SCIENCE 



[Vol. LV, No. 1426 



its special fields and great provinces, and as a 

 whole, two processes stand forth, namely, ex- 

 tension and consolidation, specialization and 

 generalization. The vitalizing factors in these 

 are: indi\-idnal thought, and collective thought. 



A\T3ether one follows the theory of evolution 

 or accepts the teaching of the book of Genesis, 

 he must contemplate the beginnings of intellec- 

 tual growth in the individual. Individual 

 thought precedes collective thought. Individu- 

 alism, in the abstract, postulates that each 

 human being may live to the fullest extent his 

 own life as he wills. According to Biblical 

 history it attained its greatest development 

 with the first inhabitant of the earth but did 

 not reach its ideal. The family embodies the 

 first step in the growth of collective thought; 

 and as the family grows individuality becomes 

 restricted. Here and there it breaks away 

 from the common modes of thought and action 

 and asserts itself in differences so pronounced 

 that one member becomes a genius while an- 

 other becomes a black sheep — a Rocail and a 

 Cain. Rocail erects a sepulchre adorned witli 

 statues of various metals, made by talismanie 

 art, which move and speak and act like living 

 men. Cain becomes jealous and envious of 

 Abel and murders him. 



Community life further accentuates common 

 thought and is necessary for the preservation 

 of mankind; but with its growth, individuality 

 is again repressed. Through the ever increas- 

 ing restrictions brought about by unity of pur- 

 pose and organization, individuality is forced 

 toward the average. Ideas either destructive 

 or constructive must go up or down to the 

 level of common thought. Great leaders, — 

 philosophers, statesmen, and scientists, — have 

 been those who have resisted these equalizing 

 forces. Now and then a voice cries out : "Here 

 am I lone wanderer in endless search of myself. 

 For a3ons I have been searching from star to 

 star down the ages until I chanced this way. . . 

 I love the idea of equality, fraternity, democ- 

 racy, but I must soon leave this crowd and 

 wander on until I come to the kingdom of my 

 solitary soul." He who explores ways of 

 thought or action far ahead of his contempo- 

 raries must have an inner world in which he 

 passes long and solitary hours. If he be en- 



gaged in scientific experimentation, in an un- 

 known land with neither map nor sign post, 

 he may lose his sight as did Bunsen, or his 

 life as did Lazear. 



If the development of individuality be ig- 

 nored one of the greatest forces in the progress 

 of mankind is lost to the world. On the other 

 hand, the principle of collectivism underlies 

 our entire social organization. It develops a 

 general bond of likeness Ijetween the one and 

 the many; it makes the individual a part of 

 the whole; it leads to similaritj-, equality, fra- 

 ternity, democracy. It enables us to move in 

 companies, regiments, battalions, divisions, 

 and armies. Without it, a nation sinks into 

 oblivion and a world may be lost. Without 

 individualism the same is true. A commander- 

 in-chief, a great field marshal, is as necessary 

 as the anny. A million souls submerge their 

 individuality for a common pui'pose, but each 

 cries out, Where am I going? What am I 

 doing? What I have in my.self is moribund. 

 I am phj'sically an automaton, and intellec- 

 tually boots, boots, lx>ots. 



The child accepts life as it is; it sails in a 

 ship over seas that are calm; it knows naught 

 of the larder, ballast or sails; the length of 

 the voyage; the course or the destiny. Its life 

 is in another's keeping; its own life is un- 

 known; nothing stirs from within. The youth 

 thinks of the ship; the voyage; the sti-ange 

 lands which bid him come. Self is beginning 

 to assert itself; something stirs from within. 

 Maturity builds a ship, carefully equips it, 

 and sets forth on an uncharted ocean in cjuest 

 of a new world. Something within takes pos- 

 session of the heart and soul and guides every 

 act. 



Education is the bringing out of something 

 fiom within; not the forcing of something in 

 from without. Its emblem was written by an 

 unknown hand on the walls of Delphi — ■ 

 "Know thyself." It is this something within; 

 the personality, the essential self, . the indi- 

 vidual which must receive greater considera- 

 tion in our schools. What I have in common 

 with others is best developed by the school. 

 What is mine and mine alone can not go to 

 school with any one but it can be stimulated, 

 intoxicated, liberated. 



