CHAPTER V.
EDUCATION THROUGH SELF-REALISATION Activity, versatility, imaginative sympathy, a large and free outlook, self-forgetfulness, charm of manner, joy of heart,--are there many schools in England in which the soil and atmosphere are favourable to the vigorous growth of all these qualities?
I doubt it.
In the secondary schools, of all grades and types, the education given is so one-sided, thanks to the inexorable pressure of the scholarship system, that the harmonious development of the child's nature is not to be looked for.

In the elementary schools, from which the chilling shadow cast by thirty years of "payment by results" is passing slowly--very slowly--away, the instinct of the teacher is to distrust the child and do everything, or nearly everything, for him, the result being that the whole _regime_ is still unfavourable to the spontaneous outgrowth of the child's higher qualities.

There are of course schools, both secondary and elementary, in which one or more of the Utopian qualities flourish with considerable vigour.

There are elementary schools, for example, in which the children, being allowed by enterprising teachers to walk in new paths without leading strings, have become unexpectedly active and versatile.

And there are others--mostly in the slum regions of great towns--in which the devotion, the sympathetic kindness, and the gracious bearing of the teachers have won from the children the response of unselfish affection, attractive manners, and happy faces.[20] Yet even in these exceptional cases it may be doubted if the development of the particular quality or qualities for which the school is distinguished reaches the high-water mark which is reached in each and all of the seven qualities in Utopia.