"New social and individual wants demand new solutions of the problem of education."
"Social reform!" It is always rather an awe-striking phrase. It seems as if one ought to be a philosopher, even to approach so august a subject. The kindergarten—a simple unpretentious place, where a lot of tiny children work and play together; a place into which if the hard-headed man of business chanced to glance, and if he did not stay long enough, or come often enough, would conclude that the children were frittering away their time, particularly if that same good man of business had weighed and measured and calculated so long that he had lost the seeing eye and understanding heart.
Some years ago, a San Francisco kindergartner was threading her way through a dirty alley2, making friendly visits to the children of her flock. As she lingered on a certain door-step, receiving the last confidences of some weary woman's heart, she heard a loud but not unfriendly voice ringing from an upper window of a tenement-house just round the corner. "Clear things from under foot!" pealed3 the voice, in stentorian4 accents. "The teacher o' the Kids' Guards is comin' down the street!"
"Eureka!" thought the teacher, with a smile. "There's a bit of sympathetic translation for you! At last, the German word has been put into the vernacular5. The odd, foreign syllables6 have been taken to the ignorant mother by the lisping child, and the kindergartners have become the Kids' Guards! Heaven bless the rough translation, colloquial7 as it is! No royal accolade8 could be dearer to its recipients9 than this quaint10, new christening!"
What has the kindergarten to do with social reform? What bearing have its theory and practice upon the conduct of life?
A brass-buttoned guardian11 of the peace remarked to a gentleman on a street-corner, "If we could open more kindergartens, sir, we could almost shut up the penitentiaries12, sir!" We heard the sentiment, applauded it, and promptly13 printed it on the cover of three thousand reports; but on calm reflection it appears like an exaggerated statement. I am not sure that a kindergarten in every ward14 of every city in America "would almost shut up the penitentiaries, sir!" The most determined15 optimist16 is weighed down by the feeling that it will take more than the ardent17 prosecution18 of any one reform, however vital, to produce such a result. We appoint investigating committees, who ask more and more questions, compile more and more statistics, and get more and more confused every year. "Are our criminals native or foreign born?" that we may know whether we are worse or better than other people? "Have they ever learned a trade?" that we may prove what we already know, that idle fingers are the devil's tools; "Have they been educated?"—by any one of the sorry methods that take shelter under that much-abused word,—that we may know whether ignorance is a bliss19 or a blister20; "Are they married or single?" that we may determine the influence of home ties; "Have they been given to the use of liquor?" that we may heap proof on proof, mountain high, against the monster evil of intemperance21; "What has been their family history?" that we may know how heavily the law of heredity has laid its burdens upon them. Burning questions all, if we would find out the causes of crime.
To discover the why and wherefore of things is a law of human thought. The reform schools, penitentiaries, prisons, insane asylums22, hospitals, and poorhouses are all filled to overflowing23; and it is entirely24 sensible to inquire how the people came there, and to relieve, pardon, bless, cure, or reform them as far as we can. Meanwhile, as we are dismissing or blessing25 or burying the unfortunates from the imposing26 front gates of our institutions, new throngs27 are crowding in at the little back doors. Life is a bridge, full of gaping28 holes, over which we must all travel! A thousand evils of human misery29 and wickedness flow in a dark current beneath; and the blind, the weak, the stupid, and the reckless are continually falling through into the rushing flood. We must, it is true, organize our life-boats. It is our duty to pluck out the drowning wretches30, receive their vows31 of penitence32 and gratitude33, and pray for courage and resignation when they celebrate their rescue by falling in again. But we agree nowadays that we should do them much better service if we could contrive35 to mend more of the holes in the bridge.
The kindergarten is trying to mend one of these "holes." It is a tiny one, only large enough for a child's foot; but that is our bit of the world's work,—to keep it small! If we can prevent the little people from stumbling, we may hope that the grown folks will have a surer foot and a steadier gait.
A wealthy lady announced her intention of giving $25,000 to some Home for Incurables36. "Why," cried a bright kindergartner, "don't you give twelve and a half thousand to some Home for Curables, and then your other twelve and a half will go so much further?"
In a word, solicitude37 for childhood is one of the signs of a growing civilization. "To cure, is the voice of the past; to prevent, the divine whisper of to-day."
What is the true relation of the kindergarten to social reform? Evidently, it can have no other relation than that which grows out of its existence as a plan of education. Education, we have all glibly38 agreed, lessens39 the prevalence of crime. That sounds very well; but, as a matter of fact, has our past system produced all the results in this direction that we have hoped and prayed for?
The truth is, people will not be made much better by education until the plan of educating them is made better to begin with.
Froebel's idea—the kindergarten idea—of the child and its powers, of humanity and its destiny, of the universe, of the whole problem of living, is somewhat different from that held by the vast majority of parents and teachers. It is imperfectly carried out, even in the kindergarten itself, where a conscious effort is made, and is infrequently attempted in the school or family.
His plan of education covers the entire period between the nursery and the university, and contains certain essential features which bear close relation to the gravest problems of the day. If they could be made an integral part of all our teaching in families, schools, and institutions, the burdens under which society is groaning40 to-day would fall more and more lightly on each succeeding generation. These essential features have often been enumerated41. I am no fortunate herald42 of new truth. I may not even put the old wine in new bottles; but iteration is next to inspiration, and I shall give you the result of eleven years' experience among the children and homes of the poorer classes. This experience has not been confined, to teaching. One does not live among these people day after day, pleading for a welcome for unwished-for babies, standing1 beside tiny graves, receiving pathetic confidences from wretched fathers and helpless mothers, without facing every problem of this workaday world; they cannot all be solved, even by the wisest of us; we can only seize the end of the skein nearest to our hand, and patiently endeavor to straighten the tangled43 threads.
The kindergarten starts out plainly with the assumption that the moral aim in education is the absolute one, and that all others are purely44 relative. It endeavors to be a life-school, where all the practices of complete living are made a matter of daily habit. It asserts boldly that doing right would not be such an enormously difficult matter if we practiced it a little,—say a tenth as much as we practice the piano,—and it intends to give children plenty of opportunity for practice in this direction. It says insistently46 and eternally, "Do noble things, not dream them all day long." For development, action is the indispensable requisite47. To develop moral feeling and the power and habit of moral doing we must exercise them, excite, encourage, and guide their action. To check, reprove, and punish wrong feeling and doing, however necessary it be for the safety and harmony, nay48, for the very existence of any social state, does not develop right feeling and good doing. It does not develop anything, for it stops action, and without action there is no development. At best it stops wrong development, that is all.
In the kindergarten, the physical, mental, and spiritual being is consciously addressed at one and the same time. There is no "piece-work" tolerated. The child is viewed in his threefold relations, as the child of Nature, the child of Man, and the child of God; there is to be no disregarding any one of these divinely appointed relations. It endeavors with equal solicitude to instill correct and logical habits of thought, true and generous habits of feeling, and pure and lofty habits of action; and it asserts serenely49 that, if information cannot be gained in the right way, it would better not be gained at all. It has no special hobby, unless you would call its eternal plea for the all-sided development of the child a hobby.
Somebody said lately that the kindergarten people had a certain stock of metaphysical statements to be aired on every occasion, and that they were over-fond of prating50 about the "being" of the child. It would hardly seem as if too much could be said in favor of the symmetrical growth of the child's nature. These are not mere51 "silken phrases;" but, if any one dislikes them, let him take the good, honest, ringing charge of Colonel Parker, "Remember that the whole boy goes to school!"
Yes, the whole boy does go to school; but the whole boy is seldom educated after he gets there. A fraction of him is attended to in the evening, however, and a fraction on Sunday. He takes himself in hand on Saturdays and in vacation time, and accomplishes a good deal, notwithstanding the fact that his sight is a trifle impaired52 already, and his hearing grown a little dull, so that Dame53 Nature works at a disadvantage, and begins, doubtless, to dread54 boys who have enjoyed too much "schooling," since it seems to leave them in a state of coma55.
Our general scheme of education furthers mental development with considerable success. The training of the hand is now being laboriously57 woven into it; but, even when that is accomplished58, we shall still be working with imperfect aims, for the stress laid upon heart-culture is as yet in no way commensurate with its gravity. We know, with that indolent, fruitless half-knowledge that passes for knowing, that "out of the heart are the issues of life." We feel, not with the white heat of absolute conviction, but placidly59 and indifferently, as becomes the dwellers60 in a world of change, that "conduct is three fourths of life;" but we do not crystallize this belief into action. We "dream," not "do" the "noble things." The kindergarten does not fence off a half hour each day for moral culture, but keeps it in view every moment of every day. Yet it is never obtrusive61; for the mental faculties62 are being addressed at the same time, and the body strengthened for its special work.
With the methods generally practiced in the family and school, I fail to see how we can expect any more delicate sense of right and wrong, any clearer realization63 of duty, any greater enlightenment of conscience, any higher conception of truth, than we now find in the world. I care not what view you take of humanity, whether you have Calvinistic tendencies and believe in the total depravity of infants, or whether you are a disciple64 of Wordsworth and apostrophize the child as a
On whom those truths do rest
if you are a fair-minded man or woman, and have had much experience with young children, you will be compelled to confess that they generally have a tolerably clear sense of right and wrong, needing only gentle guidance to choose the right when it is put before them. I say most, not all, children; for some are poor, blurred67 human scrawls68, blotted69 all over with the mistakes of other people. And how do we treat this natural sense of what is true and good, this willingness to choose good rather than evil, if it is made even the least bit comprehensible and attractive? In various ways, all equally dull, blind, and vicious. If we look at the downright ethical70 significance of the methods of training and discipline in many families and schools, we see that they are positively71 degrading. We appoint more and more "monitors" instead of training the "inward monitor" in each child, make truth-telling difficult instead of easy, punish trivial and grave offenses72 about in the same way, practice open bribery73 by promising74 children a few cents a day to behave themselves, and weaken their sense of right by giving them picture cards for telling the truth and credits for doing the most obvious duty. This has been carried on until we are on the point of needing another Deluge75 and a new start.
Is it strange that we find the moral sense blunted, the conscience unenlightened? The moral climate with which we surround the child is so hazy76 that the spiritual vision grows dimmer and dimmer,—and small wonder! Upon this solid mass of ignorance and stupidity it is difficult to make any impression; yet I suppose there is greater joy in heaven over a cordial "thwack" at it than over most blows at existing evils.
The kindergarten attempts a rational, respectful treatment of children, leading them to do right as much as possible for right's sake, abjuring77 all rewards save the pleasure of working for others and the delight that follows a good action, and all punishments save those that follow as natural penalties of broken laws,—the obvious consequences of the special bit of wrong-doing, whatever it may be. The child's will is addressed in such a way as to draw it on, if right; to turn it willingly, if wrong. Coercion78 in the sense of fear, personal magnetism79, nay, even the child's love for the teacher, may be used in such a way as to weaken his moral force. With every free, conscious choice of right, a human being's moral power and strength of character increase; and the converse80 of this is equally true.
If the child is unruly in play, he leaves the circle and sits or stands by himself, a miserable81, lonely unit until he feels again in sympathy with the community. If he destroys his work, he unites the tattered82 fragments as best he may, and takes the moral object lesson home with him. If he has neglected his own work, he is not given the joy of working for others. If he does not work in harmony with his companions, a time is chosen when he will feel the sense of isolation83 that comes from not living in unity45 with the prevailing84 spirit of good will. He can have as much liberty as is consistent with the liberty of other people, but no more. If we could infuse the spirit of this kind of discipline into family and school life, making it systematic85 and continuous from the earliest years, there would be fewer morally "slack-twisted" little creatures growing up into inefficient86, bloodless manhood and womanhood. It would be a good deal of trouble; but then, life is a good deal of trouble anyway, if you come to that. We cannot expect to swallow the universe like a pill, and travel on through the world "like smiling images pushed from behind."
Blind obedience87 to authority is not in itself moral. It is necessary as a part of government. It is necessary in order that we may save children dangers of which they know nothing. It is valuable also as a habit. But I should never try to teach it by the story of that inspired idiot, the boy who "stood on the burning deck, whence all but him had fled," and from whence he would have fled if his mental endowment had been that of ordinary boys. For obedience must not be allowed to destroy common sense and the feeling of personal responsibility for one's own actions. Our task is to train responsible, self-directing agents, not to make soldiers.
Virtue88 thrives in a bracing89 moral atmosphere, where good actions are taken rather as a matter of course. The attempt to instill an idea of self-government into the tiny slips of humanity that find their way into the kindergarten is useful, and infinitely90 to be preferred to the most implicit91 obedience to arbitrary command. In the one case, we may hope to have, some time or other, an enlightened will and conscience struggling after the right, failing often, but rising superior to failure, because of an ever stronger joy in right and shame for wrong. In the other, we have a "good goose" who does the right for the picture card that is set before him,—a "trained dog" sort of child, who will not leap through the hoop92 unless he sees the whip or the lump of sugar. So much for the training of the sense of right and wrong! Now for the provision which the kindergarten makes for the growth of certain practical virtues93, much needed in the world, but touched upon all too lightly in family and school.
The student of political economy sees clearly enough the need of greater thrift94 and frugality95 in the nation; but where and when do we propose to develop these virtues? Precious little time is given to them in most schools, for their cultivation96 does not yet seem to be insisted upon as an integral part of the scheme. Here and there an inspired human being seizes on the thought that the child should really be taught how to live at some time between the ages of six and sixteen, or he may not learn so easily afterward97. Accordingly, the pupils under the guidance of that particular person catch a glimpse of eternal verities98 between the printed lines of their geographies and grammars. The kindergarten makes the growth of every-day virtues so simple, so gradual, even so easy, that you are almost beguiled99 into thinking them commonplace. They seem to come in, just by the way, as it were, so that at the end of the day you have seen thought and word and deed so sweetly mingled100 that you marvel101 at the "universal dovetailedness of things," as Dickens puts it. They will flourish better in the school, too, when the cheerful hum of labor56 is heard there for a little while each day. The kindergarten child has "just enough" strips for his weaving mat,—none to lose, none to destroy; just enough blocks in each of his boxes, and every one of them, he finds, is required to build each simple form. He cuts his square of paper into a dozen crystal-shaped bits, and behold102! each one of these tiny flakes103 is needed to make a symmetrical figure. He has been careless in following directions, and his form of folded paper does not "come out" right. It is not even, and it is not beautiful. The false step in the beginning has perpetuated104 itself in each succeeding one, until at the end either partial success or complete failure meets his eye. How easy here to see the relation of cause to effect! "Courage!" says the kindergartner; "better fortune next time, for we will take greater pains." "Can you rub out the ugly, wrong creases105?" "We will try. Alas106, no! Wrong things are not so easily rubbed out, are they?" "Use your worsted quite to the end, dear: it costs money." "Let us save all the crumbs107 from our lunch for the birds, children; do not drop any on the floor: it will only make work for somebody else." And so on, to the end of the busy, happy day. How easy it is in the kindergarten, how seemingly difficult later on! It seems to be only books afterward; and "books are good enough in their own way, but they are a mighty bloodless substitute for life."
The most superficial observer values the industrial side of the kindergarten, because it falls directly in line with the present effort to make some manual training a part of school work; but twenty or twenty-five years ago, when the subject was not so popular, kindergarten children were working away at their pretty, useful tasks,—tiny missionaries108 helping109 to show the way to a truth now fully110 recognized. As to the value of leading children to habits of industry as early in life as may be, that they may see the dignity and nobleness of labor, and conceive of their individual responsibilities in this world of action, that is too obvious to dwell upon at this time.
To Froebel, life, action, and knowledge were the three notes of one harmonious111 chord; but he did not advocate manual training merely that children might be kept busy, nor even that technical skill might be acquired. The piece of finished kindergarten work is only a symbol of something more valuable which the child has acquired in doing it.
The first steps in all the kindergarten occupations are directed or suggested by the teacher; but these dictations or suggestions are merely intended to serve as a sort of staff, by which the child can steady himself until he can walk alone. It is always the creative instinct that is to be reached and vivified: everything else is secondary. By reproduction from memory of a dictated112 form, by taking from or adding to it, by changing its centre, corners, or sides,—by a dozen ingenious preliminary steps,—the child's inventive faculty113 is developed; and he soon reaches a point in drawing, building, modeling, or what not, where his greatest delight is to put his individual ideas into visible shape. The simple request, "Make something pretty of your own," brings a score of original combinations and designs,—either the old thoughts in different shape or something fresh and audacious which hints of genius. Instead of twenty hackneyed and slavish copies of one pattern, we have twenty free, individual productions, each the expression of the child's inmost personal thought. This invests labor with a beauty and power, and confers upon it a dignity, to be gained in no other way. It makes every task, however lowly, a joy, because all the higher faculties are brought into action. Much so-called "busy work," where pupils of the "A class" are allowed to stick a thousand pegs114 in a thousand holes while the "B class" is reciting arithmetic, is quite fruitless, because it has so little thought behind it.
Unless we have a care, manual training, when we have succeeded in getting it into the school, may become as mechanical and unprofitable as much of our mind training has been, and its moral value thus largely missed. The only way to prevent it is to borrow a suggestion from Froebel. Then, and only then, shall we have insight with power of action, knowledge with practice, practice with the stamp of individuality. Then doing will blossom into being, and "Being is the mother of all the little doings as well as of the grown-up deeds and heroic sacrifices."
The kindergarten succeeds in getting these interesting and valuable free productions from children of four or five years only by developing, in every possible way, the sense of beauty and harmony and order. We know that people assume, somewhat at least, the color of their surroundings; and, if the sense of beauty is to grow, we must give it something to feed upon.
The kindergarten tries to provide a room, more or less attractive, quantities of pictures and objects of interest, growing plants and vines, vases of flowers, and plenty of light, air, and sunshine. A canary chirps115 in one corner, perhaps; and very likely there will be a cat curled up somewhere, or a forlorn dog which has followed the children into this safe shelter. It is a pretty, pleasant, domestic interior, charming and grateful to the senses. The kindergartner looks as if she were glad to be there, and the children are generally smiling. Everybody seems alive. The work, lying cosily116 about, is neat, artistic117, and suggestive. The children pass out of their seats to the cheerful sound of music, and are presently joining in an ideal sort of game, where, in place of the mawkish118 sentimentality of "Sally Walker," of obnoxious119 memory, we see all sorts of healthful, poetic120, childlike fancies woven into song. Rudeness is, for the most part, banished121. The little human butterflies and bees and birds flit hither and thither122 in the circle; the make-believe trees hold up their branches, and the flowers their cups; and everybody seems merry and content. As they pass out the door, good-bys and bows and kisses are wafted123 backward into the room; for the manners of polite society are observed in everything.
You draw a deep breath. This is a real kindergarten, and it is like a little piece of the millennium124. "Everything is so very pretty and charming," says the visitor. Yes, so it is. But all this color, beauty, grace, symmetry, daintiness, delicacy125, and refinement126, though it seems to address and develop the aesthetic127 side of the child's nature, has in reality a very profound ethical significance. We have all seen the preternatural virtue of the child who wears her best dress, hat, and shoes on the same august occasion. Children are tidier and more careful in a dainty, well-kept room. They treat pretty materials more respectfully than ugly ones. They are inclined to be ashamed, at least in a slight degree, of uncleanliness, vulgarity, and brutality128, when they see them in broad contrast with beauty and harmony and order. For the most part, they try "to live up to" the place in which they find themselves. There is some connection between manners and morals. It is very elusive129 and, perhaps, not very deep; but it exists. Vice34 does not flourish alike in all conditions and localities, by any means. An ignorant negro was overheard praying, "Let me so lib dat when I die I may hab manners, dat I may know what to say when I see my heabenly Lord!" Well, I dare say we shall need good manners as well as good morals in heaven; and the constant cultivation of the one from right motives130 might give us an unexpected impetus131 toward the other. If the systematic development of the sense of beauty and order has an ethical significance, so has the happy atmosphere of the kindergarten an influence in the same direction.
I have known one or two "solid men" and one or two predestinate spinsters who said that they didn't believe children could accomplish anything in the kindergarten, because they had too good a time. There is something uniquely vicious about people who care nothing for children's happiness. That sense of the solemnity of mortal conditions which has been indelibly impressed upon us by our Puritan ancestors comes soon enough, Heaven knows! Meanwhile, a happy childhood is an unspeakably precious memory. We look back upon it and refresh our tired hearts with the vision when experience has cast a shadow over the full joy of living.
The sunshiny atmosphere of a good kindergarten gives the young human plants an impulse toward eager, vigorous growth. Love's warmth surrounds them on every side, wooing their sweetest possibilities into life. Roots take a firmer grasp, buds form, and flowers bloom where, under more unfriendly conditions, bare stalks or pale leaves would greet the eye,—pathetic, unfulfilled promises,—souls no happier for having lived in the world, the world no happier because of their living. "Virtue kindles132 at the touch of joy." The kindergarten takes this for one of its texts, and does not breed that dismal133 fungus134 of the mind "which disposes one to believe that the pursuit of knowledge must necessarily be disagreeable."
The social phase of the kindergarten is most interesting to the student of social economics. Coöperative work is strongly emphasized; and the child is inspired both to live his own full life, and yet to feel that his life touches other lives at every point,—"for we are members one of another." It is not the unity of the "little birds," in the couplet, who "agree" in their "little nests," because "they'd fall out if they didn't," but a realization, in embryo135, of the divine principle that no man liveth to himself.
As to specifically religious culture, everything fosters the spirit out of which true religion grows.
In the morning talks, when the children are most susceptible136 and ready to "be good," as they say, their thoughts are led to the beauty of the world about them, the pleasure of right doing, the sweetness of kind thoughts and actions, the loveliness of truth, patience, and helpfulness, and the goodness of the Creator to all created things. No parent, of whatever creed137 or lack of creed, whether a bigot or unbeliever, could object to the kind of religious instruction given in the kindergarten; and yet in every possible way the child-soul and the child-heart are directed towards everything that is pure and holy, true and steadfast138.
If the child love not his brother whom he hath seen, how can he love God whom he hath not seen? "Love worketh no ill to his neighbor, therefore love is the fulfilling of the law." There is a vast deal of practical religion to be breathed into these little children of the street before the abstractions of beliefs can be comprehended. They cannot live on words and prayers and texts, the thought and feeling must come before the expression. As Mrs. Whitney says, "The world is determined to vaccinate139 children with religion for fear they should take it in the natural way."
Some wise sayings of the good Dr. Holland, in "Nicholas Minturn," come to me as I write. Nicholas says, in discussing this matter of charities, and the various means of effecting a radical140 cure of pauperism141, rather than its continual alleviation142: "If you read the parable143 of the Sower, I think that you will find that soil is quite as necessary as seed—indeed, that the seed is thrown away unless a soil is prepared in advance…. I believe in religion, but before I undertake to plant it, I would like something to plant it in. The sowers are too few, and the seed is too precious to be thrown away and lost among the thorns and stones."
Last, but by no means least, the admirable physical culture that goes on in the kindergarten is all in the right direction. Physiologists144 know as much about morality as ministers of the gospel. The vices145 which drag men and women into crime spring as often from unhealthy bodies as from weak wills and callous146 consciences. Vile147 fancies and sensual appetites grow stronger and more terrible when a feeble physique and low vitality148 offer no opposing force. Deadly vices are nourished in the weak, diseased bodies that are penned, day after day, in filthy149, crowded tenements150 of great cities. If we could withdraw every three-year-old child from these physically151 enfeebling and morally brutalizing influences, and give them three or four hours a day of sunshine, fresh air, and healthy physical exercise, we should be doing humanity an inestimable service, even if we attempted nothing more.
I have tried, as briefly152 as I might in justice to the subject, to emphasize the following points:—
I. That we must act up to our convictions with regard to the value of preventive work. If we are ever obliged to choose, let us save the children.
II. That the relation of the kindergarten to social reform is simply that, as a plan of education, it offers us valuable suggestions in regard to the mental, moral, and physical culture of children, which, in view of certain crying evils of the day, we should do well to follow.
The essential features of the kindergarten which bear a special relation to the subject are as follows:—
1. The symmetrical development of the child's powers, considering him neither as all mind, all soul, nor all body; but as a creature capable of devout153 feeling, clear thinking, noble doing.
2. The attempt to make so-called "moral culture" a little less immoral154; the rational method of discipline, looking to the growth of moral, self-directing power in the child,—the only proper discipline for future citizens of a free republic.
3. The development of certain practical virtues, the lack of which is endangering the prosperity of the nation; namely, economy thrift, temperance, self-reliance, frugality industry, courtesy, and all the sober host,—none of them drawing-room accomplishments155 and consequently in small demand.
4. The emphasis placed upon manual training, especially in its development of the child's creative activity.
5. The training of the sense of beauty, harmony, and order; its ethical as well as aesthetical significance.
6. The insistence156 upon the moral effect of happiness; joy the favorable climate of childhood.
7. The training of the child's social nature; an attempt to teach the brotherhood157 of man as well as the Fatherhood of God.
8. The realization that a healthy body has almost as great an influence on morals as a pure mind.
I do not say that the consistent practice of these principles will bring the millennium in the twinkling of an eye, but I do affirm that they are the thought-germs of that better education which shall prepare humanity for the new earth over which shall arch the new heaven.
Ruskin says, "Crime can only be truly hindered by letting no man grow up a criminal, by taking away the will to commit sin!" But, you object, that is sheer impossibility. It does seem so, I confess, and yet, unless you are willing to think that the whole plan of an Omnipotent158 Being is to be utterly159 overthrown160, set aside, thwarted161, then you must believe this ideal possible, somehow, sometime.
I know of no better way to grow towards it than by living up to the kindergarten idea, that just as we gain intellectual power by doing intellectual work, and the finest aesthetic feeling by creating beauty, so shall we win for ourselves the power of feeling nobly and willing nobly by doing "noble things."
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stentorian
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vernacular
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| adj.地方的，用地方语写成的；n.白话；行话；本国语；动植物的俗名 | |
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colloquial
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accolade
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recipients
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quaint
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| adj.古雅的，离奇有趣的，奇怪的 | |
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11
guardian
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| n.监护人；守卫者，保护者 | |
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12
penitentiaries
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| n.监狱( penitentiary的名词复数 ) | |
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13
promptly
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| adv.及时地，敏捷地 | |
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14
ward
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| n.守卫，监护，病房，行政区，由监护人或法院保护的人（尤指儿童）；vt.守护，躲开 | |
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15
determined
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| adj.坚定的；有决心的 | |
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16
optimist
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| n.乐观的人，乐观主义者 | |
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17
ardent
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| adj.热情的，热烈的，强烈的，烈性的 | |
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18
prosecution
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| n.起诉，告发，检举，执行，经营 | |
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19
bliss
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| n.狂喜，福佑，天赐的福 | |
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20
blister
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| n.水疱；(油漆等的)气泡；v.(使)起泡 | |
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21
intemperance
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| n.放纵 | |
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22
asylums
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| n.避难所( asylum的名词复数 )；庇护；政治避难；精神病院 | |
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23
overflowing
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| n. 溢出物,溢流 adj. 充沛的，充满的 动词overflow的现在分词形式 | |
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24
entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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25
blessing
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| n.祈神赐福；祷告；祝福，祝愿 | |
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26
imposing
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| adj.使人难忘的，壮丽的，堂皇的，雄伟的 | |
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27
throngs
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| n.人群( throng的名词复数 )v.成群，挤满( throng的第三人称单数 ) | |
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28
gaping
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| adj.口的；张口的；敞口的；多洞穴的v.目瞪口呆地凝视( gape的现在分词 )；张开，张大 | |
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29
misery
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| n.痛苦，苦恼，苦难；悲惨的境遇，贫苦 | |
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30
wretches
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| n.不幸的人( wretch的名词复数 )；可怜的人；恶棍；坏蛋 | |
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31
vows
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| 誓言( vow的名词复数 )； 郑重宣布，许愿 | |
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32
penitence
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| n.忏悔，赎罪；悔过 | |
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33
gratitude
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| adj.感激，感谢 | |
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34
vice
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| n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的 | |
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35
contrive
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| vt.谋划，策划；设法做到；设计，想出 | |
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36
incurables
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| 无法治愈，不可救药( incurable的名词复数 ) | |
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37
solicitude
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| n.焦虑 | |
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38
glibly
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| adv.流利地，流畅地；满口 | |
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39
lessens
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| 变少( lessen的第三人称单数 )； 减少（某事物） | |
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40
groaning
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| adj. 呜咽的, 呻吟的 动词groan的现在分词形式 | |
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41
enumerated
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| v.列举，枚举，数( enumerate的过去式和过去分词 ) | |
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42
herald
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| vt.预示...的来临，预告，宣布，欢迎 | |
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43
tangled
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| adj. 纠缠的，紊乱的 动词tangle的过去式和过去分词 | |
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44
purely
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| adv.纯粹地，完全地 | |
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45
unity
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| n.团结，联合，统一；和睦，协调 | |
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46
insistently
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| ad.坚持地 | |
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47
requisite
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| adj.需要的，必不可少的；n.必需品 | |
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48
nay
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| adv.不；n.反对票，投反对票者 | |
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49
serenely
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| adv.安详地，宁静地，平静地 | |
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50
prating
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| v.（古时用语）唠叨，啰唆( prate的现在分词 ) | |
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51
mere
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| adj.纯粹的；仅仅，只不过 | |
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52
impaired
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| adj.受损的；出毛病的；有（身体或智力）缺陷的v.损害，削弱( impair的过去式和过去分词 ) | |
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53
dame
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| n.女士 | |
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54
dread
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| vt.担忧，忧虑；惧怕，不敢；n.担忧，畏惧 | |
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55
coma
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| n.昏迷，昏迷状态 | |
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56
labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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57
laboriously
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| adv.艰苦地；费力地；辛勤地；（文体等）佶屈聱牙地 | |
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58
accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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59
placidly
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| adv.平稳地，平静地 | |
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60
dwellers
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| n.居民，居住者( dweller的名词复数 ) | |
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61
obtrusive
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| adj.显眼的；冒失的 | |
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62
faculties
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| n.能力( faculty的名词复数 )；全体教职员；技巧；院 | |
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63
realization
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| n.实现；认识到，深刻了解 | |
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64
disciple
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| n.信徒，门徒，追随者 | |
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65
mighty
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| adj.强有力的；巨大的 | |
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66
toiling
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| 长时间或辛苦地工作( toil的现在分词 )； 艰难缓慢地移动，跋涉 | |
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67
blurred
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| v.（使）变模糊( blur的过去式和过去分词 )；（使）难以区分；模模糊糊；迷离 | |
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68
scrawls
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| 潦草的笔迹( scrawl的名词复数 ) | |
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69
blotted
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| 涂污( blot的过去式和过去分词 )； （用吸墨纸）吸干 | |
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70
ethical
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| adj.伦理的，道德的，合乎道德的 | |
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71
positively
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| adv.明确地，断然，坚决地；实在，确实 | |
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72
offenses
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| n.进攻( offense的名词复数 )；（球队的）前锋；进攻方法；攻势 | |
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73
bribery
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| n.贿络行为，行贿，受贿 | |
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74
promising
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| adj.有希望的，有前途的 | |
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75
deluge
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| n./vt.洪水，暴雨，使泛滥 | |
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76
hazy
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| adj.有薄雾的，朦胧的；不肯定的，模糊的 | |
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77
abjuring
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| v.发誓放弃( abjure的现在分词 )；郑重放弃（意见）；宣布撤回（声明等）；避免 | |
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78
coercion
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| n.强制，高压统治 | |
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79
magnetism
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| n.磁性，吸引力，磁学 | |
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80
converse
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| vi.谈话，谈天，闲聊；adv.相反的，相反 | |
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81
miserable
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|
| adj.悲惨的，痛苦的；可怜的，糟糕的 | |
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82
tattered
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| adj.破旧的，衣衫破的 | |
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83
isolation
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| n.隔离，孤立，分解，分离 | |
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84
prevailing
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| adj.盛行的；占优势的；主要的 | |
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85
systematic
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| adj.有系统的，有计划的，有方法的 | |
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86
inefficient
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| adj.效率低的，无效的 | |
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87
obedience
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| n.服从，顺从 | |
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88
virtue
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| n.德行，美德；贞操；优点；功效，效力 | |
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89
bracing
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| adj.令人振奋的 | |
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90
infinitely
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| adv.无限地，无穷地 | |
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91
implicit
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| a.暗示的，含蓄的，不明晰的，绝对的 | |
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92
hoop
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| n.（篮球）篮圈，篮 | |
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93
virtues
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| 美德( virtue的名词复数 )； 德行； 优点； 长处 | |
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94
thrift
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| adj.节约，节俭；n.节俭，节约 | |
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95
frugality
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| n.节约，节俭 | |
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96
cultivation
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| n.耕作，培养，栽培（法），养成 | |
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97
afterward
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| adv.后来；以后 | |
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98
verities
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| n.真实( verity的名词复数 )；事实；真理；真实的陈述 | |
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99
beguiled
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| v.欺骗( beguile的过去式和过去分词 )；使陶醉；使高兴；消磨（时间等） | |
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100
mingled
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| 混合，混入( mingle的过去式和过去分词 )； 混进，与…交往[联系] | |
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101
marvel
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| vi.(at)惊叹vt.感到惊异；n.令人惊异的事 | |
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102
behold
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| v.看，注视，看到 | |
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103
flakes
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| 小薄片( flake的名词复数 )； （尤指）碎片； 雪花； 古怪的人 | |
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104
perpetuated
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| vt.使永存（perpetuate的过去式与过去分词形式） | |
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105
creases
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| （使…）起折痕，弄皱( crease的第三人称单数 )； （皮肤）皱起，使起皱纹 | |
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106
alas
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| int.唉(表示悲伤、忧愁、恐惧等) | |
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107
crumbs
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| int. (表示惊讶)哎呀 n. 碎屑 名词crumb的复数形式 | |
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108
missionaries
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| n.传教士( missionary的名词复数 ) | |
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109
helping
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| n.食物的一份&adj.帮助人的，辅助的 | |
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110
fully
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| adv.完全地，全部地，彻底地；充分地 | |
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111
harmonious
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| adj.和睦的，调和的，和谐的，协调的 | |
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112
dictated
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| v.大声讲或读( dictate的过去式和过去分词 )；口授；支配；摆布 | |
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113
faculty
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| n.才能；学院，系；(学院或系的)全体教学人员 | |
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114
pegs
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| n.衣夹( peg的名词复数 )；挂钉；系帐篷的桩；弦钮v.用夹子或钉子固定( peg的第三人称单数 )；使固定在某水平 | |
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115
chirps
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| 鸟叫，虫鸣( chirp的第三人称单数 )； 啾； 啾啾 | |
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116
cosily
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| adv.舒适地，惬意地 | |
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117
artistic
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| adj.艺术(家)的，美术(家)的；善于艺术创作的 | |
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118
mawkish
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| adj.多愁善感的的；无味的 | |
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119
obnoxious
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| adj.极恼人的，讨人厌的，可憎的 | |
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120
poetic
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| adj.富有诗意的，有诗人气质的，善于抒情的 | |
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121
banished
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| v.放逐，驱逐( banish的过去式和过去分词 ) | |
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122
thither
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| adv.向那里；adj.在那边的，对岸的 | |
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123
wafted
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| v.吹送，飘送，（使）浮动( waft的过去式和过去分词 ) | |
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124
millennium
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| n.一千年，千禧年；太平盛世 | |
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125
delicacy
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| n.精致，细微，微妙，精良；美味，佳肴 | |
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126
refinement
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| n.文雅；高尚；精美；精制；精炼 | |
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127
aesthetic
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| adj.美学的，审美的，有美感 | |
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128
brutality
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| n.野蛮的行为，残忍，野蛮 | |
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129
elusive
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| adj.难以表达(捉摸)的；令人困惑的；逃避的 | |
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130
motives
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| n.动机，目的( motive的名词复数 ) | |
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131
impetus
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| n.推动，促进，刺激；推动力 | |
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132
kindles
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| （使某物）燃烧，着火( kindle的第三人称单数 )； 激起（感情等）； 发亮，放光 | |
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133
dismal
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| adj.阴沉的，凄凉的，令人忧郁的，差劲的 | |
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134
fungus
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| n.真菌，真菌类植物 | |
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135
embryo
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| n.胚胎，萌芽的事物 | |
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136
susceptible
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| adj.过敏的，敏感的；易动感情的，易受感动的 | |
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creed
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| n.信条；信念，纲领 | |
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steadfast
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| adj.固定的，不变的，不动摇的；忠实的；坚贞不移的 | |
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139
vaccinate
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| vt.给…接种疫苗；种牛痘 | |
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140
radical
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| n.激进份子，原子团，根号；adj.根本的，激进的，彻底的 | |
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141
pauperism
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| n.有被救济的资格，贫困 | |
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142
alleviation
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| n. 减轻，缓和，解痛物 | |
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143
parable
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| n.寓言，比喻 | |
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144
physiologists
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| n.生理学者( physiologist的名词复数 )；生理学( physiology的名词复数 )；生理机能 | |
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145
vices
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| 缺陷( vice的名词复数 )； 恶习； 不道德行为； 台钳 | |
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146
callous
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| adj.无情的，冷淡的，硬结的，起老茧的 | |
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vile
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| adj.卑鄙的，可耻的，邪恶的；坏透的 | |
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148
vitality
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| n.活力，生命力，效力 | |
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filthy
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| adj.卑劣的；恶劣的，肮脏的 | |
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150
tenements
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| n.房屋，住户，租房子( tenement的名词复数 ) | |
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151
physically
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| adj.物质上，体格上，身体上，按自然规律 | |
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briefly
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| adv.简单地，简短地 | |
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153
devout
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| adj.虔诚的，虔敬的，衷心的 (n.devoutness) | |
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immoral
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| adj.不道德的，淫荡的，荒淫的，有伤风化的 | |
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155
accomplishments
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| n.造诣；完成( accomplishment的名词复数 )；技能；成绩；成就 | |
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insistence
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| n.坚持；强调；坚决主张 | |
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157
brotherhood
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| n.兄弟般的关系，手中情谊 | |
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omnipotent
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| adj.全能的，万能的 | |
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utterly
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| adv.完全地，绝对地 | |
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160
overthrown
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| adj. 打翻的，推倒的，倾覆的 动词overthrow的过去分词 | |
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thwarted
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| 阻挠( thwart的过去式和过去分词 )； 使受挫折； 挫败； 横过 | |
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