emotions apart from their corresponding activities is to introduce an unhealthy and morbid state of mind.
I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves.
I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism.
I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.
ARTICLE V. THE SCHOOL AND SOCIAL PROGRESS.
I believe that education is the fundamental method of social progress and reform.
I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.
I believe that education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.
I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual pre-
