him from the torment of his fruitless speculations and regrets. Then, when she started to take up her bundle, having forgotten for the moment the compromising pieces of fencing, that stuck out and told their own tale plainly, he took a hand in helping her to get the heavy load upon her back, and held the wicket open for her as she passed out of the wood and took the narrow pathway leading to her cottage. He fol lowed her; and she was glad enough to have the chance to show him what repairs the old house needed: the bailiff told her that it would be cheaper to pay her rent for her in another parish than to give her all she claimed as "necessary repairs"; and there was truth in that too: but the landlord himself cared little enough for such economies, and listened, glad to be taken out of himself even for a moment. The children in the cottage were awed into silence, but the elder girl dusted a seat and offered it, while the children sat waiting for their tea. The old man told them to go on with their meal and praised the girl for the way the house was kept; he praised the tea-cake and asked to taste it, and then he took a cup of tea and then a slice of toast, and then he got to telling stories of his childhood for the children, and the daylight died as they sat round the fire, while the old man talked and the great kettle sang its song upon the hob. Later that night he sat before the fire in the old library and smiled a most unusual smile. The room was quiet, but the gloom was gone, and the old misanthrope himself wondered to feel no sense of solitude. The butler came and went, punctiliously performing his routine of little duties, and, glancing occasionally at his old master, thought "his time is not far off," and quietly went out to talk it over with the housekeeper. Indeed a change had come. It seemed to the old man, who sat so quietly in his accustomed place, that something strange had happened; a door had opened for him, and he saw a light in which the shadows melted, and the mists of memory and regret glowed with the colors of the sunset, and the heaven of his mind was ra diant with an afterglow that seemed to be the glorious entrance to a life where joy was life and all things were realities. LIGHT AND FINE The parents of little Tommy were struggling nobly to induce the youngster to repeat the letter "A." Now Tommy steadfastly refused to pronounce the first letter of the alphabet, and, after many vain efforts, the father retired from the fight discouraged. Mother, however, continued, and took the little one on her lap and pleaded with him very earnestly. "Tommy, why won't you learn to say 'A'?" she asked. “Because, mother," explained Tommy, "just as soon as I say 'A' daddy will want me to say 'B'." 黃黃 # SHE: "But I thought this restaurant was always crowded" He: "It usually is between seven and eight, but I believe in coming late to avoid the rush that comes early to avoid the rush." * * * "At one of our examinations," says a member of the faculty of a Wesern university, "a nervous student had been instructed to write out examples of the indicative, subjective, potential, and exclamatory moods. His efforts resulted as follows: "In a seaport town in the north of England," says one of our naval officers, "there dwells a wealthy but illiterate man who owns many vessels and follows their course over the seas by the aid of a large atlas and a big magnifying-glass. "I have just had a letter,' he once said to a neighbor, 'from one of my captains, and he tells me that he's been in a fearful storm, I'll read you from this letter something that puzzles me. He says: "The waves rose like mountains. We were driven before the wind to the danger of our lives and put into great jeopardy." 66 'What I want to know,' said the shipowner, 'is, where is Great Jeopardy? It's somewhere in the Mediter ranean, but I can't find it on this map anywhere." " *** After all is said and done, more is said than done. NEW OUTLOOK expected present from above which he has to receive with joyful thanks and adore it. In such events man has often to be looked at as a tool, a vessel found worthy of the receipt of divine influence. Schopenhauer 1766-1838. How few are thinking right of those who think little. How many never think, who mean they are thinking. Carlyle 1795-1887. The thought of man is the real miraculous virtue by which man works. All what he does and advances is the cover of a thought. Tennyson 1809-1892. Think rightly. A good day is following the thought. Clifford Harrison 1831. A thought which seized roots is like a living plant and will grow like a plant. Ralph Waldo Trine 1890. May all evil flee the good G And all weakness yield the power. For the thought benefits the human mind If finally it gets in unity with God. Proverbs 23:7 As he thinketh in his heart so is he. Mathew 15:19-20 For out of the heart proceed evil thoughts, murders, adulteries, fornications, thefts, false witness, blasphemies. These are the things which defile a man: but to eat with unwashen hands defileth not a man. Luke 9:47 And Jesus, perceiving the thought of their heart, took a child and set him by him. Galatians 6:3 For if a man think himself to be something, when he is nothing he deceiveth himself. 1 Corinthians 3:20 And again the Lord knoweth the thoughts of the wise, that they are vain. NOT A NATION, not a people, nor the most abject tribe, but after their own fashion has believed in an Unseen God, the First Cause of unerring and immutable laws, and in the immortality of our spirit. No creed, no false philosophy, no religious exaggerations, could ever destroy that feeling. It must, therefore, be based upon an absolute truth. -H. P. Blavatsky Book Reviews ALBERT CROISSANT THE EDUCATIONAL PHILOSO- and non-violence. Only men and PHY OF MAHATMA GANDHI By M. S. Patel. Navajivan Publishing House-Ahmedabad. (Housmans Bookshop, 10s. 6d.). "Ghandi looked to education as a means of establishing the social order of his conception." This quotation is the key to the book review. We in Britian are used to the idea that our educational system is a reflection of our social concepts and changes with them. The idea that we should first determine what our social order should be and then devise an educational system through which it might come about, is perhaps new. It is the chief value of this book that it expounds so fully and clearly how Gandhi proposed to put the idea into practice, though it leaves unanswered our obvious query whether it could be applied in a country where there exists already a well-established system of compulsory education with deep-rooted traditions. The social order which Gandhi contemplated is one built on truth women trained to base their lives on these principles can bring about such a social order. It is at this point, perhaps, that Gandhi's teaching has its most universal application the necessity of spiritual regeneration leading to a new relationship between individuals and groups as the only way for the world out of its presentday madness. It is for each nation to decide how best to apply this universal principle. For India, Gandhi's solution was "Basic Education" and two of the most interesting chapters of this book deal with the "Warha" scheme which is the practical working out of the original idea. Through the total, integrated life of the schools, the way of life for India must be taught. The growing child must be prepared for the place he will occupy in a just and moral society, free from exploitation; his character must be formed in the light of the requirements of such a society. The school must be an organized society engaged in some fruitful activity; this fruitful activity, in NEW OUTLOOK |