Taking the three-fold reverence for my guide, I lay it down in the first place that the school is an organ of tradition. True conservatism has its place in the school. In it are preserved the knowledges and the skills of the past. The heir of today comes to his own by appropriating the products of past thinking and past labor, and the school superintends the process of appropriation and assimilation. At the same time it sifts in tradition what is clean from what is unclean, what is true from what is false, what is usable from what is dead. Reverence is shown in this very sifting process. To revere the past is to make the past live again; but only what is vital can go on living. The teaching should be reverential in spirit. The business spirit, the drive towards mere efficiency, cannot in the long run satisfy. Efficiency as commonly understood has in view the utilities of the moment. It merely exploits the past for the sake of present interests, and as a rule is unmindful of the future. Industrial efficiency, in particular, reverses the right ethical relation between work and personality; instead of work being so contrived as to liberate personality, it is mechanized so as to sacrifice personality. The teacher should be reverent towards the great masters of his own craft, his own art. No one is reverenced by others who does not himself habitually revere someone. The teachers should be acquainted at first hand with the master educators, such as Plato, Comenius, Pestalozzi and the others. I pass on to speak of the second type of reverence. This involves cordial reciprocally stimulating relations between the members of the teaching staff. It is generally agreed that no other factor counts for more in shaping the character of the young than personal influence. The best personal influence, however, is not unilateral, like that which radiates from a single teacher upon his class. The best is that which proceeds from cross-relations between a number of teachers. Just as in the home it is not the father singly, nor the mother singly, but the reciprocal relations between the two that touch child life to finer issues and create a spiritual atmosphere in the learner, so also in the school the best spirit is created by the relations of reciprocal furtherance between the teachers, each doing his work in such a way as to make easier and more successful the work of his colleagues, with a strong sense of partnership in the common work of man-building.