Not that the influence of the school is harmful-the public school experience is one of those things which is essential for a child. Social intercourse is one of the most necessary experiences one can have. Daughters should grow up self-helpful, to be just and kind, to be strong and help fight the battles of the today-woman. It is absolutely essential in modern life that our boys and girls should face the duties of life and learn their responsibilities-learn to hold their own in the struggles of life. The untrained, ignorant-mind has no place in the economies of modern-life.

The point is that the influence of the school is different from that of the home. The day our babe enters school it ceases to be our absolute personal child and becomes a public-asset. The heart of the mother knows that the child who starts forth to school, that it may be educated, leaves babyhood at home.

Gone!

Gone, from mother forever, out into the cruel-world! No more little red-plaid dresses and those baby-curls of joy. Gone, from under mother's immediate loving care. Oh, our lost baby! If you could only come back to us again, come back from the stream that is carrying you away!

How many of us mothers look back to these first schooldays with sadness and bitter woe. For it was from these days that we date our child's fertile mind becoming peopled with the lewd stories of school, of street, and barnyard, to which he, in his ignorance, intently listened; returning to them over and over, in thot, reproducing, more and more, of their poisonous viciousness, searching for others of like character; a pure child-mind feeding on carrion. These evil thot-germs take root in the very soil of our pure child-soul and stunt its spiritual-growth. Were the thots and actions of the past and today without influence in the future,-could we sweep them out of the memories of our children, we could hope to turn their minds about, train their thot-forces into spiritual-culture, and save them endless woe. But, impossible! for they have thus fastened their dark Karma upon themselves.

WORD EDUCATION MEANS

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This must be outlived in pain and sorrow. Not only do these corrupt thots, actions and habits re-act as outbursts of emotion and passion, but they deal secretly with the immortal mind, inter-meddling with the Will itself, ever after affecting the way of looking at life. The immortalmind—the inward looking nature has been influenced, the character tainted. The mortal-mind paints things in its own outward-light. It is this that crushes the mother's hope. She wonders why her child's finer sensibilities of affection and companionship are dulled-why his bygone delights of attention to her wants and needs no longer give him joy, but vex and irritate him. This we call going to school-getting an education. As Walt Whit

man truthfully says:

"There was a child went forth every day,

And the first object he looked upon, that object he became; And that object became a part of him for many years, or stretching cycles of years. "

The word Education Means To Draw Out. It is not a 'stuffing,' a 'pouring in,' a 'sealing up' process of useless things, but growth from within, self-development, evolution. The only thing a parent or nation can give youth is the Right Kind of a Chance to Grow Phys ically, Mentally and Spiritually, at the same time, to unfold and enrich his life with the blended gifts of thinking, working brains and hands, thus capitalizing him with priceless wealth that will grow into a greater treasure as it is handed on down thru the ages. Parents leave no better legacy to the world than well-bred and well-educated children. The child is the greatest single factor in the present evolution. Preparing its soul, for coming incarnations, is one of the greatest privileges of Parenthood. "Let there be light" is the Grandest Commandment On Record.

Parents cannot give a child an education. We can only create the proper surroundings and chance for the child to grow. Some one has said:

"The majority of

people seem to think that education means a process by which the top of the student's head is taken off and into the empty-space is poured some Latin, some Greek, a little Rhetoric, some Music to give culture; a dose of Mathematics for practicability, and so on, until the empty head-space is full. After carefully sealing the head the student is set free and altho his head is stuffed so full that it aches, he is turned loose into the world as a Finished Product Of Education."

"John has been to school to learn to be a fool." The knowledge of the colleges is good so far as it goes, but this head-learning of eternally, external-poured-in-stuff does not satisfy the hungry soul for the real and hidden meaning of life-Soul Wisdom. "School education of today is producing a generation of jelly-fish," says Professor Martin C. Flaherty.

Education is self-unfoldment, Universal-self discovery, the power to draw out from our half-hidden soul; to draw out from the recesses of our Higher-self, the Divine-powers; living in harmony with self and the world. Education is not a gift. It is finding out who we are; what we can do and cannot do; how little we know, how much We Do Not know-becoming "The Knower. " The best key parents can give a child is to teach it the Karmic-Law -point out the dual-way to the Infinity of knowledge and mind, and the boundlessness of Universal Love. With this key, the child must unlock all doors for itself, which is the object of evolution. School means Life. Life means school; and, like all Life, it has its seasons of seed-time and harvest; action and re-action. Youth is the Seed-Time Of Life.

There is a peck of wholesome thot-seed in the words of David Starr Jordan: "There is nothing in all the world so important as children, nothing so interesting. If ever you wish to go in for some form of philanthropy, if ever you wish to be of any real use in the world, do something for children. If ever you yearn to be wise, study children. If the great army of philanthropists ever exterminate sin and pestilence, ever work out our race salvation, it will be because a little child has led."

EACH CHILD IS HOLY

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One of the most hopeful-signs for the better education of our youth is the awakened interest in the tendency to get away from class instruction to that of Individual Unfoldment. Educators are discovering that individuality is not something that can be measured with a yard stick or a quart cup, but is something that must be carefully analyzed and individually-cultured. There are too many inefficient teachers. Graduates of general literary institutions are not necessarily fitted for teaching. They may be able to secure a teacher's certificate and still make a dismal failure in the school room. Teachers, like poets, are born, not made. We are dwarfing the soul in the child of today, for the material. In coming to maturity, children do not want these modern-teachers. Mr. Edison says when a child hates its school the trouble is with the school, rather than with the child. Again, in the fine insight of John Milton Scott: "No one should have anything to do with a child unless he has a deep, true love for a child. A parent who does not love a child is a blasphemer in the Temple Of Life. An educator who does not love a child, who sees in a child but a mental machine or a cog in some wheels of education is a tramp in the parlor, defiling beauty. No one should touch the body of a child, to bathe or dress it, or feed or train it, except she have love for the child. Any touch but the love touch upon a child is a touch of defilement. The temple of the Holy Ghost should be hallowed of all who touch it. A child is a Word Of Life. They who handle this word of life should do so with clean hands and a right spirit, with hands and heart white in the holiness of Love. The love-teacher is the genius teacher. She is greater than Raphael painting Madonnas. She is greater than Shakespeare inditing his sonnets, poet-musicing his plays. She is geniusing a soul. The greatest thing of a child is that it is an individual. There is no reason for it, excepting that it is an Individual. Out of the Infinite, Divine and Eternal, and in the Infinite, Divine and Eternal, it is a some one who is never duplicated in a universe of beings, infinitely numberless. In this reality, each Child Is Holy. In this majesty of wisdom each

child is eternally worth while. In this splendor of genuineness each child's meanings are everlasting meanings. In this beauty of holiness, parent, educator, everyone who has aught to do with a child, is Priest and Priestess, worshipping and serving at the altar of the High and Holy God."

Each child has within himself the seed of DivineWisdom, which if unfolded properly enables him to acquire Real-Knowledge, teaching him how to think,-positive and negative thot-force and its results. For such they need only guides,-Masters, that,-Truth may awaken from long sleeping faculties. What a test it is of the nobility of the blessed calling when a Wisdom-Teacher comes forth, a practical psychologist, one who is a vocational expert, one who can Read the Child Inside and Out, as did the ancient Greeks according to the planetary position that governed the life of the child.

A child is a sensitive organism with individual-needs. Study the individual child. It is done in all intelligently conducted reform schools and jails. There are no two things nor any two people on earth absolutely alike-not even twins. Therefore, the child educates the teacher, making both the school and country great. Children are among our greatest educators, tho our self-conceit dislikes to admit the fact.

To be just to our children, self and nation, we must carefully consider and train the individual-need, giving every opportunity for individual-culture. Until this be done, we have no right to condemn the failure of our children.

Everyone is cut out for something no one else can do. Nature makes no duplicates. She is endless in this most wonderful of the series of her works. Every healthy child has an exceptional quality; is created different; has some special purpose, some aptitude unlike another; is in a class by itself. The individuality of the child, if not interfered with, will make it distinct from all other children. It appears the chief-object of the Home and School