The school histories, which should emphasize the admirable as well as point out the reverse, have played a poor role in education. The hero they depict is the warrior, and they fire the hearts of the child with admiration and desire for emulation. They say almost nothing of the great inventors, scientists and philanthropists. The teaching of history should, above all, set up heroes for the child to study, admire and emulate. "When the half-gods go the gods arrive." The stage of history as taught is cluttered with the tin-plate shedders of blood to the exclusion of the greater men.[1] [1] Plutarch's Lives are an example of the praise and place given to the soldier and orator; and many a child, reading them, has burned to be an Alexander or a Caesar. Wells' History, with all its defects, pushes the "conquerors" to their real place as enemies of the race. When the object that confronts us is so superior, so vast, that we sink into insignificance, then admiration takes on a tinge of fear in the state or feeling of awe. All men feel awe in the presence of strength and mystery, so that the concept of God is that most wrapped up with this emotion, and the ceremonies with which kings and institutions have been surrounded strike awe by their magnificence and mystery into the hearts of the governed. We contemplate natural objects, such as mountains, mighty rivers and the oceans, with awe because we feel so little and puny in comparison, and we do not "enjoy" contemplating them because we hate to feel little. Or else we grow familiar with them, and the awe disappears. The popular and the familiar are never awe-full, and even death loses in dignity when one has dissected a few bodies. So objects viewed by night or in gloom inspire awe, though seen by day they are stripped of mystery and interest. To the adolescent boy, woman is a creature to be regarded with awe,--beautiful, strangely powerful and mysterious. To the grown-up man, enriched and disillusioned by a few experiences, woman, though still loved, is no longer worshiped. Though the reverent spirit is admirable and poetic, it is not by itself socially valuable. It has been played upon by every false prophet, every enslaving institution. It prevents free inquiry; it says to science, "Do not inquire here. They who believe do not investigate. This is too holy a place for you." We who believe in science deny that anything can be so holy that it can be cheapened by light, and we believe that face to face with the essential mysteries of life itself even the most assiduous and matter-of-fact must feel awe. Man, the little, has probed into the secrets of the universe of which he is a part. What he has learned, what he can learn, make him bow his head with a reverence no worshiper of dogmatic mysteries can ever feel. CHAPTER X. COURAGE, RESIGNATION, SUBLIMATION, PATIENCE, THE WISH, AND ANHEDONIA