But most of all are we to reverence the in-
dividual, break down every barrier, and bring
into activity tLat precious gift wHcTi sees, feels,
creates. Montaigne never loses sight of the
transcendent value pi the individual__human
soul. This is tEeioeaning bfwhat, for want of
insight, has been called his, egotism. If there
be one ideal which more than any other fills
the heart of those who are striving to solve the
educational problem, and through it the human
problem, it is the right unfolding of the indi-
vidual human spirit. |A feeling is abroad that
possibl y in our endearo^Tgeduc ate every one^
we have negl ected^or crushed every o?^g.| In
*ffie face of such an accusation, it is most inspir-
ing to come upon this message from a man of
insight and broad vision ; one who knew all
the past, but fixed his eyes steadily upon the
present; a man who lived completely in the
spirit of his own time, but xmwarped by the
-exigencies of any vocation. Educate not men
. only, but a man ; educate him not by pouring
\in, nor even by drawing out ; surround him
with conditions favourable to growth, the un-
folding of a complete man — a strong, self-re-
liant, and self-directing individuality.
introduction. i3

Montaigne, Locke, and Eousseau.
