=Exemplifications.=--This conception of education is not a figment of
fancy but a reality whose verification can be attested by a thousand
examples. We have only to look about us to see people who are living
among things that are unbeautiful and who might be living in beautiful
worlds had they elected to do so. Others are spending their lives among
things that are trivial and inconsequential, apparently blind to the
great and significant things that lie all about them. Some build their
worlds with the minor materials, while others select the majors. Some
select the husks, while others choose the grain. Some build their worlds
from the materials that others disdain and seem not to realize the
inferiority of their worlds as compared with others. Their supreme
complacency in the midst of the ugliness or pettiness of their worlds
seems to accentuate the conclusion that they have not been able to see,
or else have not been able to use, the other materials that are
available.
=Flowers.=--To the man who would live in a beautiful world flowers will
be a necessity. To such a man life would be robbed of some of its charm
if his world should lack flowers. But unless he has subjective flowers
he cannot have objective ones. He must have a sensory foundation that
will react to flowers or there can be no flowers in his world. There may
be flowers upon his breakfast table, but unless he has a sensory
foundation that will react to them they will be nonexistent to him.
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