All teaching has two objectives--the _subject_ taught and the _person_ taught. When we teach John grammar (or the Bible) we teach grammar (or the Bible), of course; but we also teach _John_. And the greater of these two objectives is John. It is easy enough to attain the lesser of the objectives. Anyone of fair intelligence can master a given amount of subject matter and present it to a class; but it is a far more difficult thing to understand the child--to master the inner secrets of the mind, the heart, and the springs of action of the learner. Who can measure the potentialities that lie hidden in the soul of a child! Just as the acorn contains the whole of the great oak tree enfolded in its heart, so the child-life has hidden in it all the powers of heart and mind which later reach full fruition. Nothing is _created_ through the process of growth and development. Education is but a process of unfolding and bringing into action the powers and capacities with which the life at the beginning was endowed by its Creator. THE CHILD AS THE GREAT OBJECTIVE The child comes into the world--indeed, comes into the school--with much potential and very little actual capital. Nature has through heredity endowed him with infinite possibilities. But these are but promises; they are still in embryonic form. The powers of mind and soul at first lie dormant, waiting for the awakening that comes through the touch of the world about and for the enlightenment that comes through instruction. Given just the right touch at the opportune moment, and these potential powers spring into dynamic abilities, a blessing to their possessor and to the world they serve. Left without the right training, or allowed to turn in wrong directions, and these infinite capacities for good may become instruments for evil, a curse to the one who owns them and a blight to those against whom they are directed. Children the bearers of spiritual culture.--The greatest business of any generation or people is, therefore, the education of its children. Before this all other enterprises and obligations must give way, no matter what their importance. It is at this point that civilization succeeds or fails. Suppose that for a single generation our children should, through some inconceivable stroke of fate, refuse to open their minds to instruction--suppose they should refuse to learn our science, our religion, our literature, and all the rest of the culture which the human race has bought at so high a price of sacrifice and suffering. Suppose they should turn deaf ears to the appeal of art, and reject the claims of morality, and refuse the lessons of Christianity and the Bible. Where then would all our boasted progress be? Where would our religion be? Where would modern civilization be? All would revert to primitive barbarism, through the failure of this one generation, and the race would be obliged to start anew the long climb toward the mountain top of spiritual freedom.