Page:Education and Life; (IA educationlife00bakerich).pdf/180

 reached the height of clear vision. We are struggling up the difficult and dangerous path, looking hopefully upward, thinking we see the summit, only to find at each stage that the ultimate heights are still beyond. When kings are dethroned, the hope of democracy is to enthrone public conscience. Here is a picture of a condition occasionally possible in any state of America to-day. We will say there is some great public interest, not a party problem, involving the financial prosperity and the essential welfare of the state, and affecting its credit, honor, and reputation abroad. And—with some noble exceptions—perhaps not a minister in his pulpit, not an orator on his platform, not a newspaper with its great opportunity for enlightening the people and exerting influence, not an educator, not a college graduate, not a high-school graduate, not a business man, not a politician arises and says: Here is a common good imperilled, and I for one will give of my time, my energy, and, if need be, according to my ability, of my money in its support. So long as such a state of apathy concerning public questions may exist, there is something still to be desired for the ideals of democracy and for our methods of education.

The Platonic philosophy has largely inspired educational work, and must still furnish its best ideals. But emphasizing the worth of the individual to himself has created a false conception of social obligation. Culture for culture's sake has been the maxim, but I have come to believe that a culture which does not in some way reach out to benefit others is not of much value to the individual himself. Some one has aptly illustrated this view: