that sifts society into ranks and degrees.

The aristocratic schools in this country hold the sons of the rulers of the state, the deputies, and the ministers; they hold the sons of famous doctors and of the owners of the great industries and commercial houses. The other schools are attended by the earnest middle class and by all the toiling working classes.

These classes do not mix unless money enough is found to secure the mixing, and often we find the ambitious Lebanese, on whom life has not bestowed abundant bless-ings, borrowing money or selling his land so that he may educate his sons in the schools of the rich and the well-to-do.

How can we unite our ranks if edu-cation remains aristocratic in this fashion? This is an ailment no less grave than the sectarian ailment, and it hurls us generations back toward the dark past, for it too works to divide us and split us. Has not the time come for us to follow the example of the West?

Fifth: let us free education from dry theoretical curricula and broaden it toward the avenues of practical, real life. The West freed itself from this mistaken philoso-phy at the start of the nineteenth century. It set about strengthening artistic and manual training and diversifying the curricula to suit every temperament and every talent. In the institutes of the West today there is a movement toward the understanding of the fine arts. In the school choirs the individ-ual's personality melts away and rises with the whole, comprehend-ing the values of splendid spiritual beauty. In the institutes of the West the child is trained to bear public responsibilities in societies and organizations governed by order and bathed in an atmosphere of solidarity, mutual support, and mutual aid for the sake of a single goal.

Sixth: let us free university educa-tion from every political tint and from every temporal authority that stands in the way of its progress. Then the personalities of our gifted sons will reach completion in the shade of pure truth, drinking it from the springs of clean, limpid knowledge, and their positive ener-gies will open out upon a broad sea of fruitful works that strengthen liberty and human dignity.

We cannot create leaders in the field of education except in a free, unfettered university environment. The starting point in developing the pupil's personality is to find a teacher whose own personality is complete — and the teacher's personality is completed only if he lives in an atmosphere of free, disinterested thought, and only if our country is granted those educational reforms which are indispensable to a nation that respects itself.

Come, then, let us listen to the

voice of our consciences — we to whom the building of the human personality has been entrusted — and remember that we are guardians of the most precious thing in existence; let us demolish with our own hands the fortresses of schism and partisanship, tear down the workshops of hatred and revenge, and raise our children in a sound national atmosphere, guided by the positive, creative mind and by the guiding spirit that believes in itself.

When Lebanon is blessed with this noble human element, idolatry will vanish from its expanses; it will return to belief in itself, and there will shine upon it, from the splendor of these mountains, the light of God, who chose it and loved it and willed that its children should love one another — for though knowledge should cease, or hope and faith grow weak, love never weakens.

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Madam...

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