the full sense of the word. We all know that Montessori's great works in education began, grew, and lived in the poorest of quarters, and today most modern kinder-gartens proceed along Montessori's educational principles. Nor do I think I need mention the scores of great men who were children of hovels and black bread. The system of education must embrace every individual, and must provide the conditions that help every individual to advance.

Here we must distinguish between the art of education and education itself. The art of education is the theories and rules of education; education in itself is the application of these theories and rules.

A quick glance, then, at all we have said confirms that education is not a profession like other professions. The merchant can succeed if he masters the secret of his trade, and the workman can excel if he merely grasps the craft of his calling. But of one who memorizes all the the-ories of education — even of one who composes for us an unending river of writing in the field of edu-cation — we cannot affirm that he is a good educator. Such a one is Jean-Jacques Rousseau, the undis-puted leader of modern education, who cried out in the eighteenth century for the tormented child-hood that the lessons of educators had enslaved and their whips had bloodied. Such a one is the author of "Émile," the gospel of modern education, which has given, gives, and will give to the millions of children in the world — yesterday, today, and tomorrow — freedom and a happy childhood. That

man sent his five children to the foundling homes and proved unable to rear a single one of them; Rousseau's children were