3. EDUCATIONAL USE OF EXPRESSION The educational significance of the truths illustrated in the diagram and the discussion has been somewhat slow in taking hold in our schools. This has been due not alone to the slowness of the educational world to grasp a new idea, but also to the practical difficulties connected with adapting the school exercises as well to the expression side of education as to the impression. From the fall of Athens on down to the time of Froebel the schools were constituted on the theory that pupils were to _receive_ education; that they were to _drink in_ knowledge, that their minds were to be _stored_ with facts. Children were to "be seen and not heard." Education was largely a process of gorging the memory with information. EASIER TO PROVIDE FOR THE IMPRESSION SIDE OF EDUCATION.--Now it is evident that it is far easier to provide for the passive side of education than for the active side. All that is needed in the former case is to have teachers and books reasonably full of information, and pupils sufficiently docile to receive it. But in the latter case, the equipment must be more extensive. If the child is to be allowed to carry out his impressions into action, if he is actually to _do_ something himself, then he must be supplied with adequate equipment. So far as the home life was concerned, the child of several generations ago was at a decided advantage over the child of today on the expression side of his education. The homes of that day were beehives of industry, in which a dozen handicrafts were taught and practiced. The buildings, the farm implements, and most of the furniture of the home were made from the native timber. The material for the clothing of the family was produced on the farm, made into cloth, and finally into garments in the home. Nearly all the supplies for the table came likewise from the farm. These industries demanded the combined efforts of the family, and each child did his or her part. But that day is past. One-half of our people live in cities and towns, and even in the village and on the farm the handicrafts of the home have been relegated to the factory, and everything comes into the home ready for use. The telephone, the mail carrier, and the deliveryman do all the errands even, and the child in the home is deprived of responsibility and of nearly all opportunity for manual expression. This is no one's fault, for it is just one phase of a great industrial readjustment in society. Yet the fact remains that the home has lost an important element in education, which the school must supply if we are not to be the losers educationally by the change.