INCREASED USE OF PVBLIC SCHOOL PROPERTY 657
in body, and who had perhaps been so engaged in intellectual pur- suits that his emotional, aesthetic, and religious life was scarcely alive. Today no third of a man passes for a whole man. Man is not conceived as having a body, a mind, and a spirit ; as having an intellect, feelings, and a will ; but man is one being, manifest- ing under his several needs of experience now a physical, now a mental, and now a spiritual interest, or now a cognitive, now an affective, and now a volitional aspect. Or, better still, man is one being, a unitary life which as experiencer knows itself imme- diately only as a unit self, and which may through the activities of memory and imagination, of reflection, separate its experience into cognitive, affective, and volitional acts. Man is a bipartite or a tripartite being only to the observing mind, to the observer ; he is one unitary self to himself as experiencer. This conception of man, that makes his body dignified, and that exalts all that he is, has much to do with the recent increased attention to the health and training of the body. Recreation centers and playgrounds are part of the means for securing such a development, while this same philosophy demands that our system of education provide more adequately for the social and aesthetic culture of our people. Hence the social uses of the schoolhouses.
The opening of public-school property for increased use is a further realization of the implications of democracy. Centraliza- tion and public control are consistent with democracy only when they secure greater universality and equality of opportunity. Powers and practices of a genuine democracy are institution- alized, are delegated to public authority, only when larger aggregates and juster proportions of the health, wealth socia- bility, knowledge, beauty, and Tightness satisfactions are thereby secured to all members of the state. To regard all men as equal means to provide equal opportunities for all men, so far as public ministrations are concerned. The implication of the privileges and duties of a citizen is an education that prepares one for citi- zenship. These two implications of democracy viz., that powers and practices are delegated to public authority, that larger aggregates and juster proportions of goods may be secured to each delegate, and that the practices of citizenship
