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 it is also the process of the ideal spiritual development of the individual man. The potency of an infinitely varied and beautiful world was in the primeval mist. The potency of each higher type of being lies in the simpler form preceding. Ideally the potency of a soul of strength and beauty, of continuous development, is in the child and youth. The self of to-day is the material of possibility which should grow into the higher self of to-morrow.

Growth is not merely gain in knowledge and intellectual power. The science of education must include a vision of the entire human soul with its need of sympathy and direction, its vague dreams of possibility, its ideals half-realized. We must view the scale of feelings from the lowest animal instinct to the most refined ethical emotions, the order of their worth from the meanest vindictiveness to the highest altruism under God and duty, and note the struggle for the survival of the fittest of the impulses and motives under the guidance of reason and with the responsibility of freedom.

We see men, yet in the vigor of life, men of learning, of position, of opportunity, complacent in their attainments, fixed in ideas and methods adapted to a previous generation or a different environment, psychically prematurely old, their powers half-developed, their life work half-done. The men who reach the complete development of their powers constantly renew their youth, and march with modern events.

We see young graduates, men of power, who, through degenerate tendencies, lack of faith, lack of insight or lack of courage, remain stationary and