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Soul Murder in the Schools 229
absorbs knowledge is by the teaspoonful. Is
not this condition enough to urge us to work
with all our might against the system of dif-
fusion wherever it is unnecessary?
In reading-books diffusion is not necessary;
in foreign languages, as in his own tongue, the
interest of the child is much more stimulated
by a book than by a reader; his vocabulary is
increased. But even if this were not the case,
what the child gains through reading-books,
in quick readiness in the mother tongue or in
foreign languages, does not compensate for
the loss their use signifies in development
in the way already mentioned.
The schools deal improperly with the mental
powers of youth, through their lack of special-
ising, of concentration, in their depreciation
of initiative, in their being out of touch with
reality.
High schools and colleges are absolutely de-
structive to personality. Here, where only
oral examinations should take place from time
to time, where all studies should tend to be
individual, the hunger of the scholar for reality
is hardly satisfied in any direction. Nothing
is done to help his longing to see for him-
self, to read, to judge, to get impressions at
first-hand, not from second-hand reports.
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