for him to take and keep
all that he can; but that he is one of a great fellowship of emotions
and interests, and that his happiness depends upon his becoming aware
of this, while his usefulness and nobleness must depend upon his
disinterestedness, and upon the extent to which he is willing to share
his advantages. The teaching of civics, as it is called, may be of
some use in this direction, as showing a boy his points of contact
with society. But no instruction in the constitution of society is
profitable, unless somehow or other the dutiful motive is kindled,
and the heroic virtue of service made beautiful.

When then I speak of the training of the imagination, I really mean
the kindling of motive; and here again I claim that this must be based
on a boy's own experience. He understands well enough the possibility
of feeling emotion in relation to a small circle, his home and his
immediate friends. But he is probably, like most young creatures, and
indeed like a good many elderly ones, inclined to be suspicious of all
that is strange and foreign, and to anticipate hostility or
indifference. What he would willingly share with a relation or friend,
he eagerly withholds from an outsider. To cultivate his imaginative
sympathy, to give him an insight into the ways and thoughts of other
men, to show to him that the same qualities which evoke his trust and
love are not the monopoly of his own small circle--this is just what
must be taught, because it is exactly what is not instinctively
evolved.

The training of the imagination then is a deliberate effort to
persuade the young to believe in the real nobility and beauty of life,
in the great ideas which are moulding society and welding communities
together. It cannot be done in a year or a decade; but it ought to be
the first aim of education to initiate the imagination of the young
into the idea of fellowship, and to make the thought of selfish
individualism intolerable. It is not perhaps the only end of
education, but I can hardly believe that it has any nobler or more
sacred end.

IV

RELIGION AT SCHOOL

By W. W. VAUGHAN

The Master of Wellington College

"After all, how seldom does a Christian education teach one anything
worth knowing about Christianity." These are the words of a man whom
the public schools are proud to claim, a man who has seen Christian
education, whether given in the elementary or in the secondary schools
tested by the slow fires of