94 MASSACHUSETTS HORTICULTURAL SOCIETY. 



that works with automatic perfection. Whether this nicely 

 adjusted instrument produces good or evil results will depend 

 upon the human operators. As are the ideals and ideas of man, 

 so will be the work made manifest. Hence, reformers in all ages 

 have been forced, in the last analysis, to see that human regenera- 

 tion rests with the individual ; that the problem is to substitute 

 unselfish effort in the service of others, for the selfish struggle 

 that seizes everything for one's self. 



The settlement of industrial troubles, then, depends largely 

 upon the emphasis j^laced upon human wealth as opposed to 

 material wealth. As Dr. Henderson so well says, "we need men 

 and women with strong and beautiful bodies, with well-trained 

 heads and hands, with tender and compassionate hearts." If our 

 schools could produce this type of men and women there would 

 be no industrial struggle. Education therefore is the most potent 

 factor in the solution of the problem. 



We hear much of the old and the new education. The ideal 

 of the old is external repression ; that of the new is internal expres- 

 sion. The difference arises from the emphasis placed upon thought 

 and expression, or, in other words, upon knowledge and character. 

 These functions are inseparable and the struggle today is due to 

 an effort to unite that which should never have been separated. 

 If education be defined as the expansion of consciousness, it is 

 freed from the narrow limitations of the schoolroom and the lab- 

 oratory and applies to the adult as well as to the child. 



In the savage, pastoral, and agricultural stages of civilization, 

 knowledge rested upon experience, instead of being acquired by 

 the indirect method of books. The conditions of life made it 

 impossible to divorce thought and expression. Since the chil- 

 dren of today will be the men and women of tomorrow, we must 

 train them to be natural men, with a loyal faith in their instincts, 

 instead of being parrots of other men's thinking. This requires 

 a new educational ideal. The Indian child was taught to use the 

 bow and arrow, to ride the pony, and learned the secrets of the 

 forest. So, too, the little red schoolhouse, sacred to the three R's 

 met the need of the agricultural stage of civilization, because 

 domestic production called forth the activities of the child out of 

 school hours. In this industrial age, both home and business life 



