ment, the lofty ideal. Once let the strength of the motive work, and it becomes the life task of the parent to guide and to shape the ideal; to raise it from resentment and revenge to dignity and self-respect, to breadth and accomplishment, to human service; to beat back every thought of cringing and surrender.
Here, at last, we can speak with no hesitation, with no lack of faith. For we know that as the world grows better there will be realized in our children's lives that for which we fight unfalteringly, but vainly now.
So much for the problem of the 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,
