3. To make all men live in an atmosphere of sweetness

and light.

4. Free use of ideas without being bound by them. Mathew Arnold, "Discourses in America," p. 101.

5. The power of conduct.

6. The power of intellect and knowledge. 7. The power of beauty.

8. The power of social life and manners. Huxley, "Science and Education," p. 86.

9. Body the ready servant of the will.

10. Intellect a clear, cold logic machine.

11. Knowledge of the great and fundamental truths of nature and the laws of her operations.

12. One full of life and fire-but controlled.

13. Love of beauty.

14. Hate of vileness,

15. Respect of others as himself.

Huxley, "Science and Education," chap. 12.

16. Means and habit of observation.

17. Subject matter of knowledge.

Dewey, John, "Democracy and Education," chap. 7. 18. Industrial competency.

19. Civic efficiency.

20. Expanding the accuracy of one's perception of meanings.

21. Thought a guide of free practice for all.

22. Leisure a reward of accepting responsibility for service.

Flexner, A., "A Modern School."

23. Fundamental tools of knowledge.

24. To know, to care about, and to understand the world

one lives in, physical and social.

25. Cultivate interests, senses, and practical skill.

26. Know the significance of what is perceived and done. Snedden, "What of a Liberal Education."

27. Not in the things of the past, but in those of the present, should liberal education find its beginnings as well as its results.

"Cardinal Principles of Secondary Education."

28. Shape both individual and society toward ever nobler ends.

29. Health.

30. Command of fundamentals.

31. Worthy home membership.

32. Vocation.

33. Citizenship.

34. Worthy use of leisure.

35. Ethical character.

We now have before us all the parts for the assembly. It becomes our task to put these factors together and to arrive by induction at some ideas of a liberal education. Let us first attempt to evolve statements concerning: (1) Education and the Training of the Individual; (2) Social Efficiency; (3) General Education; (4) Specialization. We have made tables under which we have listed the factors mentioned above. We can then consider the factors that come under each heading, and by inspection we can evolve statements concerning the four points above, which have in them a recognition of most of the factors listed.

Training of the Individual.

1. Free use of ideas without being bound by them.

2. The power of beauty.

3. The power of intellect and knowledge.

4. Power of conduct.

5. Body the ready servant of the will.

6. Intellect a clear, cold, logic machine.

7. One full of life and fire, but controlled. 8. Love of beauty.

:

9. Hate of vileness.

10. Respect of others as himself.

11. Means and habit of observation.

12. Expanding range and accuracy of one's perception of meanings.

13. Know significance of what is perceived and done.

14. Ethical character.

15. Worthy use of leisure.

Social Efficiency.

1. Do away with classes.

2. Make all men live in an atmosphere of sweetness and light.

3. Social life and manners.

4. Civic efficiency.

5. Leisure reward of accepting responsibility for service. 6. Utilization on a high social plane.

7. Worthy home membership.

8. Citizenship.

General Education.

1. To make the best that has been thought and known current everywhere.

2. Human letters and science.

3. Knowledge of the great and fundamental truths of Nature and the laws of her operations.

4. Subject matter of knowledge.

5. Thought a guidance of free practice for all.

6. To know, to care about, and to understand the world he lives in.

7. Fundamental tools of knowledge.

8. Things of the present.

Specialization.

1. Industrial competency.

2. Practical skills.

3. Vocation.

Now, by taking the factors in the tables into consideration, we may attempt to build definitions of the main heads. We present the following:

Training of the Individual.

An individual should be given by the school desirable qualities of character, conduct and aesthetic appreciation, command of the body, and a mind that (in the degree to which it is possible) can efficiently function in life situations, that can expand and grow, and that can use ideas without being bound by them.

Social Efficiency.

Individuals should be given by the school methods of cooperating harmoniously and progressively with other individuals in home, city, state, country and world.

General Education.

General education should teach one "to know, to care about, and to understand the world he lives in"; "should make the best that has been thought and known current everywhere"; and should teach the necessary mechanical fundamentals to make this possible.

Specialization.

An education should make one able to earn his living by means most adapted to his abilities.

Let us try to condense the factors still further, and build a single definition of a liberal education. Under the heading of Mastery of Self we can put down health, control of instinctive tendencies, efficient use of brains, and appreciation of the aesthetic. These factors are inclusive of what has been listed. Under the heading Live With His Fellows, we can put government, social understanding, and perhaps worthy use of leisure. Under the heading Contribute to the Material Progress of the World, we can list a vocation and knowledge of how best to apply a vocation.

We now can say-not from mere personal opinion, but from a study of what many have said that a liberal education should teach one how to master himself, how to live with his fellows, and how to contribute efficiently to the material progress of the world.

Mathew Arnold would probably question the function of a liberal education in contributing to the material progress of the world. He was too interested in "sweetness and light" to think of sacks of grain and piles of lumber. It was chiefly the individual that counted with him,-the individual and his fellows, but not the hum of producing machines.

Huxley's definition does not mention contributions to the material progress of the world, but his sympathy with the Workingmen's College leads us to believe that he did recognize the necessity of material contributions. His chief outlook, however, seems, like Arnold's, to be individualistic.

Scan again the definitions of a liberal education given by Dewey and the American writers. They emphasize the social phase of education and the necessity of living in the present. A vocation is also appreciated.

It seems to the writer that all the opinions on a liberal education (save the Cardinal Principles) are colored by the mental attitude of the writer at the moment. He lived and ate and thought. He passed through a certain type of training, or he branched away from a certain type, and then sat down and wrote his ideas of a liberal education. What a wonderful statement made by Arnold! Sweetness and Light!

What a keen argument Huxley has devised! And what a world-influencing contribution Dewey has made. Each tells what education should be,-what the teachers should do to the children of the land in order to make their particular philosophies work. Noble educational philosophies, noble men, and noble times! If the writer had a philosophy of life, he too would give his philosophy of education in order to make another noble (?) contribution to the ideas of the world!