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Soul Murder in the Schools 231
one’s memory, quickest from the memory of
those who have learned according to the dose
and teaspoonful system. But education hap-
pily is not simply the knowledge of facts, it is,
as an admirable paradox has put it, what is
left over after we have forgotten all we have
learnt.
The richer one is in such permanent ac-
quisitions, the greater the profit of study. The
more subjective pictures we have; the more
numerous our vibrating emotions and associa-
tions of ideas are; the more we are filled with
suggestively active impressions;—so much the
more development we have, won by study for
our personality. The fact that our students
acquire so little, even if they have passed
through every school with excellent marks, is
a serious injustice they feel during their whole
life. The beautifully systematised, ticketed,
checkerboard knowledge given by examina-
tions soon disappears. The person who has
kept his desire for knowledge and his capacity
for work by his free choice and by his inde-
pendent labor can easily fill out the gaps left
by this method of study in the knowledge he
has acquired.
Only the person who by knowledge has
obtained a view of the great connected system
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