Part 22 (1/2)

ALL IMPRESSIONS LEAD TOWARD EXPRESSION--Each of these groups of impressions may be subdivided and extended into an alroupsreasonably distinct characteristics A coram, is that they all point toward expression The varieties of light, color, forh vision are not merely that wethe proper responses to our environh our social impressions are notthem, we may act in response to theically in any siram will serve, however, to call attention to some of the chief modes of bodily expression, and also to the results of the bodily expressions in the arts and vocations Here again the process of subdivision and extension can be carried out indefinitely The laugh can bemay express bitter sorrow or uncontrollable joy Vocal speech ues Drae of huh in their scope to satisfy the dees and every people The handicrafts cover so wide a range that the ress of civilization can be classed under them, and indeed without their development the arts and vocations would be i, music, and literature have a thousand possibilities both in technique and content Likewise the ion are unlimited in their forms of expression

LIMITATIONS OF EXPRESSION--While it is ive than to receive, it is so; for more of the self is, after all, involved in expression than in impression Expression needs to be cultivated as an art; for who can express all he thinks, or feels, or conceives? Who can do his innere, in music, or in marble? The painter anshen praised for his work, ”If you could but see the picture I intended to paint!” The pupil says, ”I know, but I cannot tell” The friend says, ”I wish I could tell you how sorry I am” The actor complains, ”If I could only portray the passion as I feel it, I could bring all the world to rosser structure than thethe mind's states; yet, so perfect is the harmony between the two, that with a body well trained to respond to the mind's needs, comparatively little of the spiritual need be lost in its expression through the material

2 THE PLACE OF EXPRESSION IN DEVELOPMENT

Nor are we to think that cultivation of expression results in better power of expression alone, or that lack of cultivation results only in decreased power of expression

INTELLECTUAL VALUE OF EXPRESSION--There is a distinct mental value in expression An idea always assumes new clearness and wider relations when it is expressed Michael Angelo, reat cathedral, found his first concept of the structure expanding and growing inning to e which he has in hismore expressive and beautiful as the clay is molded and for as he proceeds with the writing The student, beginning doubtfully on his construction in geo clearer as he proceeds The child with a di of the story in history or literature discovers that the rows clear as he himself works out its expression in speech, in the handicrafts, or in dramatic representation

So we ht whatever, and the law holds good: _It is not in its apprehension, but in its expression, that a truth finally becoe_ And this h its motor expression we are to remember that the uide the hand; that the object is not to ent thought as well

MORAL VALUE OF EXPRESSION--Expression also has a distinct ood intentions than of ed proverb tells us that the road to hell is paved with good intentions And how easy it is to forle, said, ”I will break the bonds of this habit: I will enter upon that heroic line of action!” and then, satisfied for the ti made the resolution, continued in the old path, until ere surprised later to find that we had never got beyond the resolution

It is not in the moment of the resolve but in the moment when the resolve is carried out in action that the ht and wrong ht--it clears one's own ives him command of himself Expression is, finally, the only true test for ourmoral expression, we ood, but we can never enter the class of those who are good for so One cannot but wonder ould happen if all the people in the world who are ive expression to their moral sentiments, not in words alone, but in deeds Surely thethe nations, but in the lives of ious experience deious life was to escape from the world and live a life of co the world thirsting without Later religious teaching, however, recognized the fact that religion cannot consist in drinking in blessings alone, nowhich , but this along with the giving that enriches the life To give the cup of cold water, to visit theand the fatherless, to comfort and help the needy and forlorn--this is not only scriptural but it is psychological Only as religious feeling goes out into religious expression, can we have a norious experience

SOCIAL VALUE OF EXPRESSION--The criterion of an education once was, how much does he know? The world did not expect an educated ; he was to be put on a pedestal and admired from a distance

But this criterion is now obsolete Society cares little how er ade, but insist that the man of education shall put his shoulder to the wheel and lend a hand wherever help is needed Education is no longer to set men apart from their fellows, but to make them more efficient comrades and helpers in the world's work Not the man who _knows_ chee to rew before, is the true benefactor of his race In short, the world demands services returned for opportunities afforded; it expects social expression to result from education

And this is also best for the individual, for only through social service can we attain to a full realization of the social values in our environe of the ages which we receive from books and institutions; only thus can we come into the truest and best relations with humanity in a common brotherhood; only thus can we live the broader and est possible social self

3 EDUCATIONAL USE OF EXPRESSION

The educational significance of the truths illustrated in the diagra 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 i himself, then he must be supplied with adequate equipment

So far as the hoo 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 wereof the family was produced on the fararments 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