I have quoted from this London Reconstruction¹ discourse² very fully³. In the official Life[Pg 125] there are a number of such addresses in which the student will find the main doctrines⁴ of that particular address repeated, varied⁵, amplified⁶, but as my object in this book is to strip Sanderson's views down to his essential ideas, I will make only one further quotation⁷ from this propaganda material here. This is from the notes he arranged for an address to the Newcastle Rotary⁸ Club. His favourite contrast between the possessive instincts and the creative instincts comes out very clearly here. Like all the great religious teachers, Sanderson aims quite clearly at an ultimate communism, to be achieved not by revolution but by the steady development of a creative spirit in the world.  
'Schools should be miniature copies of the world we should love to have. Hence our outlooks and methods must have these aims in mind. Schoolmasters have great responsibilities. We should be able to say to a boy, we have endeavoured to do such things for you, and we ask you to go forth⁹, it may be, into your father's business or factory and do the same to the workers. Let me illustrate¹⁰ from the workshops. Workshops in a school are by far the most [Pg 126]difficult things to carry on along the lines I have in mind. Here are three conditions which must be kept in the shops:—
 
'(a) The work boys are doing should not be for themselves, or exercises to learn by; it must always be work required by the community.
 
'(b) Each boy must have the opportunity of doing all the main operations, and all the operations should be going on in the workshops.
 
'(c) Whenever a boy goes into the shop he should find himself set to work which is up to the hilt of his capacity. There is no "slithering" down to work which is easy, no unnecessary and automatic repetition, no working for himself but for the community.
 
'And we can say, and are entitled to say, to the boy, when you go forth into life, perhaps into your father's work or business or profession, you must try to do for your apprentices¹¹ and workers what we have tried to do for you. You, too, will try to see that every one has work which exacts[Pg 127] their faculties¹²—by which they will grow and develop; you will see to it that they are working directly on behalf of and for the welfare of the community, and not for yourself.
 
'This is your real duty towards your neighbour. It is a vastly hard thing to do. This duty of believing that others are of the same blood with yourself, and have the same feelings, and loves, and desires and needs, and natural elementary rights; this duty of setting them free to exercise their faculties spaciously¹³ that they, too, may get more of life—is the real duty towards your neighbour. It is a hard thing. If you think of the works, the factory, the office, it is a hard thing. It involves vast sacrifice—the hardest sacrifice—the sacrifice of belief and economic tradition. We need not be surprised that Christianity has "slithered down" to an easier and softer level of culture and duty towards our neighbours. But whether............