cess and requires analysis. The time-spirit has worked and still
works in languages unto diverse and manifold forms. Languages are
developed with a singular union of orderliness and disorderliness. The
parts of a language are in some cases closely related. The Greek verb
is the most highly developed linguistic product. It is built up with
the delicacy and poise of a child's house of blocks, yet with the
orderliness of a Greek temple. Each letter represents a different
meaning. Augment, prefix, ending has its own significance. I asked a
former Chinese minister to this country what taught him to think. His
succinct answer was "Greek."

In creating the thinker, the historical and social sciences have chief
value in their complex relationships. Select any period of history
pregnant with great results. For instance, select the efflorescence of
the Greek people after the Persian wars. What were the causes of this
vast advance? Take, for instance, the political and social condition
prevalent for thirty years in America before the Civil War. What were
the causes of this war? Or, take economic affairs--what are the
reasons for and against a protective tariff? What are the limitations
of such a tariff? Such conditions require comprehensive knowledge of
complex matters. From such mastery the thinker results,--the thinker
of consideration and considerateness. He can perceive a series of
facts and the relation of each to each.

The law of values of these different subjects in making the thinker,
is that the subjects which demand hard thinking are most creative.
Easy subjects, or hard subjects easily worked out, have little place
in the making of a thinker. One must think hard to become a hard
thinker. Subjects and methods which are hard create the inevitable
result.

Subjects which demand thinking only, however, sometimes are rather
barren in result. One likes a certain content or concreteness in the
thinking process. Abstract thinking sometimes seems like a balloon
which has no connection with the earth. If a balloon is to be guided,
it must be held down to _terra firma_. The ricksha men in Japan can
run better if the carriage has a load. The bullet must have weight to
go. A subject, therefore, which has content may quicken thinking and
stimulate thoughtfulness.

The thinker is not made, however, only by the subjects he studies. In
this condition the teacher has his place, and especially the methods
of teaching and the inspiri