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204 The Century of the Child
desk, hour by hour, montli by month, term by
term; taking doses of knowledge, first in tea-
spoonfuls, then in dessert-spoonfuls, and
finally in tablespoonfuls, absorbing mixtures
which the teacher often has compounded from
fourth- or fifth-hand recipes.
After the school, there often comes a further
period of study in which the only distinction
in method is, that the mixture is administered
by the ladleful.
When young people have escaped from this
regime, their mental appetite and mental di-
gestion are so destroyed that they for ever lack
capacity for taking real nourishment. Some,
indeed, save themselves from all these un-
realities by getting in contact with realities;
they throw their books in the corner and de-
vote themselves to some sphere of practical life.
In both cases the student years are practically
squandered. Those who go further acquire
knowledge ordinarily at the cost of their per-
sonality, at the price of such qualities as
assimilation, reflection, observation, and im-
agination. If any one succeeds in escaping
these results, it happens generally with a loss
of thoroughness in knowledge. A lower grade
of intelligence, a lower capacity for work, or
a lower degree of assimilation, than that be-
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