If he would induce reactions that spell loyalty he must make no
mistake in respect of external stimuli, for it must be reiterated that the
character of the stimuli conditions the reactions. We may not hope to
achieve loyalty unless through the years of training we have provided
stimuli of the right sort.
If the sentiment of loyalty concerns itself with the teachings of the
Bible and the tenets of the church, we call it religion; if it has to do
with one's country and what its flag represents, we call it patriotism;
and in many another relation we call it fidelity. Hence it is obvious that
loyalty is an inclusive quality and in its ramifications reaches out into
every phase of life. This gives us clear warrant for making it one of the
prime objectives in a rational, as distinguished from a traditional,
scheme of education. The progressive superintendent who is endowed with
perspicacity, resourcefulness, altruism, and faith in himself will consult
the highest interests of the boys and girls of his school before he
relegates the matter to oblivion. To such as he we must look for advance
and for the redemption of our schools from their traditional moorings. To
such as he we must look for the inoculation of the teachers with such
virus as will render them vital, dynamic, and eager to essay any new task
that gives promise of a larger and better outlook for their pupils.
In the second chapter of Revelation, tenth verse, we read, "Be thou
faithful unto death and I will give thee the crown of life.
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