POWELL] SOCIOLOGY LXXVII 



who supposes that he can teach languag-e without teaching the 

 nature of the knowledge to be expressed will fail utterly. So 

 that the teaching of language or expression resolves itself into 

 teaching the best method of expressing judgments and con- 

 cepts, and. before expression can be taught the nature of these 

 judgments and concepts must be understood, that knowledge 

 and habit of correct expression may be inculcated. The 

 organizations which are designed to secure expression are 

 therefore the common schools of the country, or, as they are 

 often designated, the grammar schools of the country, includ- 

 ing the modern organization of kindergartens. 



High schools, colleges, and ^mi^■ersities consider the knowl- 

 edge obtained to be their purpose, yet the}' do not neglect 

 expression; in fact, it is onl}- of late years that knowledge has 

 become their j^rimary purpose, and expression but an ancillary 

 purpose. Originally such schools were organized for the study 

 of the languages in which knowledge was buried, and their 

 purpose seemed to be expression rather than knowledge. 



CJommon schools are not the only corporations for expres- 

 sion ; there are schools or clubs of oratory and many literary 

 clubs whose function is to train in expression rather than to 

 derive pleasure from literature. 



Corporations for the purpose of ohtaining knowledge. There 

 are many corporations of this character, and to properly set 

 them forth we must touch them with the wand of pentalogy. 

 Classified in this manner, they become corporations for instruc- 

 tion in the knowledge relating to pleasure, welfare, justice, 

 expression, and opinion. Thus fine-art schools are organized 

 to promote a knowledge of the arts of pleasure, industrial 

 schools to promote the arts of industrv. We may pause here 

 to note how the schools of industrj^ are classified. (1) There 

 are schools of substantiation, sucli as schools of agriculture 

 and schools of mining; (2) there are schools of construction, 

 such as schools of manual training; (3) there are schools of 

 technology, which are schools of mechanics; (4) there are 

 business schools, undei- various names, which are schools of 

 training in commerce; finally, (5) there are medical schools. 

 Returning to the principal series, we find schools of justice; 



