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Horatio W. Dresser's

Education and the Philosophical Ideal

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Preface - Introduction - The New Point of View - Educational Ideals - Equanimity - The Subconscious Mind - The Spiritual Ideal in Childhood - An Experiment in Education - The Expression of the Spirit - An Ideal Summer Conference - The Ministry of the Spirit - The Mystery of Pain and Evil - The Philosophical Ideal - The Criteria of Truth - Organic Perfection - Immortality - Index - p. 247

schoolboy knows.' Macaulay's schoolboy was a prodigy, to be sure, but I did not possess a third of such a boy's knowledge. In school I had stood at the head of my class in spelling and geography, but at the foot in arithmetic, and history I had not studied at all. I had read almost nothing outside of school. I was ignorant even of the names of the standard authors. My work was closely confining, I had no society, and when, owing to the plans of my parents, I was forced to leave the little town where I worked, it was many months before I became reconciled to my new social situation. But when I discovered the world of literature, how sudden and complete the change!

"It all began with Shakespeare's Hamlet, which I studied in an elocution class, and with Lowell's Among my Books and My Study Windows, which I read simply because I had seen the titles in a game of authors. Once started, I did not stop. I read every word that Shakespeare wrote, and many of the commentaries on his plays. Lowell's essays quickened interest in other poets, and I read through nearly all the great poets, and read their biographies. Thus one book led to another by a process of natural suggestion.

"Then, in a fortunate hour, a friend gave me two volumes of Emerson's Essays, and shortly afterwards my doom was sealed. I read every word of Emerson, and every book about him. I read Emerson's favourite authors, and these sent me to more. This reading also raised for me the great problems of

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