Ward Hill, the Senior

by Everett T. Tomlinson

As Ward appeared somewhat mystified and looked questioningly at him, Mr. Crane continued, "The class work is important. You know I would be the last to belittle that. But there are many other things to be learned in a school like this. I have been here many years now, and I have had an opportunity to judge of the relative success of the boys as they have gone up to college and out into life, and I must say that many of my old standards of judgment have been revised."

"And you don't think that standing high in the class is first then?" said Ward eagerly.

"Yes, with you I do, Hill; but first, not all. I want to see every boy do his best, his particular rank in class then becomes a secondary matter. There are some boys who are older when they enter, or much more mature when they are of the same age as their fellows, and of course they do the work more easily and gain a higher standing without much effort. But some students show elements of growth and promise, and although they may not stand so high as some of the others, I can see by the very impetus they receive from working faithfully that they are bound to outstrip the others in the race of life. Then too, school work only tests a man on one side of his mental make-up. His memory may be strong and he may also be able to perceive and receive, but his ability to create or to carry out plans is not tested in the least, or to a very slight degree. So when he gets out into the world and finds that the world is much more prone to ask of him what he can furnish or add to the stock it already has, or what he can do in carrying out his plans, than it is to ask him about his ability to soak in as a sponge does, he doesn't know just what to make of it. Creative ability and executive ability are but slightly tested in school life, and these are the qualities of success far more than mere receptive power. I don't know that I make myself clear, using these long words," added Mr. Crane smilingly.

"I think I understand you," said Ward slowly; "but I'd never thought of it in that way before. I always thought if a fellow did well in school he'd be likely to outside."

"And so he will," said Mr. Crane quickly. "You see I didn't make myself clear after all. I think success in the main is in him, not in his surroundings, and if he has ability and exerts it in school it will tell there as well as in any other place. If a boy has ability and applies himself he will succeed in school if success is in him. But on the other hand, because a boy has the special kind of ability to succeed in school work it does not always follow that the same qualities will make his life-work a success. And that is the very reason why I am always glad to see a boy tested and meet the test on every side of his life, even while he is in school."

"And you think I have been tested?"

"Yes; and I think you are meeting the tests. School life and school work are two different things. I want not less of one but more of the other. The discipline of hard study is what you need, Hill; and you need also the discipline which only the boys can give you. No teacher can give it, however much he may try. It's life, not books. Now no discipline for the present seemeth to be joyous, but grievous. Nevertheless, afterward----"

"Yes, yes, I see," said Ward quickly. "And you think I am learning? Tell me honestly just what you think, Mr. Crane."

"I think you are learning and are doing well in the school life as well as in the school work," replied Mr. Crane cordially, as he rose from his chair, a signal which Ward at once understood.

CHAPTER XV