e home and our own dark children. Now let
us look beyond the pale upon the children of the wide world. What is the
real lesson of the life of Coleridge-Taylor? It is this: humanly
speaking it was sheer accident that this boy developed his genius. We
have a right to assume that hundreds and thousands of boys and girls
today are missing the chance of developing unusual talents because the
chances have been against them; and that indeed the majority of the
children of the world are not being systematically fitted for their life
work and for life itself. Why?

Many seek the reason in the content of the school program. They
feverishly argue the relative values of Greek, mathematics, and manual
training, but fail with singular unanimity in pointing out the
fundamental cause of our failure in human education: That failure is due
to the fact that we aim not at the full development of the child, but
that the world regards and always has regarded education first as a
means of buttressing the established order of things rather than
improving it. And this is the real reason why strife, war, and
revolution have marked the onward march of humanity instead of reason
and sound reform. Instead of seeking to push the coming generation ahead
of our pitiful accomplishment, we insist that it march behind. We say,
morally, that high character is conformity to present public opinion; we
say industrially that the present order is best and that children must
be trained to perpetuate it.

But, it is objected, what else can we do? Can we teach Revolution to the
inexperienced in hope that they may discern progress? No, but we may
teach frankly that this world is not perfection, but development: that
the object of education is manhood and womanhood, clear reason,
individual talent and genius and the spirit of service and sacrifice,
and not simply a frantic effort to avoid change in present institutions;
that industry is for man and not man for industry and that while we must
have workers to work, the prime object of our training is not the work
but the worker--not the maintenance of present industrial caste but the
development of human intelligence by which drudgery may be lessened and
beauty widened.

Back of our present educational system is the philosophy that sneers at
the foolish Fathers who believed it self-evident, "that all men were
created free and equal." Surely the overwhelming evidence is today that
men are slaves and unequal. But is