have too many teachers of thin and narrow quality; too many preachers whose intellectual deficiencies are such as to neutralize the effect of earnest and self-sacrificing character; too many lawyers who took the short cut to a professional career, and are uncultivated and slovenly in 5 thought, speech, and intellectual habit; too many physicians whose growth is stunted because their intellectual roots were not set deep enough. In all these and other professions, the fullness of power that marks the masterpersonality has not been attainable because of deficiency 10 in general cultivation. The immediate object of the individual has been realized, but at the expense of the potential total; the good enough has been the enemy of the best.

The same is true of less professional walks of life. There are too many culture club people and platform lec- 15 turers with superficial and catchy accomplishments instead of real depth; too many playwrights, actors, managers, and theater-goers who are not only untouched by the great dramatic ideals of past and present, but are barbarians, and worse than barbarians, in taste. There are too many of the 20 rich who neither possess nor know the value of intellectual and spiritual wealth, and are unable even to recognize it when it is placed before them. There are too many of the leisured who are unacquainted with the most gratifying and profitable means of pleasure, as well as the most inoffensive 25 and noble. We have too many voters who know only how to mark a ballot, who cannot estimate the worth of men and measures, who cannot think without the giant headline and the screaming editorial. We have too many social and political reformers whose chief qualification is a "heart 30 in the right place," who read loosely, think loosely, write loosely, and legislate as if the making of law were an invention of the day before yesterday.

14-33: c, x, h (cf. 159, 11-160, 2). 14-274, 26: g.

ΙΟ

In every one of these cases, and in all other cases where, through ignorance, haste, or false ideas of economy, the vocation of enlightened citizenship has been left out of account, the individual suffers much, but the State suffers 5 more. Whether the citizen does the best of which he is capable, or the second best, is a matter of concern not only to himself, but to the community and the nation. Whether from the individual point of view or the social, enlightened citizenship is the first and the greatest vocation.

The vocation of enlightened citizenship does not look to the holding of a position as the prime object; it looks rather to excellence in the holding of it. The ideal of the great vocation is not immediate success in the earning of a living, but the capacity to earn it with the greatest intelligence 15 and the greatest measure of success. It looks forward to

the professional man or the mechanic developed to the full capacity of his powers. Its aim is not the exploitation of talent, but the development of personal excellence and total usefulness. It looks ahead, not four years, but forty years. 20 It looks to a substantial and enduring edifice, not a temporary and makeshift shelter. It does not ask, "How much are you going to earn? or even "How much are you going to know?" but "Are you going to make of yourself all that is possible?" and "Are you going to be a leader?" 25 Its ambition is not the production of the average, but of leadership.

Progress is only secondarily a matter of the crowd. The religious or civic ideals of an age or a community are not determined by the common man. It is the exceptional man, 30 the reformer, the enthusiast, the personality in which the age or the community, so to speak, flowers out, that determines the ideal. The supreme concern of the army is its general, of the church its prophet, of the world of knowl10-26: C, X. 27-275, 5: c, q, x.

edge the scholar, of mechanics the inventor. Progress is a matter of dynamics. Without leadership—without men who think enough more, feel enough more, see enough farther than the ordinary to give them authority-there are no dynamics, and there will be no progress.

5

Vocational training in the ordinary sense is, within limits, desirable and necessary; but its place is in the technical school, not in the school of liberal arts. The high school is the people's college, but not the people's business college. If it is a business college at all, it is the business college of 10 the State at large, not that of the comparatively few sons and daughters of the people whose first ambition is a livelihood. The prime business of State education is a universal business, and Big Business is the business of enlightened citizenship. Every displacement of a liberal study by a voca- 15 tional study is prejudicial to the ideal interests of the commonwealth. Livelihoods can be trusted to take care of themselves, if we must choose; but enlightened citizenship

cannot.

6-19 x, n.

I, 2, 3, 4, 5, 6, 8, 11, 12.

JAMES HUNEKER

1860

WAS LESCHETIZKY A GREATER TEACHER THAN LISZT? 1

THE first piano artist to make known in America the name of the late Theodor Leschetizky was Fannie Bloomfield-Zeisler. This was in July, 1885, at the Academy of Music, where the slender, black-haired, big-eyed girl from 5 Chicago played Rubinstein's D minor piano concerto with a briliancy of style and dramatic delivery that fairly dazzled her audience. To be sure, she took the bit between her teeth in the last movement and ended in a magnificent display of rhythmic recklessness, though happily the Thomas IO Orchestra and the pianist passed the winning stakes neck by neck. The occasion was the annual meeting of the Music Teachers' National Association, so the pianists present were as plentiful as blackberries in season.

Who was her master? was the universal question. Here 15 was a girl in her teens who, granting her natural musical endowments, had been well schooled. Thus the name of Leschetizky became a household one, and about six years later his fame was established with the advent of Ignace Jan Paderewski. Of course the piano-playing world had 20 heard of Leschetizky as the first great teacher since Liszt; rather pedagogue, for Liszt often and disdainfully disclaimed being a piano teacher." Evidently a man who could turn out two such widely disparate talents as 1 The New York Times, November 28, 1915.

1-13: e, n.

Bloomfield-Zeisler and Paderewski-temperamentally and technically poles asunder-must be a rare master, and thus with Fannie Bloomfield's return to her native land practically began the Leschetizky vogue here, a vogue that grew rapidly and still promises to continue.

5

Not so many years ago, four or five, I saw a gay, slender old gentleman, with white beard and hair, gracefully dancing in the Kur-Saal at Carlsbad. Few pretty girls escaped his invitation. Light on his toes, his eyes ablaze with the intoxication of the music, this young-old chap 10 danced with diabolical vivacity. It was Theodor Leschetizky, fourscore in years, with a youthful heart and rhythmic heels. No wonder his pupils play with such rhythmic spirit; rhythm was in the very marrow of his bones. A Pole, his great span of years had enabled him to study with 15 the master-pedagogue of the piano; good, old industrious Carl Czerny (a name abominated by many generations of child students) and theory, with Sechter. He was born in 1830, a few years after Beethoven's death, and might have heard Chopin play if he had been in Paris. Pade- 20 rewski paid a beautiful tribute to his memory a few days ago for the benefit of the readers of The Times, and told us,of Schulhoff's influence upon the playing of Leschetizky. He could have added, and also upon his style in composition. Julius Schulhoff was a Bohemian 25 (1825-1898) and interested Chopin so much that he advised him to give a concert in Paris, which he did in 1845. He was essentially a drawing-room virtuoso with a fine singing touch and a style of extreme polish. To the past generation he was chiefly known as the composer 30 of "Souvenir de Kiew." Leschetizky, himself a lyric composer, also indulged in the elegant, if somewhat shallow, pieces beloved of his epoch.

6-18: w. 6-33: v, n.