Thus it is that the slow quiet pressure of tradition, first in the home and then in the school, shapes the child during his most malleable years.

We, therefore, are surely bound to watch and criticize the environment, the tradition, the customs we are instrumental in providing for the infant future: to ask ourselves whether we are _sure_ the tradition is right, the conventions we hand on useful, the ideal we hold up complete.

The child, whatever his powers, cannot react to something which is not there; he can't digest food that is not given to him, use faculties for which no objective is provided.

Hence the great responsibility of our generation, as to providing a complete, balanced environment _now_, a fully-rounded opportunity of response to life physical, mental and spiritual, for the generation preparing to succeed us.

Such education as this has been called a preparation for citizenship.