SCHOOL ORGANIZATION AND INSTRUCTION 133 



part in the debate of every question that relates to human welfare. 

 It is only by the most active participation in public affairs that he can 

 keep himself in proper training for the task of teaching the people's 

 children. 



The coming era of education will be marked, not by its material 

 resources, but by its teachers. Our school houses are good enough; 

 now let there be trained teachers, then we shall have schools. Such 

 teachers will be equipped, of course, with knowledge; but above all 

 they will be trained in discernment — in the power to see and appre- 

 ciate the fundamental things of human growth and in its output of 

 character. They too must work with the children, not alone for them, 

 and be creative; to create they too must be free. The present system 

 that grinds and chafes at every move was developed under archaic 

 ideals; it has become antiquated and in large measure useless. The 

 organization of the schools must grow out of the professional necessities 

 of the teachers, the greatest of which is that even the poorest shall be 

 free to put the best of himself into his work. Under such conditions 

 every teacher and every child will become a positive creative moral 

 force in the upbuilding of the social structure. 



