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upon the other's hesitation. 'It just begging her to go to-night, and she is n't done. Whatever way they take wants to and does n't want to. She's a of calling you, you've just got to go, good child and can't bear to distress her ouija or anything else, if they can get father and mother, but she does n't across with it. But I'd like to get hold know what to do. She's in a whirl. I'll of that ouija line myself and scamper just have to go and talk it over with her round the board a little for Mrs. Pen- and calm her down. She's reasonable, nefather's family. I know some things if you can get her quiet. She always I'd say!'
did care what her grandmother thinks. The gentle presence reminiscent of Just now she can't listen to her mother Cranford tried it again.
because she thinks her mother is pre“There are other ways so much more judiced, and she won't talk to her delicate,' she said. 'One does n't find father. Poor little girl! She's having a any fault with the silent outreachings hard fight. She does n't know anyone of the heart, not employing instru- to turn to excepting her old grandments; though, of course, even those mother, to help her make up her mind.' are engrossing, and one questions if “What will it matter, after a while?' they are quite - quite - kind, if I said a quiet voice that had not been liftmay say so. Still, they are sensitive, ed in the ouija discussion. and refined, and — and very natural. Yes, of course,' said Mrs. PenneOne can't wonder that the lonely feel- father. 'I suppose we all see that here. ings cry out to us and keep calling us But this is n't after a while to Harriet's back. But the ouija is quite unlike that. little girl. It's now. I'll have to go It seems so so indelicate. I don't help her.' know how to say what I can't help feel- Again the well-mannered attendant ing about it. It has a bold way that was at their side. offends one's — is it only one's taste, I “The ouija, Mrs. Pennefather," he wonder? As if it were not — perhaps said. - altogether — respectful. It - it insists so! Perhaps it is only because we One of the lesser executives was talkwere not brought up to it. I can't help ing to somebody else, but I think not to feeling that it is a little humiliating, like
the greatest. playing tricks on a lady and putting her ‘Mrs. Pennefather really is n't doing in an undignified position; and I won- the least good here, you know.' der if dear Mrs. Pennefather does n't 'What's the matter? Is n't she hapfeel the same way.'
py? “Blessed damosel leaned out” The door of the ouija booth opened is it that kind of case?' and Mrs. Pennefather came back. Her 'No. Oh, no! Oh, she would be, if expression was troubled, and she did they'd let her alone. She has imaginanot resume her place among her friends. tion enough to see what there is in it.
'It's Harriet's daughter,' she said. It went like great music through her ‘She does n't know whether to run off when she first caught a glimpse of it with Jack or not. Her mother does n't the possibilities. She longs to be up
and like him, and she's quite right. Sara about it. It's those in the World Before won't herself after a while. But the bothering around all the time, dragging child is so young! There's a sort of her back. They call it loving her! You jolly, reckless, all-for-a-good-time flow know. I don't need to tell you.' of spirits about him that she can't re- 'Mediums? Do they go as far down sist. And he's after her so hard! He's
'Oh, yes, and worse. All the ways. nearer than she ever was before! They've even a ouija lately. It's one When you feel your bad temper coming of the aggravated cases.'
up you just stop and think of Grand'Well?'
mother, and she'll help you get the 'It is n't her fault at all, you know. best of it.” She really is n't here. They won't let Well! There it is! So Mrs. Penneher be. They keep pulling her back and father has to drop all the big things she back, and making her stay with them. might be doing and go back and stay She is having to spend her whole time around and help Ambrose take care in the World Before that's what it of his temper, which his mother ought amounts to. She has n't had a chance, to be perfectly equal to doing herself. the way they keep interrupting her. Mrs. Pennefather did it for Ambrose's She knows it's like being in a swarm father, and a big job it was and took of gnats, but she has n't the heart to years of patience; but she did it, and brush them away - all her family's now it's Ambrose's mother's turn to do calls and calls to her. She loved them, it for Ambrose. you know, and her heart is so tender.' ‘And even that is n't so bad. One
‘And yet we don't want to keep this could forgive that. There's something life from shining through. One hesi- fine in it too, of course. But the ones tates to thicken the barriers.'
who're just lonesome! No other excuse 'Of course, that is true. But how to in the world, but just lonesome! What keep them from abusing it on the other are they thinking about? Do they think side? Now, here's this case of Mrs. these Dead have n't anything else to do Pennefather. It's one
than to keep hanging about their poor You could duplicate it all over this life little lives forever and ever? Don't and the other, I'd hate to say how they know they have their own great many times. Her little grandson has a place in the marvelous universe and temper. Many boys have; it's not un- can't be playing at midges' work any common. Well, one day, out it flies, and longer? What do they think they died another small boy gets knocked down for? and goes home crying. What does his 'Excuse me. It does make one immother do? "Ambrose,” she says, very moderate. But the foolishness of it! gently, "don't you remember how The lack of imagination! The belittling Grandmother hated to see you give the whole scheme!' way to your temper? You don't like to do what pained Grandmother so, There are thoughts that demand exdo you?”
pression before the ultimate authority. 'Now, that's all very well; sweet and It is not quite honest to say them to loyal and loving, and appeals to what's anyone else, or to leave them unspoken. fine in the boy — all very well, if she'd Mrs. Pennefather went to find the stop there. But does she? Not she! very oldest residents. They might know. She goes on. Just listen to what she Their aspect was stately and somewhat says to the youngster - and, as I said, awesome, because they were from the it's not just Mrs. Pennefather's daugh- most remote antiquity, but their eyes ter-in-law. It's happening every day, were kind and wise. all over Christendom.
'Can anyone see Him?' she asked. ““Grandmother has n't gone away
"The Maker of Plans?' from us,” she says. “We don't see her “The Thinker of Everything,' she any more, but she's always near us said.
‘You might try,' they answered. kind of a veil between, then I can't see ‘We don't know whether you could; what's the good of dying, you know. only whether we could.'
Because they're all such little things. There was a great, quiet space, and One does n't see that at the time. You in it a veil like a misty cloud hanging, think they matter, and so you're willing stirring - like a breath on waters. to pour your soul into them. But to see
Mrs. Pennefather began to say what how little they are and how little they she had to say. She thought it was the matter, and just when you've drawn a one she had come to speak to, listening long breath, then to feel them reaching, It could n't be anyone else. She had no reaching, clinging to you, holding you hesitation, and said what was in her back when you see it does n't matter! mind.
O God, how can you let them interrupt 'God, O God, it is n't in the least great beautiful Death like that?' what I expected. I did n't think it of you, God! Can't you ever let us off Again the wind that blows between from living? Frittering away death - the worlds lifted the spirit of Mrs. like this! They don't understand, back Pennefather and swirled it away and there, but why can't you make them away -- high into ecstasies — deep into let us alone? I was your
faithful serv- unconsciousness — far and far through ant there, O God - you know I was! the unthinkable realms that lie between I did the very best I knew how. I did the worlds. After the æons, emerged n't shirk or complain — much. I tried from the spaces, she lifted eyelids from hard! And I was so tired! I thought I tired eyes and looked at the light of the could go away and rest. And ever since windows of her familiar bedroom and I came, every minute, they keep calling her daughter's face bending over her. me to help them do things. Just the ‘Am I dead?' said the living Mrs. way it always was only worse: for Pennefather, slowly moving the lips of then they used to try to spare me and her body. not let me overdo, and now they think 'No, dear-oh, no!' said her daughthey're being kind to me. Kind! They ter. “You've been sleeping a long time. really think that! I don't mean to It's quite late.' blame them, God. It's just because 'I knew it could n't be like that,' they don't know any better; but really said Mrs. Pennefather after long secthey do. The more they call me, the onds; 'God would n't fool anybody so.' more they think they're being kind and She turned her head, and her eyelids loving to me. O God, I'm so disap- closed sleepily. pointed in dying! Is n't there some- ‘Now,' she murmured, the words a thing else? Something bigger? Because light breath scarcely moving her lips, if there is n't, if it's just going on living ‘now lettest thou thy servant depart in the same things over and over, with a peace.'
MASTERING THE ARTS OF LIFE
AS EXEMPLIFIED IN A NEW SCHOOL
BY THEODORE M. KNAPPEN
In a greenhouse at Dayton, Ohio, cation according to the Moraine Park where a master of scientific research conception. once experimented with plant-life, there The definition is important, because is being conducted an interesting ex- it shapes the scheme of this novel school. periment in juvenile life, conceived by Manifestly the arts of life cannot be the man of research and a group of mastered by excising the boy from life. friends and associates. There was no He cannot be prepared for life by staysignificance in the choice of the green- ing out of life for twelve or sixteen house for the human experiment. It hap- years. From the standpoint of this defpened to be the most available shelter inition, education and life cannot be for the new-old school that the group kept in separate compartments for a had in mind. Yet a building so little quarter, or a third, of a lifetime. Edusuited for school purposes did comple- cation, regarded as something wholly ment an idea behind the school that preliminary to, or dissociated from, now, as in Garfield's time, a log with practical life, could thus be segregated, a Mark Hopkins on one end and the and has been these last fifty years in student on the other is enough material America or ever since our educationequipment to ensure the success of a al system spread out to enclose the school.
youth of the land in its meshes for nine This ‘Moraine Park School' began as months or more in all the formative a preparatory school, but the scheme
years. The arts of life, like
techhas now been projected down to the nical art, are mastered by doing, not by tenderest school-years; so that it is looking on. possible for 220 of the more fortunate of But what are these arts of life, whose the Dayton boys and girls to pass all mastery constitutes education accordtheir years, from kindergarten to col- ing to the Moraine Park way of thinklege entrance, in the pleasant paths of ing? They do not consist of technical education that have been sketched for expertness in any particular formal them by the founders. The paths are study, or in any craft. They are not many. Some are well-defined; some are based on the attainment of a rating of merely blazed and left to the devel- 70 per cent in algebra, or on such and opment of the boys and girls as they such a rating in making tools and mamove forward through the years; but chines. On the contrary, 'the arts of all lead up toward the general goal of life' are described as occupations, ten mastery of the arts of life, which is edu- in number. And these occupations do not respond to the ordinary definition covering are set down as alertness, of the word, as a means of gaining a thoroughness, skill in observing, skill living; rather are they the departments in experimenting, soundness in interof human activity which, taken to- preting, and geography. gether, make up the whole life. In the Following the obscured trail of the ‘pedagese of the school publications traditional studies through the Moraine these 'occupations' are set down as Park curriculum, we find French, Latin, (1) Body-building; (2) Spirit-building; Spanish, and mathematics set down (3) Society-serving; (4) Man-conserv- as contributors to thought-expressing; (5) Opinion-forming; (6) Truth- ing, with truthfulness and accuracy discovering; (7) Thought-expressing; listed ahead of them. Unless we except (8) Wealth-producing; (9) Comrade- or manual training, listed under wealthmate-seeking; (10) Life-refreshing. producing, this completes the list of
The ordinary studies of the schools mention of 'studies' in the ordinary are relegated to places in these 'occu- acceptation. Grouped with manual pations. In the monthly report cards training under wealth-producing are that go to the parents, the latter have ‘project work,' diligence, perseverance, to look closely to find out how their boy honesty, initiative, thriftiness. As for is doing in history. They find it listed the other 'occupations,' body-building as No. 3 under opinion-forming, such includes eating carefully, general care unheard-of qualities in scholastic re- of health, regular exercise. Spirit-buildports as fairness of mind and judgment ing is made up of loyalty to high ideals, being listed above it in this ‘occupation' efforts to do the best, trustworthiness, or art of life. This grouping illustrates power to will to do the right. Under sothe theory of the school. It does not ciety-serving come obedience, respect look upon history as something to be for law, faithfulness in office, interest taught for itself, but as something to be in the community, punctuality. Manstudied as a means of developing the conserving is made up of generosity, ability to form sound opinions. The spirit of helpfulness, home-making. boy may be very lame in history as a Contributing to comrade-or mate-seekstudy, and yet stand up well in his rating ing ability are the elements of coöpin opinion-forming.
eration, courtesy, agreeableness, frankShould the parent wish to know how ness. Elements of the mastery of the his son is doing in chemistry, or zoology art of life-refreshing are play interest, or physics, or botany, he will consult sportsmanlike spirit, courage, self-conthe score-card in vain. In the space set
trol, resourcefulness. aside for appraisal of progress in truth- The report card really tells the story discovering, he will, however, get a of the Moraine Park School. The parhint of how well the boy is doing in sci- ent examines it to learn whether and ence as a whole, as one of the seven fac- how the child is progressing in his mastors that contribute to the mastery of tery of the art of living and its compotruth-discovering - but that is all. nent arts; the child views it as a picture Manifestly the boy might have only an of his progress in the adventure of life. ‘unsatisfactory' in science as a study, Neither worries about the progress in and being excellent and satisfactory in studies, school-exercises, or methods, the six other elements of truth-discov- for both conceive of them as but 'the ering, make a most excellent showing material and means of education. In as a discoverer of truth. The other fact, the so-called studies, which must elements of the mastery of truth-dis- be carried on for drill purposes, and to