Each succeeding day marks an inch or so of progress toward the goal. But
should we set the responsibilities of the bank president over against the
powers of the child, the disparity would overwhelm our thinking and our
minds would be thrown into confusion. Our thinking is level and easy only
when we conceive of strength and responsibility advancing side by side and
at the same rate.
It would be an interesting experience to overhear the teacher inquiring of
the superintendent how she should proceed in order to inculcate in her
pupils a sense of responsibility. We should be acutely alert to catch
every word of the superintendent's reply. If he were dealing with such a
concrete problem as Milo and the calf, his response would probably be
satisfactory; but when such an abstract quality as responsibility is
presented to him his reply might be vague and unsatisfactory. His thinking
may have had to do with concrete problems so long that an abstract quality
presents a real difficulty to his mental operations. Yet the question
which the teacher propounds is altogether pertinent and reasonable and, if
he fails to give a satisfactory reply, he will certainly decline in her
esteem.
The normal child welcomes such a measure of responsibility as falls within
the compass of his powers and acquits himself of it in a manner that is
worthy of commendation. This open truth encourages the conviction that the
superintendent who can give to the teacher a definite plan by which she
will be able to develop a sense of responsibility, will commend himself to
her favor, if not admiration.
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