iterion is now obsolete. Society cares little how much we
know if it does not enable us to do. People no longer admire mere
knowledge, but insist that the man of education shall put his shoulder
to the wheel and lend a hand wherever help is needed. Education is no
longer to set men apart from their fellows, but to make them more
efficient comrades and helpers in the world's work. Not the man who
_knows_ chemistry and botany, but he who can use this knowledge to make
two blades of grass grow where but one grew before, is the true
benefactor of his race. In short, the world demands services returned
for opportunities afforded; it expects social expression to result from
education.

And this is also best for the individual, for only through social
service can we attain to a full realization of the social values in our
environment. Only thus can we enter fully into the social heritage of
the ages which we receive from books and institutions; only thus can we
come into the truest and best relations with humanity in a common
brotherhood; only thus can we live the broader and more significant
life, and come to realize the largest possible social self.

3. EDUCATIONAL USE OF EXPRESSION

The educational significance of the truths illustrated in the diagram
and the discussion has been somewhat slow in taking hold in our schools.
This has been due not alone to the slowness of the educational world to
grasp a new idea, but also to the practical difficulties connected with
adapting the school exercises as well to the expression side of
education as to the impression. From the fall of Athens on down to the
time of Froebel the schools were constituted on the theory that pupils
were to _receive_ education; that they were to _drink in_ knowledge,
that their minds were to be _stored_ with facts. Children were to "be
seen and not heard." Education was largely a process of gorging the
memory with information.

EASIER TO PROVIDE FOR THE IMPRESSION SIDE OF EDUCATION.--Now it is
evident that it is far easier to provide for the passive side of
education than for the active side. All that is needed in the former
case is to have teachers and books reasonably full of information, and
pupils sufficiently docile to receive it. But in the latter case, the
equipment must be more extensive. If the child is to be allowed to carry
out his impressions into action, if he is actually to _do_ something
himself, then he must be supplied with adequate e