THE PHILOSOPHY OF MANUAL TRAINING. 151 



this same generosity and openness. We want to drink greedily of 

 this cup of life. We want to press it upon others, for it is good. 

 This is not alone the teaching of modern science. It is, as well, the 

 song of modern verse. 



Life in its fullness and totality means much. It means youth, 

 manhood, and old age. It means one day and all days. It means 

 the life of the body, that it shall be clean and sweet and wholesome; 

 it means the life of the intellect, that it shall be keen, inquisitive, 

 receptive, creative ; it means the life of the emotions, that they shall 

 be strong and deep and human. 



These needs of the complete man, these needs of the body, of the 

 mind, of the heart, must be recognized and gratified if life in its 

 fullness and totality is to be realized. Human nature is many-sided, 

 and in this consist its charm and its promise. !Not one of its many 

 sides may be neglected. As Spencer puts it, " The performance 

 of every function is in a sense a moral obligation." The social ideal 

 which philosophy and ethics press upon us is not that of an econom- 

 ical community, but rather that of a community touched with the 

 divine ungrudgingness, a community made up of men and women of 

 large needs, large appetites, large hearts, large capacities for receiv- 

 ing and giving pleasure, and in addition equally large opportunities 

 for gratifying to the full these many sides of an enriched human 

 nature. 



Do you realize that to-day nine tenths of our people, perhaps 

 more, are leading starved lives, and the pity of it is that they don't 

 even know that they are starved? It is the mission of social culture 

 to arouse these benumbed spirits, to set them on fire with the vision 

 of the complete life, to quicken the social conscience so that it shall 

 not rest content until these, our brothers and sisters, shall have drunk 

 to the full of the riches and glory of life. The social ideal of phi- 

 losophy and ethics has little to do with the economic law of supply 

 and demand, and much to do with the human law of need and ful- 

 fillment. To accomplish this end, to open to each soul the fullest 

 life of which that soul is capable, is manifestly the social purpose of 

 which education is the formal process. 



In deciding upon the type man and woman we wish to have 

 prevail, we assuredly stand at the parting of the ways. The more 

 definite and concrete ends appeal to practical minds, because they 

 seem the more attainable. But if, my friends, a careful analysis of 

 life shows — and I am sure that it does show — that these ends are 

 not the major ends, it is surely a poor victory to compass them and 

 to leave the major ends unessayed. 



We stand to-day in the midst of much educational activity. We 

 see a great deal of dull, routine work, but we also see many new 



