VII

The sum of the matter then is this, that the test of a true democratic education lies in the quality and power of the social vision it evokes in the growing child, in the measure of power and capacity it gives to the child to share in the realisation of the vision, and in this sharing to give to the child the inspiring and joyous promise of personal self-fulfilment. Here we have tried only to sketch in very rough and fragmentary outline what would appear to be the temper and the general configuration of such an educational process; and much has been omitted which naturally belongs to a full discussion of the subject. Of the place of dramatic and symbolic activities in education, generous notice should be taken in any extended treatment, for it is obvious, first of all that the dramatic and the symbolic make a peculiar appeal to the child, and second, that the social enthusiasm which it is our desire to quicken can be quickened more effectively in no other way. There is one point, however, upon which it might serve an immediate purpose to dwell. The graduation ceremony in an American school provides a fitting close to a school career; it rounds it off with dignity and solemnity. But something more than this should be done—whether on leaving school or college or trade school—in order to impress upon the individual that he is passing into another world demanding other and more responsible service. Some solemn ceremonial of initiation into the rights and responsibilities of citizenship, accompanied by every circumstance of gravity and reverence, should furnish the fitting close to the period of training. At present we slip out into the business of life in a ragged insignificant way. Our entry upon responsible citizenship should be signalised by a great public observance which should serve the purpose not only of launching the youth upon his course in life, but also of reminding the rest of the community of its vows and its obligations to the common life.[[58]]

[58]. This discussion closes without any attempt to deal with the problem of education beyond the school age. The office of the University in democratic development is obviously large and important; but here again the writer confesses his inability to handle the subject adequately with any degree of confidence. Valuable suggestions concerning the social ministry of the University may be found in The Coming Polity, by Patrick Geddes and Victor Branford, especially in the chapter on “The University Militant.”

HEADLEY BROS., ASHFORD, KENT & 18 DEVONSHIRE ST., E.C.2.