teaching.

6. Parents and others who believe in imagination and personality as the
supreme energies of human knowledge and the means of education, and who
have children they wish taught in this way, are going to make
connections with such teachers and call on them to do it.

7. Inasmuch as the best way to make an ideal that rests on persons
practical is to find the persons, the next thing for persons who believe
in an ideal to do is to find each other out. All persons, particularly
teachers and parents, in their various communities and in the nation,
who believe that the ideal is practical in education should be social
with their ideal, group themselves together, make themselves known and
felt.

8. Some of us are going to act through the schools we have. We are going
to make room in our present over-managed, morbidly organised
institutions, with ordered-around teachers, for teachers who cannot be
ordered around, who are accustomed to use their imaginations and
personalities to teach with, instead of superintendents. We are going to
have superintendents who will desire such teachers. The reason that our
over-organised and over-superintended schools and colleges cannot get
the teachers they want, to carry out their ideals, is a natural one
enough. The moment ideal teachers are secured it is found that they have
ideals of their own and that they will not teach without them. When
vital and free teachers are attracted to the schools and allowed fair
conditions there, they will soon crowd others out. The moment we arrange
to give good teachers a chance good teachers will be had.

9. Others will find it best to act in another way. Instead of reforming
schools from the inside, they are going to attack the problem from the
outside, start new schools which shall stand for live principles and
outlive the others. As good teachers can arrange better conditions for
themselves to teach in their own schools, wherever practicable this
would seem to be the better way. They are going to organise colleges of
their own. They are going to organise unorganised colleges (for such
they would be called at first), assemblings of inspired teachers, men
grouping men about them each after his kind.

Every one can begin somewhere. Teachers who are outside can begin
outside and teachers who are within can begin within. Certainly if every
teacher who believes something will believe deeply, will free himself,
let himself out with his belief, act o