that is strange and foreign, and to anticipate hostility or
indifference. What he would willingly share with a relation or friend,
he eagerly withholds from an outsider. To cultivate his imaginative
sympathy, to give him an insight into the ways and thoughts of other
men, to show to him that the same qualities which evoke his trust and
love are not the monopoly of his own small circle--this is just what
must be taught, because it is exactly what is not instinctively
evolved.

The training of the imagination then is a deliberate effort to
persuade the young to believe in the real nobility and beauty of life,
in the great ideas which are moulding society and welding communities
together. It cannot be done in a year or a decade; but it ought to be
the first aim of education to initiate the imagination of the young
into the idea of fellowship, and to make the thought of selfish
individualism intolerable. It is not perhaps the only end of
education, but I can hardly believe that it has any nobler or more
sacred end.




IV

RELIGION AT SCHOOL

By W. W. VAUGHAN

The Master of Wellington College