The community ideal was wrought into the lives of the boys by their experience in this model school. "We all felt that we had a part in the management of the place, and in sustaining its character and dignity." The highest work of schools, colleges, and universities is to fill the lives of men and women with the apperceptive centres of the community ideal. Christian community can not be made clear by books or teaching or sermons unless its foundations are laid by experience, by "sharing in the management" of the conditions of the life of the boy, or girl, or student. Froebel pleaded for a college and university education in which students should "share in the management." Dickens applied this high ideal.
There is another most important element in Doctor Strong's influence. He was not "a human barrel organ," like Mr. Feeder, "playing a little list of Greek and Latin tunes over and over again without any variation." He was an original investigator. He was preparing a dictionary of Greek roots. He was not merely an accumulator of knowledge as it had been prepared by some one else. He was not a mere canal through which knowledge slowly flowed through artificial channels, nor a marsh in which knowledge had become confused and stagnant, nor a dead sea into which knowledge flowed, but from which there was no outlet. He was a fresh fountain from which knowledge came clear and pure. So the boys gained knowledge readily from him, but, far beyond knowledge, they learned incidentally the habit of work, and were filled with the desire to add to the store of knowledge as a basis for the progressive evolution of humanity.
What a farce it is to say that Dickens was not conscious of the pedagogic value of his work. He had great facility in learning, but he was also a hard student. No one could have written so much and so wisely about education unless he had studied carefully the thought of the most advanced educators.
David's aunt had the wisdom to try to develop in him the characteristics of excellence that were lacking in his parents. This is a thought that is slowly making its way in the minds of educators.
"But what I want you to be, Trot," resumed my aunt--"I don't mean physically, but morally; you are very well physically--is a firm fellow. A fine firm fellow, with a will of your own. With resolution," said my aunt, shaking her cap at me, and clinching her hand. "With determination. With character, Trot--with strength of character that is not to be influenced, except on good reason, by anybody, or by anything. That's what I want you to be. That's what your father and mother might both have been, Heaven knows, and been the better for it."