5. When the Unifying Principle is discovered, refrain from trying to force everything to attach itself to it. Let things attach themselves in their way as they are sure to do in due time and grow upon it. Let the mind be trusted. Let it not be always ordered around, thrust into, or meddled with. The making of a man, like the making of a work of art, consists in giving the nature of things a chance, keeping them open to the sun and air and the springs of thought. The first person who ever said to man, “You press the button and I will do the rest,” was God.
The emphasis of art in our modern education, of the knack or science or how of things, is to be followed next by the emphasis of the art that conceals art, genius, the norm and climax of human ability. Any finishing-school girl can out-sonnet Keats. The study of appearances, the passion for the outside has run its course. The next thing in education is going to be honesty, fearless naturalness, upheaval, the freedom of self, self-expectancy, all-expectancy, and the passion for possessing real things. The personalities, persons with genius, persons with free-working, uncramped minds, are all there, ready and waiting, both in teachers and pupils, all growing sub rosa, and the main thing that is left to do is to lift the great roof of machinery off and let them come up. The days are already upon us when education shall be taken out of the hands of anæmic, abstracted men—men who go into everything theory-end first. There is already a new atmosphere in the educated world. The thing that shall be taught shall be the love of swinging out, of swinging up to the light and the air. Let every man live, the world says next, a little less with his outside, with his mere brain or logic-stitching machine. Let him swear by his instincts more, and live with his medulla oblongata.
VI
An Inclined Plane
“This is a very pleasant and profitable ideal you have printed in this book, but teachers and pupils and institutions being what they are, it is not practical and nothing can be done about it,” it is objected.
RESPECTFULLY SUBMITTED
1. There is nothing so practical as an ideal, for if through his personality and imagination a man can be made to see an ideal, the ideal does itself; that is, it takes hold of him and inspires him to do it and to find means for doing it. This is what has been aimed at in this book.
2. The first and most practical thing to do with an ideal is to believe it.
3. The next most practical thing is to act as if one believed it. This makes other people believe it. To act as if one believed an ideal is to be literal with it, to assume that it can be made real, that something—some next thing—can be done with it.
4. It is only people who believe an ideal who can make it practical. Educators who think that an ideal is true and who do not think it is practical do not think it is true, do not really know it. The process of knowing an ideal, of realising it with the mind, is the process of knowing that it can be made real. This is what makes it an ideal, that it is capable of becoming real, and if a man does not realise an ideal, cannot make it real in his mind, it is not accurate for him to say that it is not practical. It is accurate for him to say that it is not practical to him. The ideal presented in this book is not presented as practical except to teachers who believe it.
5. Every man has been given in this world, if he is allowed to get at them, two powers to make a man out of. These powers are Vision and Action. (1) Seeing, and (2) Being or Doing what one sees. What a man sees with, is quite generally called his imagination. What he does with what he sees, is called his character or personality. If it is true, as has been maintained in the whole trend of this book, that the most important means of education are imagination and personality, the power of seeing things and the power of living as if one saw them, imagination and personality must be accepted as the forces to teach with, and the things that must be taught. The persons who have imagination and personality in modern life must do the teaching.