an endless thirst. The young mind should be saturated with the idea that it has been born in a human world which is in harmony with the world around it. And this is what our regular type of school ignores with an air of superior wisdom, severe and disdainful. It forcibly snatches away children from a world full of the mystery of God's own handiwork, full of the suggestiveness of personality. It is a mere method of discipline which refuses to take into account the individual. It is a manufactory specially designed for grinding out uniform results. It follows an imaginary straight line of the average in digging its channel of education. But life's line is not the straight line, for it is fond of playing the see-saw with the line of the average, bringing upon its head the rebuke of the school. For according to the school life is perfect when it allows itself to be treated as dead, to be cut into symmetrical conveniences. And this was the cause of my suffering when I was sent to school. For all of a sudden I found my world vanishing from around me, giving place to wooden benches and straight walls staring at me with the blank stare of the blind. I was not a creation of the schoolmaster,—the Government Board of Education was not con-
