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Education and the National Purpose
University of Pennsylvania
Schoolmen's Week

Schoolmen''s Week Meeting

October 11-14, 1961
 Education and the
National Purpose
Forty-ninth Annual

Schoolmen's Week Proceedings

Edited by

HELEN HUUS

Philadelphia
UNIVERSITY OF PENNSYLVANIA PRESS
© 1962 by the Trustees of the University of Pennsylvania
Published in Great Britain, India, and Pakistan
by the Oxford University Press
London, Bombay, and Karachi

Library of Congress Catalog Card N u m b e r : 62-22191

7341

Printed in the United States of America

 Editor's Preface
THAT E D U C A T I O N is important, especially for a democratic society,
has long been recognized. The Report of the President's Commission
on National Goals reaffirms the strategic position of education and
places it in a perspective that also includes technological, economical,
sociological, and cultural goals of the nation.
It was to the topic of "Education and the National Purpose" that
the main speakers of the 1961 Schoolmen's Week addressed them-
selves, and the first section of these Proceedings has this as its heading.
While the thread of national purpose runs throughout many of the
succeeding papers, the other sections deal somewhat more specifically
with relatively smaller, more local, day-by-day problems and pro-
cedures by which this process of education actually occurs.
The second section is devoted to a paper on the educational ideas
of Alfred North Whitehead, not only in honor of the centennial of
his birth but also because of his outstanding contribution to the phi-
losophy of education. It is important that educators pause to ponder
theoretical foundations, and the clarity of Whitehead's writings make
them unusually cogent and appealing.
Part III contains papers relating to innovations in education. One
on programed instruction in nursing is illustrative of the interest in
teaching machines, while those on "contiguous" grouping and team
teaching describe only two of the current attempts to improve instruc-
tion by regrouping of personnel.
The next five sections are devoted to papers dealing with various
educational problems and practices. Part I V treats situations arising at
the administrative level—the role of the school board, legal questions,
school organization, and supervision. Part V focuses on the child in
school and is comprised of articles on child growth and development,
and of their relation to the teaching of arithmetic and the education
of the slow learner, while Part VI contains articles in the general area
5
6 EDITOR'S PREFACE

of communications—linguistics, reading, literature, and note taking.

The increased interest and demand for foreign language teaching is
reflected in two papers, one reporting the status of foreign language
teaching in Pennsylvania and the other a clear and vivid description
of a secondary program in Latin.
The space allotted to Part VII, "The Expressive Arts," should in
no way be construed as indicative of the desired emphasis; it may only
reflect the difficulty of putting into words the values of creative expres-
sion. This section contains one paper describing an approach to art
in the elementary school and papers describing physical education and
athletics in two foreign countries. Part VIII, which includes three dis-
cussions on problems in vocational education, emphasizes the need for
setting up objectives, for co-operation between schools and industry,
and for identifying vocational aptitudes realistically and sufficiently
early that proper guidance can be given.
It is fitting that this report close with an optimistic, forward look.
The very short paper by the renowned Dr. I. M. Levitt serves this
purpose admirably by focusing attention not only beyond the nation
but beyond the world by presenting a glimpse of what the future
might bring.

Any program with the scope of Schoolmen's Week can only be the
result of the co-operation of many individuals and groups. Those who
helped in the planning and organization are listed in the back of this
book, and their assistance is most greatly appreciated. Very special
thanks should also go to the two program coordinators, Dr. Albert I.
Oliver, Associate Professor of Education, and Dr. Eleanor M. Dil-
linger, Assistant Professor of Education, who organized and developed
the many excellent programs relating to secondary and elementary
education, respectively; to Dr. Richard Heisler, Assistant to the Dean
of the Graduate School of Education, who so ably supervised the
exhibits and the physical arrangements; to Mrs. Alice Lavelle, Admin-
istrative Assistant, who managed the many details with accuracy and
dispatch; to Mrs. Eleanor Bennett and Miss Mildred Matlack, who
were responsible for the final typing of the manuscript; and finally to
all those who submitted manuscripts for publication, whether or not
they could be included in these Proceedings.
Editor's Preface 7
Not only those who attended Schoolmen's Week but other teachers,
administrators, school personnel, parents, and anyone interested in
education in America in 1961 should find in this report a wealth of
information. We trust they find it interesting, as well.

HELEN HUUS
Associate Professor of Education
General Chairman of Schoolmen's Week

University of Pennsylvania
January, 1962
 Contents

Editor's Preface 5

I. Education and the National Purpose

Paul C. Weaver 13
Lawrence E. Dennis 29

II. Educational Philosophy

Whitehead's Views on Education—Frederick C. Gruber 39

III. Innovations in Education

Programed Instruction for Nursing—Marie M. Seedor 57
Contiguous Grouping—W. James Drennen 66
Team Teaching in the Elementary and Secondary Schools—Robert
H. Anderson 70

IV. Administration and Supervision

The School Board's Role in Public Education—Thomas G.
Pullen, Jr. 85
The Law and the Curriculum—E. Edmund Reutter, Jr. 97
Legal Aspects of School Purchasing—H. Halleck Singer 103
The Junior College Today—Lawrence L. Jarvie 115
The Present Challenge for Superior Teachers—Robert H. Anderson 124

V. The Student and the School

Keeping the Normal Child Normal—Rachel Dunaway Cox 135
Patterns of Growth Affect Methods of Teaching—Laura Hooper 151
Guiding Natural Growth in Arithmetic in the Primary Grades—
Ella M. Travis 158
Trends and Issues in the Education of the Slow Learner—Kathryn
Dice Reier 173
9
10 CONTENTS

VI. The Communicative Arts

Exploring in the Language Arts—Eunice Shaed Newton 185
New Paths in Thinking about Language Arts—Mary Elisabeth
Coleman ' 191
Developing Better Patterns of Speech in the Classroom—Mardel
Ogilvie 201
Tension on the Rope—English 1961—James R. Squire 212
The Teaching of Creative Writing—Louise P. Kasl 228
Two Evaluations of Notehand—Bernard S. Soika, M. Adele Frisbie 236
Inspiring a Liking for Literature among Young Adolescents—
Joseph Blake 242
Reflective Reading and Thinking—Russell G. Stauffer 249
Factors Associated with the Progress of Students Enrolled in a
College Reading Program—J. Wesley Schneyer 258
Status of Foreign Languages in the Elementary Schools of Penn-
sylvania—Louisette Logan 267
A Latin Advanced Placement Program in a Private School—Wade
C. Stephens 269

VII. The Expressive Arts

Art and the Creative Process in the Elementary School—Blanche
W. Jefferson ' 283
Physical Education in Israel—Elizabeth K. Zimmerli 289
Athletics in Southeast Asia—John H. Jenny 297

VIII. The Industrial Arts

Industrial Arts Objectives and the Technical Revolution—Shriver
L. Coover, James P. Harrison 305
Public Technical Education—J. E. Casey, Maurice W. Roney 318
Identification of Vocational Aptitudes—Thomas A. McNamara 330

IX. Science for the Future

Moon—Target for Tomorrow—I. M. Levitt 341

Appendix—Schoolmen's Week Committees 1961 345

Index 351
 I
Education and the National Purpose
 Education and the National Purpose

PAUL C. WEAVER*

IT IS A nostalgic luxury to remember the free and irresponsible prov-

ince of the child. It is nice to remember flights of fancy and solving
problems by not admitting them. But when we become men "we put
away childish things," and the same can be said of education as it
achieves increasing maturity. Whether we find it pleasant or not,
mature educators must recognize that the young people now being
taught will inherit a certain kind of world and that, as far as we can
see, this world has problems in it—problems that are quite inescap-
able, problems that do not admit of easy solution, and problems that
will persist throughout the adult lives of the young people in our
classrooms. Let us look at three of these briefly.

PROBLEM 1 OUR W O R L D IS SPLIT

Our world is split; it is bifurcated, philosophically and politically,

largely between East and West. This problem which plagues us with
black headlines every morning has some origins that must be under-
stood. In the West, we go back for the basic taproots of our philoso-
phy and human activities to at least two very interesting points, lost
now in man's memory. One taproot goes back to the Hebrew-Chris-
tian treatment of values, where there emerged one day a bold and
brash idea—that all individual persons, regardless of differential
characteristics, are creatures of dignity and infinite worth. We read
in the sacred writings, for example, that one little human being is
so transcendentally important that even the "hairs on his head are
numbered." This idea about the dignity and infinite worth of the
individual slowly forged its way into the mores, into the statutes of
* President, Lake Erie College.
13
14 EDUCATION AND THE NATIONAL PURPOSE

law, into the concepts of political responsibility, and into the defini-
tion of the services of the community. It emerged as the concept that
each individual should be developed to his greatest potential, what-
ever that might be.
The second taproot goes back to Roman civilization for its genesis,
precisely, perhaps, because the R o m a n concept of natural law, under
the impact of the Stoics, was deeply rooted in the belief, and con-
stantly affirmed, that political power is subject to a moral referee.
This was expressed by a certain view of reason as being implicit in
nature, and politics as being subservient to reason in nature. This
idea of the limitation of power in the affairs of man has led in the
West to the development of the conception of free institutions—free
labor, free education, free churches, synagogues, and temples, a free
press, freedom of assembly, freedom to discuss grievances, freedom
against government. W h e n each President is inaugurated, w e sym-
bolize this subservience of government to morality not only by salut-
ing the flag, the symbol of our political responsibility and organiza-
tion, but also by having our new Head of State kiss the Bible and so
pledge allegiance to moral review of political activity.
These twin taproots, one about the dignity and worth of the indi-
vidual and the other about the concept of moral imposition over
political power and its limitations, flourished though challenged by
ignorance, by political difficulty, and by metaphysical limitations.
These taproots have, for two thousand years, ied our value convic-
tions and defined for us in the West what we mean by government,
what we mean by education, and how we organize for the emergence
of greatness in individuals.
Where did this division between East and West begin? Maybe it
began with Karl Marx in that abysmally poor piece of scholarship
called Das Kapital, which i m p r e s s e d most of my f r i e n d s because they
failed to check the scholarly sources used by Marx. H e made funda-
mental errors about the mining industry in Britain, for example.
However, with the oversimplification of Marx about the relative im-
portance of economic determination in human organization, with the
thinking of Kropotkin, with the strategy of Lenin, and with the state-
ments of the international pool of the Communist party, there has
emerged in modern times quite a different philosophy and quite a
Education and the National Purpose 15
different set of values in the East, as opposed to our taking for
granted the emphasis in the West upon the individual and his worth.
Communists place an emphasis upon society: not the self, but the
commune—hence Communism; not the infinite worth of the indi-
vidual versus the group, but the immortality alone of the social
stream—hence denying the axiomatic status of an individual versus
the group. They do, however, have a characteristic view about the
individual within the framework of their dedication to society.
In the West, until very recently, we have believed that the indi-
vidual had a soul, but this was not subject to microscopic investiga-
tion. This unique and immortal character of the organism forms the
defense of man's dignity and his capacity. Communism holds no such
view; it has reduced the spirit of the person to biological terms and
to what the scientist finds in the laboratory. He does not find the
immortality; he does not find omissions. What he finds is that this
individual can be made to serve the commune through the simple
device of controlling the ingress and egress of the stomach and its
sophisticated corollary, the purse. Like huge puppets on strings, indi-
viduals can be made to fit what the commune requires of them.
As over against our taproot of moral review of politics and the
limitation of power of government in the affairs of men, Communism
deeply believes that this is bad organization, that it is unfitting to
modern times, and that what is required, instead, is the total respon-
sibility to the government for all the lives of the people absolutely,
not subject to the diversity of alteration or successful challenge—
hence, the censorship of books. What people read is important to the
government; therefore, it is the government's business to say what
shall be read. It is the government's responsibility to educate the
youth in Russia; hence it is the government's right to say who goes
to which school, in what field students major, and where they go to
work afterward. Freedom of the press to them is a very ridiculous
weakness. In their view of things, religion is an opiate. In other
words, the Politburo has absolute power with no review.
These opposing and contradictory notions about the nature of man
and the proper role of government are locked in perhaps the most
exhaustive and imaginative contest for the minds of men that the
world has ever seen. From an educator's point of view—we who
16 EDUCATION AND THE NATIONAL PURPOSE

d e a l with the length a n d persepctive of the potential of e a c h emer-

gent g e n e r a t i o n — i t is incidental that there is today a crisis in Berlin,
m a y b e t o m o r r o w in V i e t n a m , m a y b e C u b a again, m a y b e the Congo.
T h e e d u c a t o r w h o h a s a sense of history and a n o t i o n of his responsi-
bility t o the national p u r p o s e d o e s not e d u c a t e by the passing head-
lines a n d by the s y m p t o m s that keep p o p p i n g u p a n d will keep
p o p p i n g u p t h r o u g h o u t the lives of the children n o w in school; f o r
as e d u c a t o r s we see that the n a t u r e of m a n a n d the role of govern-
m e n t is the overwhelming p r o b l e m of the h u m a n race. It d o e s not
a d m i t an easy solution, and it will persist.

PROBLEM 2 OUR W O R L D IS DANGEROUS

N o t only is m a n k i n d ' s world split and in contest to control the

m i n d s of men but the world is dangerous, and its d a n g e r is increasing
daily. O n e d a y in E u r o p e , while chatting with a very sophisticated
F r e n c h m a n with a delightful sense of h u m o r , I first learned that the
w h o l e world does not regard A m e r i c a n efficiency as i m p o r t a n t . Some
regard it as a definite h i n d r a n c e to the d e v e l o p m e n t of a good society,
a n d he was b e m o a n i n g the fact that A m e r i c a n inventiveness h a d so
cruelly changed the contest of war. He put it in these w o r d s : "1 hope
y o u A m e r i c a n s d o n ' t feel you are doing us a great t u r n with this
M a r s h a l l Aid. I think you can figure out why this M a r s h a l l Aid is
n e e d e d over here. Y o u know, it used to be that you shoot a little bit,
then the British stop f o r tea, the G e r m a n s stop f o r beer, a n d the
F r e n c h stop for wine. W h e n it is d a r k , you go to b e d and sleep,
then get up and shoot a little more. W h e n you get it out of your
system, you go back to y o u r homes. Y o u have wasted a little gun-
p o w d e r and a few people have died. But all that h a s n o w been
c h a n g e d by A m e r i c a n efficiency. Y o u invented the a i r p l a n e ; you
invented the tank, the inccndiary b o m b , atomic p o w e r . A n d , lo and
behold, what h a p p e n s ? We have a war over here. W e are used to
t h e m . Y o u have m a d e war so d a n g e r o u s and destructive t h a t after
we shoot a little bit, we c a n n o t raise vegetables, our cities are d o w n ,
a n d we need this M a r s h a l l Aid. If you had been less efficient, we
w o u l d not need it, a n d the world would not be so d a n g e r o u s . "
Be that as it may, the fact r e m a i n s that the a p p l i c a t i o n s of seien-
Education and the National Purpose 17
tific discoveries to modern technology and weaponry have introduced
a new element in the thinking of mankind.
A number of years ago, as I walked about the campus of the
University of Chicago, I happened along the side of old Stagg
Stadium. As 1 came around the squat end of this old pock-marked
stadium, a ray of light through the curling mist caught my eye.
Walking close, I saw a new bronze plaque stating that on December
2, 1942, mankind here first achieved a chain reaction and nuclear
fission and ushered in the new age.
It is an age of great and prodigious power. The atomic age puts
into the hands of man, potentially, the solution to one of the root
causes of war, which is the need of the have-not nations for power
to run an industrial civilization. We can ship Germany, in a suitcase,
more power than ten thousand men can dig out of the earth to be
transformed from coal into power for industry. There need not be,
in this sense, have-not nations any more. In Sunday School we read
in the New Testament about the grain of mustard seed, the smallest
of all seeds, that when used can move mountains. Now we can move
mountains with atomic power of about the size of a grain of mustard.
So we are in the age, the technological age, and therefore face the
danger of unlimited manipulatory power in the hands of man. Al-
though we have not yet learned how to live together in the h u m a n
race, the atom bomb keeps ticking away, with the hydrogen b o m b
following it, then the cobalt bomb, and following it, in turn, the
direct use of helium, which Dr. Millikan predicted the year before his
death.
In Time Magazine last year there was a story and picture of a one-
inch bar of steel cut by a reflection of light without being touched.
These bombs keep ticking away. . . . Would you consider me ro-
mantic if 1 say sensitive men, reflective men, men with historical per-
spective, men with a belief in the future of mankind, hear the metallic
words? The bomb ticks off, and perhaps the words are these: "People
of the earth, grow up. Grow up over night, if need be. There isn't
much time."
The engineer in the national laboratory, speaking of casualties in
the event of an atomic war, has reported in an open meeting that if
a hydrogen-powered bomb of the type we have detonated experi-
18 EDUCATION AND THE NATIONAL PURPOSE

mentally many times, not what Khrushchev is threatening to use,

were to be dropped over the city of Philadelphia today, within a
diameter of a mile and a half of its impact the temperature would
become 2000 degrees Fahernheit within eleven seconds. So save your
b o m b shelters, because what is going to be there is a crater 2 1 8
feet deep at the center, filled with poisonous liquid. What had been
buildings of steel and stone, what had been human bodies, and
what had been students-in-learning and tcachers-teaching-students
will have instantaneously been transformed into microscopic material
which, carried by the wind, constitutes the fall-out, dangerously wild.
This is a problem we cannot duck. What the solution is, I do not
know; I am sure it is not easy, and I am sure we are not going to stop
our scientific advances. So the weapons are going to get more danger-
ous.
Now I want to make a statement and be quite sure that I am not
misunderstood. I am not speaking to the current political situation
and the frightful problems our government faces in its inability to
formulate a foreign policy that is effective without great danger, but
I am speaking to the next half-century; not to the party in power,
but to ideas, human reason, and the potentiality of mankind to sur-
vive by wisdom. Then I say that this world is so dangerous that, in
the long run, it perhaps is of no service to mankind. It keeps pointing
to the vigor of our body military, to the biceps of our national
strength. We need to be strong—stronger than we are—but we need
a great deal more than that. We need something that the educator
needs to supply. I am all for mathematicians, but maybe in retrospect
we need poets more. I am all for science and its great liberating po-
tential from toil and disease and economic stress, but maybe we need
composers and artists just as badly. Certainly in terms of the national
purpose, not one of us wishes the teachers of America to become
the captive tool of either the Pentagon or the State Department, both
of whom we honor; and, in crisis, we lay down our books to serve
our country with love and courage. But the educator is always deal-
ing with the next half-century, and in that sense do we yet know
enough to achieve what the world must have in light of its precipitous
and growing danger?
Education and the National Purpose 19

PROBLEM 3 OUR WORLD IS SHRINKING

Not only is our world split and in contest for keeps, and not only
is our world dangerous and daily more so, but, in the third place, the
world is shrinking. The distances separating people are disappearing
with such great speed that we are almost caught flatfooted by our
provincialism and our lack of insight in understanding the driving
forces in people who hunger now for dignity and progress in this
shrinking, suddenly tiny world.
An executive of one of the major airlines has indicated that he
expects by 1 9 6 5 to have regularly scheduled flights from London to
New York in an hour and fifty-eight minutes. We have just been
reading about and have seen X - 1 5 on T V . When the "bugs" are out
of it, the anticipated speed is seven thousand miles an hour. Instan-
taneous communication, great speeds in transportation, the exploding
population of the world, increased longevity due to the beneficent
powers of medical science are crowding the world so close together
with such sudden interdependence that we may not yet have learned
to educate for it, and maybe our involvement is way ahead of our
insight. Morality and wisdom, and the difference between these, is
what really threatens us.
Certainly human understanding and human relations are increas-
ingly important, whether between labor and management, black and
white, Christian and Moslem, or a member of one national group and
another. We are plagued by the absence of a real art of understand-
ing, by fictional problems and by symptomatic problems, and on
both we waste our time. A fictional problem is one we have because
we believe a fiction about another person. For example, it is very
difficult in this shrinking world not to be caught with generalizations
made in a previous day when there was less opportunity for contact,
less opportunity to get the facts. Even in 1961, relatively enlightened
people, including some who have the Ph.D. degree, believe these
kinds of fictions. Let me quote a few. " T h e Germans are arrogant
and they are always going to cause a lot of trouble." " T h e British
are cold." " T h e French drink too much." "Orientals are tricky and
20 E D U C A T I O N AND THE NATIONAL P U R P O S E

not to be trusted." "Colored people have primitive instincts." What

a sorry thing this is! We educate the present generation to fictional
problems in this shrinking world to which they are going to have to
adjust. A symptomatic problem is just as bad. It is a problem we
have because we do not know who we are. Being insecure in our
ego identification, we are suspicious of every other ego. Some of our
periodic national hysteria about Communism may be based upon
our own weakness of faith and lack of understanding of what De-
mocracy actually is.
If education is to serve the national purpose and if we pull the
national purpose out of the current political problems that harass us
to get the perspective, then is it not a responsibility of education to
make at least this contribution—a new level of understanding of the
problems the world cannot escape?
A year or so before his retirement from the Presidency of the
United States, Mr. Eisenhower addressed a group of college presi-
dents at a meeting in Washington. He said recently, "I had twenty-
six thousand experts study a certain part of the world for three and a
half months, and within ten minutes of the announcement of a policy,
every little radio commentator in America was telling the American
people what was wrong with it. They hadn't been there; they didn't
have the facts." He said, "Gentlemen, forgive me. It's hard to be
President of the United States with the vast ignorance that's implicit
about the world." T h e n he turned to us and spoke these moving
words: "Gentlemen, go back to your college campuses and teach this
generation of students to understand the new world in which we live,
and if you cannot teach them that, I don't think it matters if you
teach them anything else."

BARRIERS TO WORLD UNDERSTANDING

What are some of the barriers to understanding our time, our world,
and our responsibilities? What are some of the barriers that involve
us in fictional and symptomatic problems when the real problems are
difficult enough?
Provincialism. O n e barrier is our provincial incapacity as a nation
to deal with diversity in value convictions without surrendering the
Education and the National Purpose 21
body of our own motivation. Perhaps this can be stated more simply.
In a shrunken world that is dangerous and split, wise men must not
be blinded from understanding one another. Our inability to ac-
commodate the notion of diversity in value hierarchies pushes us into
all kinds of fictional and symptomatic problems. Let me refer again
to the matter of efficiency. My assignment of status to the American
value of efficiency may be accurate or not; certainly it is high. I
think it is the first value in America. We love efficiency; we are proud
of it; it has given us enormously materialistic results. Why are we like
that? Because we are a very new country. The Pilgrims on the
Mayflower came over and found forests and deserts. We moved west
fast. We made the desert blossom as a rose; we felled the forest; we
drove the standard of living per capita up beyond the proudest dreams
of men of the last generation. We have done this by being efficient.
But now there are people in the world, in this shrinking world, whom
we must understand and with whom we must work who simply do not
accept this—the French, for example. They have efficiency near the
bottom of their scale of values.
One day in a hotel in Paris I called the concierge to tell him I
wanted to telephone a friend of mine from New York who was that
day arriving at a hotel in Zurich, Switzerland. He said, "Right away."
Now a French concierge uses the words "right away" whenever he
realizes he is talking to an American. It has no other relationship to
reality that I have been able to determine.
It was Tuesday when I placed my call. I sat beside the telephone
most of the afternoon and thought, "Now, Paul Weaver, don't be
impatient. You are an American; you are used to plumbing, to every-
thing being organized; don't be a thorn in the side of the French."
So I was no thorn Tuesday, or Wednesday, or Thursday. On Friday,
I walked out to the desk and said to the concierge, "Will you be good
enough, while I wait here, to determine whether we ever got Switzer-
land; if Switzerland, Zurich; if Zurich, the hotel; if the hotel, my
friend; if not, when I might expect the call?"
In a very relaxed fashion he said, "What do you want to talk to
him for?"
I said, "I beg your pardon?"
He said, "Why don't you let him alone? He's over in Switzerland,
22 EDUCATION AND THE NATIONAL PURPOSE

where even in the summer the mountains are covered with snow.
We hope he's looking at them. You should be out in the garden with
the twitchering. See him when you get back in the fall." He went on,
"This is an American invention. It doesn't work well in Europe.
Maybe there was an avalanche; maybe the lines are down. How do I
know? But is this conversation important? Now," said he, "Dr.
Weaver, I want to talk to you. You're a busy man and you may not
move in and out, but you do everything in a day and you are a
typical American. Can you explain to me why Americans are like
that?"
"Well," I said, "I think that the Americans respect time."
"Now," he said, "Do you? How much time do you get in America
by respecting it? We get three score years and ten, in France. How
much do you get?"
"Well," I said, "If you put it that way, we get three score years and
ten, too."
He said, "No, you don't; because of your efficiency you get heart
attacks beginning at forty-two, and a lot of you don't get your three
score years and ten. You know, the whole world would be better off
if you took longer to eat in America."
This seemed to be a brilliant non sequitur. "You are going to have
to explain that," I said.
He said, "You have lunch in twenty minutes. I understand (horrible
thought!) that in New York the restaurants don't even have chairs.
You just stand up and they give you food, and you pass by and go
back to work. Think of the poor stomach! Dr. Weaver, the French
chef for six hundred years, longer than your own country, has studied
the exact flow of the gastric juices in the human stomach. It takes
two hours to eat right. But the American comes over here, and with
the French serving food exactly timed with digestive necessity, kicks
the table and says, 'Slow service.' So, when the Americans come, we
just throw the food at them."
I am interested, because I am told by the medical profession, or
at least some of them, that perhaps the longest preconditioning factor
in upper respiratory diseases and diseases of the heart is an inward-
ness of "feeling behind"—the inwardness of daily hurry.
I am interested when a girl from Lake Erie College comes back
Education and the National Purpose 23
from her winter term abroad in France, comes into my office and
says, "President Weaver, I don't have a problem; may I come to see
you anyway?"
I said, "Yes, please do."
She continued, "1 want to chat a little bit. 1 was only in France
one term, but you know, sir, I am lonely for it."
"Can you tell me why?" I asked.
"Yes, sir, I can," she said. "In all the time I lived with my French
family, do you know that neither father, nor mother, nor child ever
left the house after dinner in the evening? We sat around the table
from eight until ten-thirty, and every night every member of the
family reported to everybody else what happened to them that they
were glad for while they had been separated." Then, dropping back
to her early adolescence, she said, "Gee whiz, President Weaver! a
meal in my French family was like communion in an American
church."
The point I am making is not to praise French culture. The point
is that all we need in the educative process is to teach the young to
be nonprovincial. It is possible that one of the contributions to na-
tional purpose is a new humility, a new sense of curiosity, a search
for a new world culture with diversity in it, and that out of this
diversity all of life can be enriched. Maybe one day peace will come.
The educator is not the captive tool of the State Department; he has
responsibilities to God, and to the knowledge he possesses, and to the
philosophical implications to man's past, and to the projection of
man's possibilities tomorrow. Diversity in values can strengthen the
human race, but we must learn about it; we must have humility—
not self-abnegation or self-effacement, not absence of conviction and
incapacity for action, but the inexhaustible capacity to learn, for a
humble person never knows it all. The arrogant, stubborn, closed
mind defies intelligent national purpose as we move forward.
Communication. Another barrier is that of communication, when
human beings cannot talk to each other clearly. And what an op-
portunity for fictional and symptomatic problems, when the real
problems themselves are big enough! One evening outside Denmark
some years ago at a dinner party in honor of Mrs. Weaver and my-
self we were in a receiving line with our host. Although English has
24 EDUCATION AND THE NATIONAL PURPOSE

been a requirement in the Danish schools since 1917, I think, the

last couple to greet us were old Danes, and they had gone to school
before this was a requirement. So they stopped; there was no pres-
sure of a line remaining, and we were people of good will. We shook
hands and smiled with increasing vacuity at one another. My wife
bowed and I bowed; the Dane bowed and his wife bowed. We
smiled, and I said, "It's a beautiful evening." He really did not know
what I was saying. His eyes went blank and he said something in
Danish. I said, "Yes, of course." I did not know what he had said.
We did not know what to do with each other—no communication.
Finally I said rather loudly, " D e n m a r k is a lovely country." My wife
nudged me and said, "They're not deaf. They're Danes."
Sometimes we are deaf to all the implications of what we already
know if we do not solve the barrier of communication. Here are two
modest proposals.
The world is small enough that we ought to drop the word "for-
eign" from the Language Department. "Foreign language" was ap-
propriate in the day of the steamship but it is hardly appropriate now,
and perhaps by sheer inadvertence something would happen to our
attitudes if we talked about the mother tongue and the second or
third language to be learned. "Foreign" means "remote, strange, not
mine, not familiar," and from this the psychological jump "to be
suspected, to be looked down upon, to be frightened of" is easy to
take. Since the learning of the second and third languages is premised
upon one's mastery of grammar and the mother tongue, my first pro-
posal is for each of us to learn the English language to the limit of his
capacity, including an emphasis upon the beauty and power of words,
not as ends in themselves but as communicators between men that
must understand each other in a shrinking world.
T h e n second, we might really review what is the right time to
teach a second language, whether it is French. Italian, Spanish, or
German. I have a suspicion that the earlier begun the more accurate
the ear and the more manipulatory the tongue and the lips. But this
world is split; this is not boasting—this is reluctant acceptance of
the fact that the freedom of the next thousand years disproportionately
hangs on what this nation does. I do not quite see how anything less
than bilinguality will do, and the second language must be learned
Education and the National Purpose 25
as a language to be spoken and heard and read and written at normal
speed. A second language is a tool of communication. It may have
other virtues, but if it lacks this one in our kind of world, it is as
dross and is nothing.
The teachers of America are our most unsung heroes. True, they
may be underpaid, but let us stop talking about it and act on it; let
us not be convinced and still be thinking about it all the time. Let us,
instead, think about the power and greatness of teaching, the greatest
romance permitted to human beings—to deal with tomorrow and its
infinite possibilities through human beings. Is there anything as crea-
tive anywhere else in our society? Now, I like these increments of pay
that go up, even upon submitted evidence that some one trotted to
some Sears Roebuck of summer learning and got a few more hours.
I am not against extra work, and I am all for graduate studies; I think
it is fine to do it part-time. But in this kind of world I would rather
see teachers go to the Riviera some summer. Go out, if you can, to
some place in the world where, as Thornton Wilder says, "They not
only don't speak English; they don't wish to." Discover a culture, not
American, and try to communicate, no matter how painful it is;
because the worse you are in language the more humble you appear
as a traveling American. You sound confused and uncertain, and
most of the world believes this cannot happen to an American. When
we travel, we make everyone speak English because of the power of
our dollar, or the power of the cigarette, or the power of something
else; so we always sound confident. We are in our mother tongue
while everyone else is in a second language for them and, therefore,
they sound confused and a bit stupid. A reverse role would be good
for the pcace of the world and for the elimination of this kind of
barrier.
Scholarship. Finally, education can work to erase a third barrier by
doing everything in its power to teach the rising generation to improve
scholarship and to be internationally informed regarding the history
and cultures of many peoples. In graduate school, college, secondary,
and elementary grades, we have studied chiefly our own history.
In 1949 it was my privilege to serve at an international seminar
in Europe to which scholars from fourteen different countries had
been invited. O u r task was to plot the road of the University in food
26 EDUCATION AND THE NATIONAL PURPOSE
supply and city rebuilding following the war. Most of the students
in this seminar had Ph.D.'s and were agricultural experts, architects,
and others with similar qualifications. One man on our faculty, an
American expert, had written nine books, was a consultant to our
government, and had never been outside of the Continental United
States before. He said to me, "I want you to know that I tried to
remedy my ignorance. I came ten days early to Europe, and I flew
f r o m Italy to England." He gave his lectures on food supply, which
were brilliant. One day he went very American and said, "Forgive
me, but you do not know how to raise crops in Europe. 1 covered
E u r o p e from Italy to England. You don't rotate your crops, and
unless you leam to do so you're going to have an inadequate food
supply whenever the channel is cut off by submarines, in America,
we rotate crops. In the State of Kansas we have the highest produc-
tion of wheat the world has ever seen. We do it ail by rotating crops.''
At the end of the lecture a very suave Dane said, "Will the
learned professor indicate the yield of wheat per acre in Kansas?"
A n d the professor from America rattled it off. Then the Dane said,
" T h a n k you very much."
When I was later in the office dictating letters, I asked my secretary,
who took shorthand in five languages at the age of nineteen, why the
Dane had stopped the conversation.
" O h , " she said, "you see, the Danish yield of wheat is occasionally
ten per cent above that, and it seemed impolite to say it to the
American."
This man's scholarship about American practice was valid. But
his statement that the yield he mentioned was the greatest in the
world had not been substantiated, and he was, in this area, a very
ignorant, uninformed person. N o t just our own history, not just our
own experience. . . .
A n Italian expert from Naples asked the second question of the
lecturer on rotation of crops. H e said, "Will the learned professor
please indicate how to rotate the crop of olive trees?" Our national
experience in America has much to contribute to most of the world.
We can count perhaps in the tens of millions the squeezed little
people of the earth who want more than anything else the degree of
dignity we give one another and a more just share in the world's
Education and the National Purpose 27
goods and services. We have a great deal of know-how to share; we
have much to contribute; but if we are to avoid fictional and symp-
tomatic problems and if the national purpose is to be advanced in
terms of our effective role we must become nonprovincial in our
scholarship.
The head of the Architectural Institute in Helsinki, Finland, also
lectured at the seminar already mentioned. He spoke six languages
fluently, but English was not among them. When he consented to
give his ten lectures he discovered there would be American delegates.
So he learned English and lectured in English. When he described the
new cities in his country, the wide streets were pointed out as a
special feature. I whispered, "Automobiles." The professor replied,
"Please to forgive. Finland is a producer of lumber. Last war, one
bomb burned a whole city. Broad streets are for fire break, so that
not the whole city will be burned the next time a bomb falls." We
whose cut of sky has not been darkened by war would do well to try
to understand the hardships of modern war.
I would like to think that we are educating a generation for such
breadth of view and such nonprovincial concentration on our own
history that if there were a Berlin crisis tomorrow none of our
students would say, "What's wrong with the British and the French?
Are they weak?" Their cities have been bombed; ours have not. We
cannot point the finger. To thousands of mothers in France, for
example, one son in six is lost. In other parts of the world the
statistics are similar.

SUMMARY

To sum up: I have given you a plea, and the plea is twofold. As we
progressively define the national purpose in our nervous and bewilder-
ing world, may we who teach the young and have studied the history
of man contribute our share to the national purpose's definition.
Second, may we do what we can to teach the young to understand
this new world without rose-colored glasses, without smoke-colored
glasses, and let them naturally grow into members of the human
race, in the hope, in the words of Judge Curtis Bok of Philadelphia,
that one day we may all walk with the light of the past falling over
28 EDUCATION AND THE NATIONAL PURPOSE

our shoulders, not in our eyes; that we may all be interested in what
is vital and new in the world, not alone because it is new but in the
hope, perhaps, that one day nothing will be old or outworn beneath
the timeless sun. May we all become poised between stinginess and
display at a point called "sharing," between pride and abasement at
a point called "acceptance," between cynicism and sentimentality at
a point called "forgiveness," between fear and hate at a point called
"love," and between cruelty and submission at a point called "tender-
ness," with the strength to husband it.
 Education and the National Purpose
LAWRENCE E. DENNIS»

SURELY NO THEME is more overriding or more important to educa-

tors in our time than the theme, "Education and the National Pur-
pose." We live, as President Kennedy recently reminded us, "not
only in a time of peril but in a generation of peril." The tension that
overhangs the world is not tension that we must accustom ourselves
to for just this month, or for this year, or even for just this decade,
but tension that is going to be with us in one form or another for at
least our entire lifetime—and perhaps that of our children.
Let us reflect momentarily on the perspective we as educators
should develop as we contemplate our role in formulating and carry-
ing out programs of education that are interrelated to the national
purpose. Put this perspective in terms of the children, the young men
and women with whom it is our privilege to work and our duty to
serve. The children who entered first grade in the fall of 1961 were
probably born in 1955, after the Korean War had been concluded.
Those who entered high school this year were probably born in
1949, the year of the Berlin blockade. The high school class that will
graduate in the spring—the Class of 1962—was born about the
time many of their fathers were on Omaha and Utah Beaches on
D-Day in 1944. The college class that will graduate next year—this
year's seniors in college—were born in the period 1939-41, subse-
quent to Germany's attack on Poland at the beginning of World War
II and prior to Pearl Harbor. This year's college class, the graduates
of 1962, will be among the parents of the Class of 1984. Men and
women in that class will be in the flower of their careers in the
twenty-first century. If there is one thread that weaves through this
brief perspective it is that all of those who are presently in one
branch or another of our educational system, from kindergarten
4
Associate Director, U . S. Peace Corps, Washington, D . C.
29
30 EDUCATION AND THE NATIONAL PURPOSE

through collegc, have now lived in a world that has been at war in
one form or another for well over two decades, a period in which
their lives have been formed and their education shaped by the
tension that has dominated the international scene.
T h e basic question all of us are concerned with today is simply the
question of whether we are educating our children and young men
and women of today for their role of tomorrow, for their role in the
latter half of the twentieth century and the first half of the twenty-
first, or whether we are in fact actually educating them for the world
of yesterday.
If there is one thought that has dominated my mind in the past few
months in Washington it has been that we in education have simply
not yet grasped fully the pace of events in the international scene.
Neither have we grasped fully the impact of science and technology
on public policy. There was a time, not so very long ago, not more
than a decade ago as a matter of fact, when the Secretaries of State
and Defense scarcely had to pay any heed to counsel or advice from
the scientific community. I doubt if Secretary of State Hull, or
Secretary Stettinius, or even Secretary Byrnes in the late forties had
to consider the judgments of scientists before making public policy.
Yet the fact of the matter today is that the Secretaries of State and
Defense cannot formulate any judgment without first checking very
carefully their judgments against those of the scientific community.
It is my considered opinion that fundamental to our task as
educators is the responsibility to train for public leadership. I also
believe that wc have failed in our task unless we educate today's
young men and women to assume leadership roles not for yesterday's
world but for the society of tomorrow. It must be a paramount aim
of all education, in terms of the national purpose, to train men and
women for public responsibility. It is also, regrettably, my conviction
that we are failing dismally to educate our young people for public
responsibility and f o r public service. This judgment was formed
principally on the basis of a series of interviews a number of us were
privileged to conduct for T h e F u n d for Adult Education three years
ago—interviews soon to be published under the title "Education for
Public Responsibility."
We learned in our discussions with leading public officials of our
Education and the National Purpose 31
time—governors, senators, mayors, cabinet officers—that thev
believed their own education had failed to equip them for their tasks
in public leadership; for when we asked them whether or not they
felt that their education in high school and college had equipped them
to serve competently in positions of public responsibility, whether in
the city, or in the state, or at the national or international level, almost
all these men and women in public life responded, "No." They
responded that not only had their education failed to ready them for
the kind of life they have had to lead as public officials, or to face
the decisions that they are called upon to make, but that in many
cases it had even handicapped them. Their education had not, in
other words, prepared them to serve in the society in which we now
live, the society in which science and technology play such a tre-
mendous role, the society in which we seem tragically to believe that
we can turn out a specialist without any regard to his public respon-
sibilities.
It is my theme, therefore, that it is education's imperative contri-
bution to the national purpose to prepare the next generation for
public service; that this connotes a commitment to public responsi-
bility; that we are not doing this job well now; but that in the Peace
Corps we have suddenly at our disposal a vehicle for internationaliz-
ing education, and also for training young men and women for
positions of public responsibility. It is a privilege, therefore, to be able
to discuss the Peace Corps with you here in this city and on the
University of Pennsylvania campus, for it was a distinguished
Philadelphia businessman, Mr. Milton Shapp, who helped generate
the idea of the Peace Corps in last year's presidential campaign.
Similarly, President Gaylord Harnwell of the University of Pennsyl-
vania has taken the lead nationally in the American Council on
Education, as chairman of its Peace Corps Committee, by working in
partnership with those of us on the Peace Corps staff as we formulate
our basic selection and training policies.

Today's young men and women are seeking to find something

above and beyond themselves with which to identify and which will
give meaning to their personal lives. They are asking themselves
what they can do for their country, as the President has enjoined us
32 EDUCATION AND THE NATIONAL PURPOSE

all to do. President Kennedy, underscoring the basic foreign-policy

lines that thread their way back to the forties, has called o>n the
American people to bear the burden of the long twilight stiruggle
against the common enemies of man—tyranny, poverty, disease, and
war itself. The Peace Corps has been conceived as the key component
of the weapons system in that struggle. It envisions a crew of trained
American men and women sent overseas by the United States govern-
ment or by private organizations and institutions to help foreign
countries meet their urgent needs for skilled manpower—men and
women with the skill to teach the young and assist in the operation
of development projects, men and women with the capacity to cope
with the demands of swiftly evolving economies and with the dedica-
tion to put that capacity to work in the villages, the mountains, the
homes, and the factories of dozens of struggling nations.
But the Peace Corps is more than just another dimension to our
foreign-aid program, which is now well over a decade old. For the
first time in history, the Congress of the United States, in passing
the Peace Corps legislation and in making the Peace Corps a per-
manent branch of the government, has affirmed that public service
abroad is in the national as well as the international interest. As
outlined in the President's message to Congress, Peace Corps Volun-
teers are to be made available to developing nations in the following
ways: through private voluntary agencies carrying on international
assistance programs; through overseas programs of colleges and
universities; through assistance programs of international agencies;
through assistance programs of the United States Government; and
through new programs which the Peace Corps itself directly ad-
ministers.
Nearly a year has now passed since the President established the
Peace Corps on a pilot basis by executive order. What have we
learned in that time? We know, first of all, a great deal more about
the need for Peace Corps Volunteers which manifests itself in the
economies of less developed countries of the Far East, South Asia,
Africa, and Latin America. This need for trained manpower spans
a wide variety of fields, including surveying, geology, civil engineer-
ing, agronomy, animal husbandry, community development, nursing,
Education and the National Purpose 33
home economics, entymology, public health, sanitation, health tech-
nology, law, social work, forestry, public administration, business
management, and, most important of all, teaching.
In every country visited by the Director of the Peace Corps, Mr.
Sargent Shriver, on his trips abroad this year, the need for elementary
and secondary teachers and teaching aides was given top priority by
the leaders of the host governments. As a matter of fact, education
in the new nations of the world is more than just a need! It is a
passion, an all-consuming desire that needs to be satisfied; it is the
same burning thirst for knowledge that has given freedom its thrust
in all the epochs of history. We Americans have never been strangers
to this passion. We have the same responsibility to nourish it and
inflame it elsewhere as we have here at home.
We know, in the second place, that Peace Corps Volunteers are
not only needed but wanted overseas. Peace Corps projects have
already been negotiated with governments or private agencies in
Tanganyika, Colombia, the Philippines, Chile, Ghana, India, West
and East Pakistan, St. Lucia in the West Indies, Thailand, Malaya,
Nigeria, Sierra Leone, Brazil, and El Salvador. There is no question
now but that we will have at least seven hundred and fifty Peace
Corps Volunteers trained and on assignment overseas by the end of
1961, which is above the goal of five hundred originally established
by President Kennedy. By this time next year we contemplate having
some forty-five hundred Peace Corps Volunteers either in training
or on assignment overseas.
We have also learned some things about the kind of training Peace
Corps Volunteers must have if they are to work successfully in their
overseas assignments. For work, of course, is what the Peace Corps
is all about. A developing nation wants the job done. They want it
done well. They are in a hurry. They want to learn how to do it
themselves. We have volunteered to help them. To accomplish this
task the Peace Corps Volunteer must know how to do it, how to
teach it, and the time table for getting the job done.
But there are crucial elements other than technical skill that will
contribute to the Volunteer's maximum effectiveness overseas. He
must be in top physical condition; he must know his own capacities,
34 EDUCATION AND THE NATIONAL PURPOSE

the demands of the job, and the nature of the setting. He must learn
how to live at the level of his counterparts in the society in which he
is working. He must know how to raise the level of their aspirations
rather than threaten them. He must have a mastery of the language
of the host country sufficient for social understanding. He must
comprehend his own country's history and the role America plays in
the world scene. He must be familiar with the culture to which he
has been assigned. He must be equipped to cope with political,
emotional, and physical stress.
In other words, the Peace Corps training program—for whatever
project—is comprehensive, balanced, and rigorous. The Peace Corps
Volunteer serves abroad as a representative of his country. The way
he conducts himself while in service overseas will reflect the values
in which he believes, the way of life he holds most precious.
Fourth, we also know now, from the tremendous public response
to the Peace Corps, that there is a deep reservoir of motivation
toward public service among people from every walk of life in this
country, regardless of age or status. As Secretary Rusk has said, the
Peace Corps concept of "learning through service abroad" is a
"sparkling" new idea, dramatically and fully consistent with our
basic ideals.
I submit that we should not be surprised at the enthusiastic re-
sponse to the Peace Corps—at this deep commitment to the concept
of public service on the part of the American people. For there has
been frustration in the American heart, and it has mounted slowly,
through wars both cold and hot, in a revolutionary age where anxiety
substitutes for peace and machines supplant men. For almost a
generation now we have been groping to find again the path of
American purpose.
It has been there all along, of course, and we needed only to part
the underbrush to discover it. As a nation, we were always happiest
when we had a sense of physical mission, when we had something
to do above and beyond self. As long as the frontier could be pushed
farther back at home, we had it—"happiness in the doing," as one
commentator phrased it, "and not in the deed." The fullest meaning
of the Peace Corps to modern America is that we can busy ourselves
Education and the National Purpose 35
in the doing once again, not only in this country, nor in this continent
alone, but in half the world itself.
In addition, we know that we cannot transplant a culture to the
millions of people in the world's underdeveloped nations who are
only now beginning to realize and to ask what can be theirs in terms
of health and learning and opportunity. Their way of life, of course,
must be their own; it must be indigenous to their native soil. But we
can help them get started and work with them to achieve a better
way of life.
The mission of the Peace Corps, then, can be a moral and blessed
mission that could occupy us an entire lifetime. Though it is fraught
with many pitfalls, as I am sure all of you realize, and could, if im-
properly handled, result in dismal failure, the Peace Corps in its
greatest perspective and in terms of the national purpose can give us
the emphasis, the thrust which we need in order to find ourselves.
Last week, this week, and in the weeks ahead a few hundred well-
selected young Americans with some degree of skill in surveying,
geology, engineering, languages, community development, teaching,
sanitation, or crop rotation are arriving by car, jeep, or land rover
in a tiny fraction of the towns and villages of Asia, Africa, and Latin
America. The full blaze of human-interest publicity will focus on
them for a while. Somehow, at some point in time, the ideas that
have motivated them toward volunteering for service abroad will all
shake down and work, if only for the reason that most Americans
anywhere cannot abide failure and believe that any problem can be
solved. But long before that time arrives the feature writers and the
cameramen will have turned their attention away. The Volunteers will
no longer feel like heroes or martyrs, even to themselves. The pain and
the heat and the drudgery and the local microbes will have attacked
their bones. But they will plod ahead, if they have been rigorously
selected (as we are confident they have been), feeling both sympa-
thetic and superior, perhaps, about those who could not take it, and
they will come home at the end of their two years of service, as their
fathers or brothers who stayed the course of the war came home—
older than their years, stronger than they were, privately aware that
they are rightful owners of a little, special piece of their country's
36 EDUCATION AND THE NATIONAL PURPOSE

future. And if some friendly critic should one day pass by and say,
" M y friend, how good a job do you really think you have made of it
all?" the Peace Corps Volunteer can answer, " I know as well as you
that this is not of highest quality, but I did put into it whatever I had.
And that was the game I started out to play."
 II
Educational Philosophy
 Whitehead's Views on Education
FREDERICK C. GRUBER *

M Y PURPOSE in this paper is to present Whitehead's thoughts on

Education as he expressed them in his many writings. I have tried to
let the philosopher speak for himself and have interjected my own
thoughts only as they seem to me to illuminate the quotations or to
serve as connections between them.
After giving a brief account of Whitehead's life, I have organized
the quotations under the general headings of Aims and Purposes of
Education, Curriculum, and Methods. It has been difficult to refrain
from commenting upon the quotations, for all of them deserve ex-
tended treatment. The temptation to compare Whitehead with other
philosophers of education or to offer a critique of my own has also
been resisted.
It is my hope that those who are not acquainted with Whitehead's
works will be inspired to read him for themselves, especially The
Aims of Education and Other Essays,1 and that those already familiar
with his writings may meet familiar passages in new connotations and
will be stimulated to analyze further their implications for American
schools.

A BRIEF BIOGRAPHY

"Whitehead's is a three volume life," writes Lucien Price. "Volume

I, Cambridge University; Volume II, London; Volume III, Cam-
bridge, Massachusetts. He also said that he had a sense of having
lived three lives in three successive epochs; the first from 1861 to

* Professor of Education, University of Pennsylvania.

1
Alfred North Whitehead, The Aims of Education and Other Essays (New
York: The New American Library, Tenth Printing, 1960).
39
40 EDUCATION AND THE NATIONAL PURPOSE

1914; the second during the war of 1914-1918; and the third, after
that first world war." 2
F r o m his autobiographical notes 3 we learn that he was born on
February 15, 1861, in an English vicarage at Ramsgate on the Isle
of Thanet, in Kent. The family had been engaged in education, re-
ligion, and government service for several generations. Archbishop
Tait, Sir Moses Montefiore, and many others prominent in English
intellectual and social life were frequent visitors, and as a small boy
Whitehead accompanied his father in making the rounds of his large
parish, where he gained a deep sympathy and understanding of the
life and problems of the folk of rural England. By the time he left
for school, he had experienced the past of England in the archeologi-
cal remains of the Romans, the Saxons, and the Normans and had
seen history-in-the-making in the conversation of the great men who
sat around his father's board.
At fifteen, he was sent off to Sherborne School, in Dorsetshire,
which was founded in 741 and claimed Alfred the Great as a pupil.
H e r e he read the Latin and Greek authors, studied mathematics, par-
ticipated in sports and in school government, and found time to read
English poetry and history. He entered Trinity College, Cambridge
University, in 1880, and continued there as scholar, fellow, and
senior lecturer without interruption until 1910.
His many academic and administrative posts in the schools of
the University of London gave him the opportunity to apply his
knowledge of mathematics to technical fields, and gave him insight
into an industrial civilization.
"His invitation to Harvard came in 1924, a complete surprise. T h e
letter was handed him by his wife on an afternoon which was dismal
without and within. He read it as they sat by their fire, then handed
it to her. She read it, and asked, 'What do you think of it?' To her
astonishment he said, Ί would rather do that than anything in the
world.' " 4 At H a r v a r d he remained—a professor of philosophy until
" F r o m Dialogues of Alfred North Whitehead, edited by Lucien Price, copyright
1954, by Lucien Price, by permission of Little, Brown and C o m p a n y — A t l a n t i c
Monthly Press.
" P a u l Arthur Schlipp (ed.), The Philosophy of Alfred North Whitehead (2d
ed.; New Y o r k : Tudor Publishing Company, 1951), p. 3ff.
' Whitehead, Dialogues . . . , op.cit., p. 14.
Exploring the Variety of Random
Documents with Different Content
 Mutta matamien hämmästykseksi Miettinen vastasi:

— Miksikäs sinne ei saisi mennä kuuntelemaan? Julkinen

paikkahan se on lain mukaan.

No nyt oli Sipon vuoro ilkkua:

— Ähäh, akat! Vieläkös nyt vänkytätte?

Ja antaakseen Miettisen lausunnolle suurempaa painoa ja pontta

huomautti hän:

— Kyllä tämä Miettinen lakiasiat tietää, kun on jo neljättä vuotta

poliisina… ja nyt vielä tässä hiirijutussa on viran puolesta
todistamassa.

Lautamies Rahkonenkin, joka oli tuonut torille kalakuorman,

puuttui keskusteluun.

Ilmeisellä ylenkatseella hän murahti:

— No vähänpä ne näkyvät tietävän tämän kaupungin akat!

Pääseehän sinne kuuntelemaan vaikka mustalainen, kun vain siivolla
on.

— Tai vaikka nyt eivät sentään ihan mustalaiset, lievensi poliisi

Miettinen, niin ainakin nämä tavalliset valkolaiset.

Ja sylkien omenansiemenet suustaan selitti hän lautamiehelle kuin

anteeksi pyydellen:

— Nämä meidän kaupungin akat ovat vähän tuhmansekaisia…

 Jopa alkoivat torimuijatkin tulla vakuutetuiksi asiasta. Ja kun se oli
tapahtunut, niin kyllä väheni naisväki torilta.

Sippokin lukitsi koppinsa ja lähti raatihuoneelle.

Raatihuoneen eteisen toisella puolen olevassa poliisikamarissa

sanoi poliisi Kappari:

— Ota pois, Räikkö, kortit pöydältä ja pane laatikkoon, etteivät

nuo akat näe. Mitähän ne nyt kaikki tänne tulla viilettävät?

Ja kun Häkkisen eukko pisti päänsä poliisikamarin ovesta sisään,

niin honkasi Kappari:

— Mitä te akat…! Mitä teillä on asiaa?

Pelästyneenä veti silloin Häkkisen eukko nopeasti päänsä takaisin

ja sanoi toisille matameille:

— Herra isä kun terjuu ja säikyttelee! Vaikka minä en kun vähän

ovea raotin…

— Kysy sinä vain niiltä, saako tuonne raastuvan puolelle mennä,

yllyttivät toiset matamit.

Ja muuan heistä huomautti:

— Saa sitä nyt toki poliisiltakin ihmiset kysyä, kun kerran oikea
asia on!

Samaa mieltä oli Häkkisen eukkokin ja alkoi taas varovaisesti

raottaa ovea.
 — Hornako siellä kurkistelee ja päästää kylmää sisään
poliisikamariin! kiljaisi poliisi Kappari. — Tule kokonaan tälle puolen
tai pysy oven takana!

— Mitä kylmää siitä nyt tulee! supisivat eukot eteisessä. — Eihän

nyt ole kylmä ulkonakaan. Mene sinä Häkkisen akka vain sisään ja
kysy! Eivät ne sinua ainakaan syö.

Nyt rohkaisi Häkkisen vaimo lopullisesti luontonsa, puikahti sisään

ja sanoi nopeasti huohottaen:

— Nuo akat vain käskivät kysyä, saako tuonne raastuvan puolelle

mennä?

— Olettekos te todistajia? kysyi poliisi Räikkö.

— Eiväthän ne oikeastaan todistajiakaan ole, myönsi Häkkisen

vaimo.

Kappari siihen ärähti:

— No senkös tekemistä teillä sitten siellä on? Pysykää torilla

työssänne!

Mutta nöyränä selitti Häkkisen eukko:

— Eihän nyt ole sielläkään mitään työtä… niin ilman aikojaan

olisivat alammaisesti pyrkineet kuuntelemaan sitä hiirijuttua, jos
esivalta luvan antaa…

— Kysykää sitä sitten raastuvan puolelta, neuvoi poliisi Kappari,

älkääkä telläytykö tänne virkakuntaa häiritsemään!

— Siitä on iso edesvastuu! huomautti Räikkö.

 — Taikka pannaan suoraan putkaan, uhkasi Kappari.

Kyllä osasi silloin lähteä Häkkisen vaimo. Ja ulkona hän sanoi

toisille akoille:

— On niillä siellä kova järjestys!

Mutta juuri silloin tuli eräästä ovesta ulos raatimies Waaranen,

ollen menossa pikipäätä yläkertaan nauttimaan voileivän ja ryypyn
ennen istunnon alkua. Ja koska Waaranen on tunnettu
hyvälaitaiseksi mieheksi, niin eukot piirittivät hänet heti ja huusivat:

— Voi hyvä herra raatimies! Saammeko me tulla sinne raastupaan

kuuntelemaan?

Pitkään, mutta armollisesti katsahti raatimies torimuijiin ja sanoi:

— No tulkaahan nyt sitten. Mutta muistakaa olla ääneti, sillä…

Ja raatimies Waaranen kohotti kulmakarvojaan, loi anojiin

merkitsevän silmäyksen ja lisäsi:

— Sillä nainen vaietkoon seurakunnassa.

Matamit panivat kätensä ristiin, kuullessaan tämän vakavan sanan,

niiasivat ja kiittivät. Mutta heidän kasvoillaan loisti riemu.

Raatimies oli jo mennyt.

Mutta joutomies Markula, joka oli siihen ilmestynyt ties mistä,

katseli matameja pää väärässä ja sanoi sitten pilkaten:

— No se oli akoille oikein hoi-hoi henkeen…

 — Suusi kiinni, Markula! sanoivat matamit vihaisesti. — Mitä sinä
täällä teet?

— Älkää te ylpeilkö, akat! varoitti Markula.

Ja sitten hän lisäsi profeetallisesti:

— Sillä monta viimeistä tulee tässä talossa ensimmäiseksi.

Ylen onnellisina jo torimatamit odotushuoneeseen tunkeutuivat,

ovelle seisahtuivat ja ympärilleen katselivat.

Istui siellä, puolihämärässä huoneessa, jo väkeä koko joukko.

Todistajia ne olivat. Oli siellä Miinat ja Anna Riitat, oli siellä
Mönkkysen Maijastiinat ja monet muut. Oli suihkumestari Lampeeni
ja poliisi Miettinen, joka juuri oli tullut sisään torilta, ja nähtiinpä
siellä myöskin kuusivuotias nuori mies Asko Peuranen,
makasiinimiehen poika, joka seisoi uunin nurkassa, muihin todistajiin
alta kulmin vilkuillen, ja nenäänsä tuon tuostakin hämillään takin
hihaan pyyhkien.

— Etkös sinä ole se sama poika, joka siellä kaivoa tyhjennettäessä

märkänä härkensit? kysyi eräs torimatami, mutta Asko ei vastannut.
Kovin oudoksi tunsi hän olonsa tässä paikassa ja olisi mielellään
juossut tiehensä, mutta ei uskaltanut.

Ja odotushuoneen takana olevassa pienessä, asianajajia ynnä

muita herroja varten varatussa kamarissa, joka oli vielä pimeämpi ja
savuisempi kuin odotushuone, olivat kirjakauppias Kriikuna, Wille
Remes ja setä Salmela.

— Sivistys ja ihmisyys, niin siellä kuului setä Salmela toisille

selittävän, sivistys ja ihmisyys ne tällaisista riidoista enimmän
kärsivät. Tällainen oikeusjuttu on vastoin sivistyksen vaatimuksia ja
ihmisyyden aatteelle on naapurusten välinen riita korvapuusti.
Sivistystä olisi aina kannatettava ja ihmisyyden pitäisi olla aina
ojennusnuorana…

Vakavina kuuntelivat Kriikuna ja Remes. Vakavina kuuntelivat ja

päätään myöntävästi nyökyttelivät… hyvätkin sivistyksen ja
ihmisyyden etuvartijat.

Mutta mistäpä tiesi setä Salmela, mikä musta rikos sivistystä ja

ihmisyyttä vastaan noiden miesten tunnolla lepäsi!

Kesken kaiken Kriikuna huudahti:

— No jo on nyt koko kaupungin akkaväki liikkeessä!

Ja Wille Remes meni kamarin ovelle katsomaan, silitteli punaista

partaansa ja sanoi:

— Tulipahan viimeinkin todistajia niin paljon, että kyllä nyt taitaa

asia selvitä.

— Ei me mitään todistajia olla, selitti yksi eukoista. — Me vain

tulimme muuten kuuntelemaan.

— Juu, ilmoitti Häkkisen vaimo. — Me ollaan vain muuta yleisöä.

Ja sitten hän kysyi Remekseltä.

— Saako sinne raastupaan jo mennä? Raatimies lupasi!

— Raatimies lupasi! todistivat toisetkin matamit.

Siihen vastasi Remes:

 — Kun kerran lie raatimies luvannut, niin menkää sitten sisään,
että ennätätte saada istumapaikat.

Poliisi Miettinen yritti siihen jotain huomauttaa, mutta silloin iski

Remes hänelle silmää ja Miettinen vaikeni. Vaikeni ja hymyili
itsekseen.

Torimatamit kysyivät:

— Tuosta ovestako sinne mennään?

— Siitä juuri, neuvoi Remes.

Ja eukot alkoivat tuuppia toisiaan, supisten:

— Mennään vain sisään, kun on kerran lupa…

Häkkisen matami meni etunenässä, raotti varovaisesti ovea ja

kuiskasi:

— Ei siellä ole vielä ketään!

Se rohkaisi.

Niitä oli kymmenkunta matamia, joita ei ketään liika laihuus

vaivannut, ja Markula huomautti Miettiselle, eukkojen tunkeutuessa
sakeana ryhmänä raastuvanoikeuden istuntosaliin:

— On siinä lihaa liikkeessä!

Mutta salissa matamit katselivat syvällä kunnioituksella

ympärilleen ja asettuivat sitten istumaan seinävierillä oleville
tuoleille.
 Tuokion olivat he hiljaa kuin kirkossa, mutta sittenpä alkoi jo
keskustelukin matalalla äänellä viritä:

— Tuossa se on sitten se oikeuden pöytä!

— Niin, niin, siinä sitä asiat tutkitaan ja tuomiot luetaan!

— Oikein on verkapäällyspöytä.

— Kyllä tämä on mukavaa, hi hi!

Ja silloin kaikki matamit hyvillä mielin hihittivät:

— On tämä… hi hi hi!

— Onkohan nuo kaikki lakikirjoja?

— No mitäs ne muita!

— Ja tuo iso kirja on varmasti se raamattu, jonka päällä

vieraatmiehet vannotetaan…

— Niin… voi voi sentään, kun tämä on outoa…!

Mutta kun tuli sisään vahtimestari Kompero tuomaan kyniä ja

puhtaita paperiarkkeja oikeuden pöydälle, niin heti hän suuresti
kummastuneena sanoi:

— Senkö täytistä te täällä teette?

Alkoivat siinä matamit toisiinsa katsella, ja Kompero huusi:

— Alkakaa lappautua torille! Vai tänne te olette tulleet

kököttämään kuin uskovaisten seuraan!
 Silloin suuttuivat matamit — suuttuuhan sitä ihminen jo
vähemmästäkin — ja Häkkisen vaimo huusi:

— Älä sinä isottele, Kompero! Meillä on raatimiehen lupa!

Mutta tiesipä se Komperokin valtansa:

— No vaikka kuvernöörin lupa, niin ulos nyt on lähdettävä! Vai te

tässä…

— Ajappas ulos! uhitteli Häkkisen matami.

— Onkos tämä nyt juutas? ihmetteli Kompero, joka ei voinut uskoa

moista uppiniskaisuutta mahdolliseksi.

Ja sitten hän huusi uhkaavasti:

— Vai ei sana kuulu!

— Älä ärjy! sanoivat matamit. — Kuullaan tässä vähemmälläkin!

Silloin tarttui Kompero Häkkisen matamin käsipuoleen ja vannoi:

— Kyllä tässä sentään aina yksi torillinen akkoja raivataan… vaikka

olisi vielä suurempikin tori!

Nousi siitä mökä! Hirveätä oli sitä kuulla. Kaikki eukot huusivat,
mutta kaikkein kovimmin huusi Häkkisen matami:

— Älä revi, Kompero! Älä revi, ruoja, minun röijyäni rikki!

— Vaikka koko akka rikki! ähkyi Kompero.

 Mutta eipä hän saanut painavaa Häkkisen matamia edes tuolilta
nousemaan.

Ja toiset akat huusivat ja haukkuivat Komperoa, mutta ovelta

katsoivat Kriikuna ja Remes iloiten tätä meteliä, ja heidän takanaan
sanoi hutikkainen Markula:

— Ei jaksa nostaa Kompero Häkkisen akkaa!

— Poliisi! huusivat matamit, ja Kompero huusi myös:

— Poliisi! Miettinen hoi!

Miettinen tulikin ovelle, katseli Komperon yrityksiä ja sanoi sitten:

— Se on painava akka, se Häkkisen akka.

Mutta Häkkisen matami huusi:

— Etkö tule avuksi, poliisi, kun raastaa röijystä hihat poikki!

Kompero taas sanoi Miettiselle:

— Aja pois nuo akat! Ei tänne saa tulla ennen istunnon alkua.

— Niin, sanoi Miettinen matameille. — Ei ole lupa tulla sisään,

ennenkuin ovet avataan ja oikeus luvan antaa.

— Ovi oli auki! todistivat matamit.

— Ja raatimies antoi luvan! huusivat toiset.

Mutta niin siinä sitten lopuksi kävi, että Miettinen sai eukot hyvällä
ja vakuuttavalla puheella siirtymään takaisin odotushuoneeseen, ja
Kompero karjaisi heille oikeussalin ovelta:

— Häh, akat!

Torimatamit katselivat tuohtuneina ympärilleen ja sitten sanoi

Häkkisen vaimo toisille:

— Tuohan se Remes neuvoi!

Mutta Remes oli jo poistunut takaisin pieneen kamariin

keskustelemaan
Kriikunan ja setä Salmelan kanssa.

Jo tuli rouva Montonen.

Jopa tuli herrasväki Menlöskin.

Silloin kaikki vaikenivat ja alkoivat uteliaina katsella heitä.

XXI

Oikeus istuu.

Eikä ole koskaan ennen tämän kaupungin raastuvanoikeudessa

sellaista väenpaljoutta nähty.

Aivan on tungokseen asti täynnä koko ovenpuoli salia, ja vaikea on

tietää, mitkä niistä ovat todistajia, mitkä muita asianharrastajia.

On siinä torimatameilla silmät pyöreinä!

Sillä suurenmoinen on oikeuden majesteetti.

Voisiko kenellekään johtua mieleenkään, että oikeuden

puheenjohtaja on sama auskultantti Kivilouhos, joka viime syksynä
kiipesi eräänä yönä lyhtypylvääseen ja pisti lakkinsa lyhdyn päälle,
mutta luisui sitten alas eikä jaksanutkaan kiivetä sitä noutamaan,
niin että lakki jäi sinne seuraavaan päivään?

Ei, se ei johtuisi kenenkään mieleen.

Ja voisiko kukaan kuvitella mielessään, että raatimies Waaranen

nautti neljännestunti sitten aamiaisekseen kaksi voileipää ja kolme
ryyppyä?
 Ei, sitä ei voisi kuvitella mielessään.

Auskultantti Kivilouhos ja raatimies Waaranen eivät tuon

viheriäisen pöydän takana istuessaan ole mitään tavallisia ihmisiä,
vaan korkeampia olentoja, lain ja oikeuden ruumiillistuneita
edustajia, ja tuntuu oikein omituiselta ajatella, että hekin ovat osan
päivästä samanlaisia ihmisiä kuin muutkin.

Istunnon alussa otti auskultantti Kivilouhos käteensä pitkän

lyijykynän ja toiseen käteensä kynäveitsen, jolla hän alkoi hiljakseen
vuoleskella kynästä pieniä lastuja eteensä pöydälle.

Kun lastuja oli karttunut parikymmentä, niin alkoi hän näpsäytellä

niitä sormillaan raatimies Waarasen puolelle pöytää, ja raatimies
Waaranen näpsäytteli ne sitten syvämietteisen näköisenä pöydältä
lattialle.

Omituista: lähes neljäkymmentä henkilöä oli saapuvilla oikeuden

edessä, mutta tätä korkean oikeuden lastupuuhaa ei kukaan
huomannut!

Ei ollut herra asianajaja Nils Pehr Bums vielä koskaan pitänyt

vastapuoltaan missään jutussa niin tiukalla kuin nyt tässä. Hänen
kasvonsa olivat tummat, ei enää Wille Remeksen mustasta maalista,
mutta vihasta ja kiukusta. Maalin oli hän lopuksi saanut kasvoistaan
lähtemään, mutta se kiukku, jonka kärsimänsä julkinen häväistys oli
hänen sydämeensä sytyttänyt, se ei sieltä ollut lähtenyt, ja nyt sai
rouva Menlösin puolue tuta, mikä mies herra Bums oli, jos hän oikein
turkkinsa nurin käänsi.

Ensimmäiseksi kohdisti hän purkauksensa Menlösin

palvelijattareen Miinaan. Hän ei pitänyt asianmukaisena, että Miinaa
kuulusteltiin todistajana, vaan katsoi, että hänen tuli olla syytettyjen
penkillä yhdessä emäntänsä kanssa.

Auskultantti Kivilouhos ei ottanut tätä vaatimusta huomioonsa,

vaan sanoi, että Miina saa olla todistajana kuten ennenkin.

Herra Nilsperi murahti vähän, mutta tyytyi kuitenkin tähän

päätökseen.

Mutta suuri hämmästys valtasi melkoisen osan kuulijakunnasta,

kun oikeus ilmoitti Miinan ja Anna Riitan välisen yksityisen kahakan
jäävän kokonaan tämän jutun ulkopuolelle.

Silloin eräs niistä todistajista, jotka olivat olleet tämän kohtauksen

silminnäkijöinä, kokosi kaiken rohkeutensa ja sanoi arasti:

— Korkea oikeus, saanko minä kysyä…?

— Mitä? kysyi auskultantti Kivilouhos, keskeyttäen

vuoleskelemisen.

— Niin sitähän minä vain, että meitä olisi täällä monta todistajaa
siinä nenän puremisessa… eikös meitä kuulustellakaan?

— Ei, sanoi oikeuden puheenjohtaja, ja sillä oli se kysymys

ratkaistu.

— No voi hyvä ihme! päivittelivät eukot kuiskaillen.

Ja torikauppias Sippo supisi heille ilkkuen:

— Tyhjäänpäs te sitten valjastittekin suunne!

— Niin, tyhjään meni! huokasi eräs eukko.

 Mutta hänen naapurinsa kuiskasi hänelle:

— Oma vahinkonsa korkealle oikeudelle… olisi se saanut kuulla

sen asian oikein lautakantasiaan myöten!

Ryhdyttiin kuulustelemaan Miinaa.

— Herra tuomari ja pormestari! kuului kimeä ääni

todistajajoukosta ja
Mönkkysen Maijastiina tunkeutui esiin.

— Kuka se on? kysyi oikeuden puheenjohtaja otsaansa rypistäen,

mutta tunnettuaan Maijastiina Mönkkysen hän hymyili mitä
ystävällisimmin ja kysyi:

— No, mitäs tällä meidän Maijastiinalla on asiaa?

— Enkös minä saakaan enää todistaa? kysyi Maijastiina hätäisesti.

Auskultantti Kivilouhos katseli häntä tuokion ja sanoi sitten:

— Maijastiina antoi viime kerralla niin hyvän ja selvän todistuksen,

ettei siinä enää ole parsimista, niinkuin näiden muiden todistuksissa.

Oi voi! Ilon kyyneleet kohosivat Maijastiinan silmiin. Hän niiasi ja

kumarsi:

— Kiitos, rakas herra tuomari ja pormestari!

Ja peräydyttyään takaisin väkijoukkoon kuului hän siellä ylpeästi

sanovan:

— Siinä sen nyt kuulitte, akat!

 Taas näpsäyttelivät auskultantti Kivilouhos ja raatimies Waaranen
kynän lastuja, mutta asianajaja Bums ahdisteli juuri paraikaa
Menlösin palvelijatarta niinkuin itse pahahenki.

— Mutta kyllä se tuo Miina vain osaa puolensa pitää! totesivat

torimatamit hiljaa toisilleen.

Äkkinäisillä huomautuksillaan ja yhtä äkkinäisillä kysymyksillään

koetti hän saada Miinan pussiin, mutta Miina oli aina varuillaan, eikä
herra Nilsperi saanut pussin suuta kiinni.

Itsekin Miina kesken kaiken huomautti hätyyttäjälleen:

— Ei herra Nilsperi saa…

— Bums! huusi herra Nils Pehr Bums, mullistaen peloittavasti

silmiään.

— Anteeksi herra Pumps, oikaisi Miina. — Ei herra Pumps saa

minua sanoissa solmituksi!

— Ei saakaan! sanoi Häkkisen matami.

Herra Nilsperikin huomasi kai yrityksen toivottomaksi, sillä hän

muutti puheenaihetta ja ryhtyi pitämään oikeudelle suurta esitystä
siitä tiestä, jonka rouva Menlös oli väittänyt rouva Montosen vastoin
oikeutta sulkeneen.

Se oli suuri puhe.

Rämeällä äänellä, kurkkuaan tuon tuostakin mahtavasti

karauttaen, esitti herra Nils Pehr Bums aivan kumoamattomasti, ettei
ollut olemassa mitään sellaista sopimusta, ei edes suullista, vielä
vähemmän kirjallista, joka velvoittaisi kauppias Montosen pitämään
tien vapaana lankkuaidan lävitse kaivolleen ja liankaatopaikalleen.
Eikä siinä ole mitään tietä koskaan ollutkaan.

— Onhan siinä ollut ihan selvä tie! huomautti Miina.

— Älkää keskeyttäkö! ärjäisi herra Nilsperi.

— Siinä on ollut tie ja on nytkin! sanoi äkkiä rouva Menlös

järkähtämättömästi, ja hermostuneesti viiksiään kierrellen mutisi
taloustirehtööri Menlös:

— Juuri niin, rakas Ma… juuri niin, korkea oikeus…

— Tie! huusi herra Nils Pehr Bums. — Tie! Minä olen laittanut
kuntoon kaikki Waskijärven maantiet! Kyllä minä tiedän, mikä on tie!

Silloin avasi palvelijatar Miina suunsa ja sanoa pöläytti aivan

odottamattoman huomautuksen — yhtä odottamattoman kuin
sopimattomankin:

— Eipäs herra Pumps ollut mahtunut niillä Waskijärven maanteillä

edes kuvernöörille tietä antamaan!

Tämä uskomaton, tämä ennenkuulumaton letkaus itse oikeuden

edessä tyrmistytti ensi silmänräpäyksessä koko salin,
lukuunottamatta Miinaa itseään, joka rohkeasti katsoi herra Nilsperiä
suoraan silmiin. Auskultantti Kivilouhoskin keskeytti pienen
käsityönsä ja vilkaisi ensin salaa Nilsperiin ja sitten raatimies
Waaraseen.

Mutta sitten alkoi kuulua hiljainen hihitys kuulijain joukosta, ja

torimatamit kuiskasivat toisilleen:
 — Jopa antoi…!

Varmaankin aikoi herra Nils Pehr Bums vastata jotain Miinalle, ja

henkeään pidättäen kaikki odottivat, mitä se olisi. Kaksi kertaa hän,
tuhkan harmaana kasvoiltaan, avasi suunsa, mutta molemmilla
kerroilla sulki hän sen jälleen, saamatta esiin äännähdystäkään
kurkustaan.

Kiusallinen hiljaisuus…

Nilsperi nieleskeli tyhjää hetkisen, karautti sitten kurkkuaan,

kääntyi selin Miinaan ja jatkoi puhettaan siitä, mihin se äsken oli
keskeytynyt.

Tämä kulkureitti, jota vastapuoli ilman mitään laillista perustetta

väittää tieksi, on syntynyt aikoinaan luultavasti siten, että herra
Menlösin sisarvainaja, joka piti taloa ennen taloustirehtööri Menlösiä,
oli antanut irroittaa muutamia lautoja aidan syrjästä, jossa liian
lyhyiksi jääneet lankut on korvattu pienillä laudanpäillä, ja siitä he
sitten kävivät sekä kaivolla että likakuopalla.

— Siihen katsoen ja mitä muuta tässä jutussa on esille käynyt, ja

huomioon ottaen, ettei vastapuoli ole voinut esittää minkäänlaisia
todistuksia väitteensä tueksi, on siis ilmeistä, ettei herrasväki
Menlösillä ole mitään oikeutta vaatia päämiestäni pitämään tuota
heidän omavaltaisesti ja laittomasti käytäntöön ottamaansa reittiä
lankkuaidan läpi auki.

— Kyllä minulla on oikeus! sanoi rouva Maria Menlös harmista

punoittaen.
 Rouva Montonen loi häneen ivallisen silmäyksen, ensimmäisen
silmäyksen tänä päivänä… ja moneen viikkoon.

Rouva Maria Menlös parka! Miksi ei hän ollut ottanut itselleen

asianajajaa?

Katkerasti katui hän tällä hetkellä ajattelemattomuuttaan.

Sillä mitäpä hän voi kokeneen Nilsperin musertavaa puhetaitoa

vastaan?

Mutta olisipa ollut hänelläkin asianajaja, niin kyllä se olisi pitänyt

Nilsperinkin korvat kuumina!

Nyt ei rouva Menlös voinut vastata paljon muuta kuin:

— Tuo kaikki on tahallista koukkuilemista! Minun puolellani on

oikeus.

— Sen asian harkitsee korkea oikeus! huomautti Nilsperi

painokkaasti.

Mutta järkähtämättömästi, puolueettomasti kulki kulkuansa

oikeuden painava käynti.

Tuli se rouva Menlösinkin vuoro, sillä nyt ruvettiin kuulustelemaan

niitä todistajia, joiden tuli antaa lausuntonsa Montosen kaivon
tyhjentämisessä ilmi tulleista asianhaaroista.

Todisti suihkumestari Lampeeni:

— Kyllä me se kaivo tyhjäksi pumputtiin, ja kovasti siinä olikin

työtä. Siinä olisi pitänyt oikeutta myöten olla kaksikin ruiskua
pumppuamassa, mutta kun miehet oikein punnasivat, niin tyhjenihän
se kuitenkin se kaivo lopuksi. Sitten me laskettiin tuo muurari Jänkkä
kaivoon, eikä se löytänyt sieltä mitään hiirtä.

Nyt oli muurari Jänkän vuoro todistaa:

— Ei siellä ollut sitä hiirtä.

— Herra puheenjohtaja! sanoi asianajaja Nilsperi. — Saanko tehdä

muutamia kysymyksiä todistaja Jänkälle?

— Olkaa hyvä! sanoi auskultantti Kivilouhos, jonka samassa

onnistui näpsäyttää suuri lastu niin taitavasti, että se lensi raatimies
Waarasen kaulalle ja putosi kauluksen väliin, missä se kutitti kaulaa
niin kovasti, että raatimiehen täytyi avata sekä kaulaliinansa että
kauluksensa saadakseen lastun pois. Siinä ei hän kuitenkaan
onnistunut, sillä lastu valahti nyt alemmaksi, eikä käynyt raatimies
Waarasen päinsä alkaa tässä sen enempää riisuutua.

Mutta herra Nilsperi kysyi Jänkältä:

— Todistaja oli siis kaivossa?

— Joo, sanoi muurari. — Kyllä se on varma asia. Siinä oli poliisikin

näkemässä, tuo Miettinen, ja mitä lie ollut puolensataa akkaa.

— Eikä todistaja nähnyt hiirtä? jatkoi Nilsperi kuulusteluaan.

— En nähnyt! sanoi muurari Jänkkä varmasti.

Nilsperi muljautti silmiään merkitsevästi ja sanoi:

— Onko todistaja siis varma siitä, ettei kaivon pohjalla ollutkaan

hiirtä?
 — Joo! sanoi Jänkkä. — Ei ollut.

Nyt alkoi herra Nilsperi iskeä valtteja pöytään:

— Kuinka voi todistaja sen niin varmasti sanoa? Hiiri on voinut olla
siellä jossakin kivien välissä, eikä todistaja ole voinut sitä pimeässä
kaivossa huomata!

Vaarallinen vastustaja on herra Nils Pehr Bums. Mutta Jänkkä

sanoi:

— Olisi se näkynyt… minä katsoin tulitikkujen valossa.

— Tulitikkujen! huudahti herra Nilsperi halveksivasti. — Ei niillä

pitkälle näe!

— No ei siellä ollut pitkälle näkemistäkään… kaivon pohjalla!

huomautti Jänkkä. — Pian ne on nähty, mitä siellä on näkemistä.

— Miksi ei todistaja ottanut lyhtyä mukaansa? kysyi herra Nilsperi.

— Siksi, ettei minun tapani ole kuljeskella kaupungilla lyhty

kädessä keskellä päivää, vastasi muurari Jänkkä levollisesti.

— Hi hi hi! kuului hiljainen hykerrys katsojien joukosta, eikä herra

Nilsperi halunnut kuulustella muurari Jänkkää sen enempää.

Poliisi Miettinen todisti:

— Kyllä ne tutkivat sen kaivon hyvin tarkkaan, eikä sieltä hiirtä

löytynyt.

— Niin, sanoi rouva Menlös. — Mitäs rouva Montonen siihen

sanoo?
 Rouva Montonen kohautti vain olkapäitään, ja silloin rouva Maria
Menlös huudahti:

— Niin, kohautelkaa nyt vain olkapäitänne! Tämä on kaunista! Sillä

tavalla levitetään perättömiä tietoja kunniallisista ihmisistä! Mutta nyt
kuulevat kaikki, ettei rouva Montosen puheissa ole ollut alkua eikä
loppua! Minä olen niin hirveästi saanut kärsiä tämän asian tähden,
korkea oikeus, minulla ei ole ollut lepoa päivällä eikä yöllä, minut on
laahattu oikeuden eteen, minua ja palvelijatartani on herra Bums
lakkaamatta solvannut, minulle vaaditaan vankeutta, minusta
laulavat juorut ympäri kaupunkia, minua ovat lakanneet vanhat
tuttavat tervehtimästä… tämä on kaunista! Rouva Montonen: tämä
on kaunista! Herra asianajaja Bums: tämä on kaunista! Herrat
tuomarit: tämä on kaunista! Hyvät ihmiset! Eikö tämä ole kaunista?
Missä on hiiri? Tuokaa se tänne! Näyttäkää se minulle! Kukaan teistä
ei ole sitä nähnytkään! Rouva Montonen: tämä on kaunista! Eikö ole
niin, Menlös?

Kuului hiljainen kuiskaus… kuin kuolevan viime huokaus:

— Juuri niin, rakas Maria…

— Herrat tuomarit! Minä vaadin rouva Mathilda Montoselle mitä

ankarinta edesvastausta kunnian loukkauksesta! Onpa tämä
kaunista!

Hiljaisuus vallitsi salissa. Vallitsi suuri, juhlallinen hiljaisuus. Hiljaa

istuivat auskultantti Kivilouhos ja raatimies Waaranen, hiljaa seisoivat
todistajat ja torimatamit…

Silloin avasi suunsa herra Nilsperi ja rämähti:

 — Mutta hiiri on ollut siellä! On näytetty toteen, että se on sinne
kaivoon heitetty teidän puoleltanne!

— Jassoo! huusi rouva Menlös. — Jassoo! Vai on näytetty toteen!

Jassoo! Vai ei minua vieläkään uskota! Jassoo!

Ja kääntyen ovensuussa seisovaan väkijoukkoon huudahti hän:

— Asko! Tule heti tänne!

— Se huutaa sitä Peurasen Askoa, sanoi eräs torimatameista.

— Asko! Missä on Asko! huusi rouva Menlös.

— Mihinkähän se poika hävisi? ihmettelivät todistajat ja

torimatamit.

— Juuri ikään se oli täällä! ilmoitti Häkkisen matami.

Kaikki alkoivat etsiä Askoa. Koko oikeudenistunto hetkiseksi

keskeytyi.

Mutta pianpa se löytyikin Asko-poika. Se oli vain pujahtanut

asianajajain tupakkahuoneeseen ja nukkunut sinne tuolille.

— Nyt Asko oikeuden eteen! sanoi hänen löytäjänsä ja

herättäjänsä, torikauppias Sippo. — Ja näytä että — olet mies!

Unentohjakassa oli Asko niin ettei ymmärtänyt, mistä oli kysymys,

kun häntä sisään talutettiin.

— Jo löytyi Asko! huusivat torimatamit.

 Saatettiin Asko aivan tuomarien pöydän eteen, eikä ollut hänen
nenänsä paljonkaan pöydänreunan yläpuolella.

— Nyt se Asko vannotetaan! kuiskailivat torimuijat.

Mutta Askoa ei päästetty valalle nuoruutensa takia.

Hovioikeudenauskultantti Kivilouhos kysyi häneltä:

— Sinäkö se olet Asko?

Asko tuijotti eteensä vastaamatta mitään, ja eräs matameista

huudahti:

— No mihinkä sinä poika kielesi pudotit!

— Hiljaa siellä ovensuussa! sanoi auskultantti Kivilouhos. Ja

Askolle hän sanoi ystävällisesti:

— Kenenkäs poika sinä olet? Et taidakaan olla kenenkään poika?

— Olenpas! väitti Asko, joka vihdoinkin sai puhekykynsä. — Minä

olen meidän makasiinimiehen poika.

— Vai olet sinä teidän makasiinimiehen poika! sanoi oikeuden

puheenjohtaja hyväntahtoisesti. — Mikäs sinun isäsi nimi on?

— Antti Peuranen, vastasi poika, katsoen tuomaria suoraan silmiin.

—
Isä on aina päivät makasiinissa.

— Jahah! sanoi tuomari. — Missäs sinä sitten olet?

— Minä olen milloin missäkin, ilmoitti Asko.

 — Vai niin. No näitkös sinä sen hiiren?

— Näin, sanoi Asko ylpeästi. — Ei sitä muut nähneetkään kuin

minä ja kissa!

— Missäs sinä silloin olit?

— Minä olin sen kaivon luona, vastasi Asko.

— No putosiko se hiiri kaivoon?

— Ei, se putosi kaivon luo, ja silloin sen kissa vei.

— Ha ha ha! kuului ovensuusta.

— Kuka siellä hahattaa? kysyi auskultantti Kivilouhos tuimasti.

— Se on vain tuo Markula! ilmiantoivat torimatamit syyllisen.

— Olkaa siivolla siellä! huusi oikeuden puheenjohtaja. — Taikka

minä ajan teidät kaikki pellolle!

Sitten hän sanoi Askolle:

— Vai kissa sen vei.

— Niin, vakuutti Asko. — Kissa vei sen makasiinin taakse.

— No mitäs sinä muuta tiedät?

— Sitten ne tulivat ja pumppusivat kaivon tyhjäksi ja laskivat

miehen sinne kaivoon.

Kun Askon kuulustelu oli päättynyt, sanoi oikeuden puheenjohtaja

hänelle ystävällisesti:
 — No nyt sinä saat mennä!

Mutta Asko katsoi häneen vakavasti ja sanoi:

— Pyytäisin kulujani, korkea oikeus!

— Tosiaankin! huudahti auskultantti Kivilouhos.

— Olin ihan unohtaa. Tulehan tänne!

Asko kiersi pöydän ympäri tuomarin luo, ja tuomari kaivoi hänelle

liivinsä taskusta viisikymmenpennisen.

Semmoista summaa ei Askolla ollut ikinä ollut. Hyvin kasvatettuna

makasiinimiehen poikana ojensi hän kätensä, kiitti tuomaria kädestä
pitäen, löi kantapäänsä yhteen ja kumarsi niin syvään, että
pitkätukka silmille löyhähti.

Sitten hän poistui säteilevin kasvoin, tunkeutuen tiheän väkijoukon

säärien välitse.

Jos siis näytti rouva Menlös menettäneen osan jutusta, kun ei ollut
voinut näyttää toteen oikeuttaan kulkea lankkuaidan lävitse
Montosen kaivolle ja likakuopalle, niin olipa menettänyt rouva
Montonenkin ja hänen asianajajansa Nils Pehr Bums hyvän valtin,
kun ei hiirtä ollutkaan kaivosta löydetty eikä se, Askon todistuksen
mukaan, joka näytti tehneen oikeuteen vakuuttavan vaikutuksen,
kaikesta päättäen ollut siellä edes käynytkään.

Se oli hyvin ikävä tappio, ja torimatamitkin alkoivat epäillä rouva

Montosen voittoa.
 — Kyllä se oli raskas todistus Montosen rouvaa vastaan! Saa vain
nähdä, miten käy.

— Niin, saa nähdä! Kunhan ei vain itse joutuisi linnaan viattoman

ihmisen kunnian loukkaamisesta!

Mutta kokeneena juristina alkoi herra Nils Pehr Bums sitä lujemmin
vetää toisesta nuorasta.

Siitä likaveden kaivon luo kaatamista koskevasta rikoksesta hän,

herra Nilsperi, sitä kiivaammin kävi rouva Menlösin ja Miinan
kimppuun. Siitä hän ei päästä irti, ei vaikka hampaat heltiäisivät.

— Minä kysyn Miina Laaniselta vielä kerran, miksi hän tyhjensi

likasangot sinne kaivon viereen?

Ja herra Bums muljautti silmiään niin että pahaa teki.

Mutta Miina sipaisi taistelun kiihkeydessä irtautuneen hiuskimpun

korvansa taakse ja vastasi:

— Mutta sanokaapas, herra Nilsperi…

— Bums!

— Anteeksi… sanokaapas herra Nilsperi Pumps, mihin minun sitten

olisi pitänyt kaataa ne likavedet?

— Se ei ole mikään vastaus kysymykseen, sanoi herra Bums

ankarasti. —
Mihin hyvänsä muuanne, mutt'ei toisten ihmisten kaivolle.

— Siitä aidan nurkasta, missä meidän nykyinen likakuoppamme

on, menee, pieni oja meidän puutarhan puolelle, huomautti Miina.