mind by the vast picture and the
vast mixture, and comes down to his own level again with no more real
knowledge of that at which he has glanced than has the traveller who
has taken a glimpse from the heights which he climbed, because the
guide-book said this was "the thing t