,transcriber's note3 ,italicized words are enclosed by underscores 7italic74 ,bold-faced words are enclosed by equal signs 7bold74 ,,the ,,vitalized ,,school by ,,francis ,b4 ,,pearson ,superintendent of ,public ,instruction of ,ohio ,author of ,the ,evolution of the ,teacher ,the ,high ,school ,problem ,reveries of a ,schoolmaster ,new ,york ,the ,mac,millan ,company #aiah ,copyright1 #aiag1 by the ,mac,millan ,company4 ,published ,february1 #aiag4 ,reprinted ,january1 #aiah4 ,,preface ,the thoughtful observer must have noted in the recent past many indications of an awakened interest both in the concept of education and in school procedure on the part of school officials1 teachers1 and the public4 ,educators have been developing pedagogical principles that strike their roots deep into the philosophy of life1 and now their pronouncements are invading the consciousness of people of all ranks and causing them to realize more and more that the school process is an integral part of the life process and not something detached from life4 ,the following pages constitute an attempt to interpret some of the school processes in terms of life processes1 and to suggest ways in which these processes may be made identical4 ,it is hoped that teachers who may read these pages may find running through them a strand of optimism that will give them increased faith in their own powers1 a larger hope for the future of the school1 and an access of zeal to press valiantly forward in their efforts to excel themselves4 ,f4 ,b4 ,p4 ,,columbus1 ,,ohio1 ,january1 #aiag4 ,,table ,,of ,,contents ,,chapter ,i4 ,,teaching ,,school ,,ii4 ,,the ,,teacher ,,iii4 ,,the ,,child ,,iv4 ,,the ,,child ,,of ,,the ,,future ,v4 ,,the ,,teacher-,,politician ,,vi4 ,,sublime ,,chaos ,,vii4 ,,democracy ,,viii4 ,,patriotism ,,ix4 ,,work ,,and ,,life ,x4 ,,words ,,and ,,their ,,content ,,xi4 ,,complete ,,living ,,xii4 ,,the ,,time ,,element ,,xiii4 ,,the ,,artist ,,teacher ,,xiv4 ,,the ,,teacher ,,as ,,an ,,ideal ,,xv4 ,,the ,,socialized ,,recitation ,,xvi4 ,,agriculture ,,xvii4 ,,the ,,school ,,and ,,the ,,community ,,xviii4 ,,poetry ,,and ,,life ,,xix4 ,a ,,sense ,,of ,,humor ,,xx4 ,,the ,,element ,,of ,,human ,,interest ,,xxi4 ,,behavior ,,xxii4 ,,bond ,,and ,,fear ,,xxiii4 ,,examinations ,,xxiv4 ,,world-,,building ,,xxv4 ,a ,,typical ,,vitalized ,,school ,,the ,,vitalized ,,school ,,chapter ,i ,,teaching ,,school ,life and living compared4--,there is a wide difference between school-teaching and teaching school4 ,the question ,is she a school-teacher8 means one thing2 but the question ,can she teach school8 means quite another4 ,school-teaching may be living2 but teaching school is life4 ,and any one who has a definition of life can readily find a definition for teaching school4 ,much of the criticism of the work of the schools emanates from sources that have a restricted concept of life4 ,the artisan who defines life in terms of his own trade is impatient with much that the school is trying to do4 ,he would have the scope of the school narrowed to his concept of life4 ,if art and literature are beyond the limits of his concept1 he can see no warrant for their presence in the school4 ,the work of the schools cannot be standardized until life itself is standardized1 and that is neither possible nor desirable4 ,the glory of life is that it does not have fixity1 that it is ever crescent4 ,teaching defined4--,teaching school may be defined1 therefore1 as the process of interpreting life by the laboratory method4 ,the teacher's work is to open the gates of life for the pupils4 ,but1 before these gates can be opened1 the teacher must know what and where they are4 ,this view of the teacher's work is neither fanciful nor fantastic2 quite the contrary4 ,life is the common heritage of people young and old1 and the school should be so organized and administered as to teach people how to use this heritage to the best advantage both for themselves and for others4 ,if a child should be absent from school altogether1 or if he should be incarcerated in prison from his sixth to his eighteenth year1 he would still have life4 ,but1 if he is in school during those twelve years1 he is supposed to have life that is of better quality and more abundant4 ,life is not measured by years1 but by its own intensity and scope4 ,it has often been said that some people have more life in threescore and ten years than ,methuselah had in his more than nine hundred years4 ,life measured by intensity4--,this statement is not demonstrable1 of course1 but it serves to make evident the fact that some people have more of life in a given time than others in the same time4 ,in this sense1 life may be measured by the number of reactions to objectives4 ,these reactions may be increased by training4 ,two persons1 in passing a shop-window1 may not see the same objects2 or one may see twice as many as the other1 according to their ability to react4 ,the man who was locked in a vault at the cemetery by accident1 and was not discovered for an hour1 thought he had spent four days in his imprisonment4 ,he had really lived four days in a single hour by reason of the intensity of life during that hour4 ,illustrations4--,in the case of dreams1 we are told that years may be condensed into minutes1 or even seconds1 by reason of the rapidity of reactions4 ,the rapidity and intensity of these reactions make themselves manifest on the face of the dreamer4 ,beads of perspiration and facial contortions betoken intensity of feeling4 ,in such an experience life is intense4 ,if a mental or spiritual cyclometer could be used in such a case1 it would make a high record of speed4 ,life sometimes touches bottom1 and sometimes scales the heights4 ,but the distance between these extremes varies greatly in different persons4 ,the life of one may have but a single octave2 of the other1 eight1 or a hundred1 or a thousand4 ,the life of ,job is an apt illustration4 ,no one has been able to sound the depths of his suffering1 nor has any one been able to measure the heights of his exaltation4 ,we may not readily compute the octaves in such a life as his4 ,the complexity of life4--,it is not easy to think life1 much less define it4 ,the elements are so numerous as to baffle and bewilder the mind4 ,it looks out at one from so many corners that it seems ,argus-eyed4 ,at one moment we see it on the ,stock ,exchange where men struggle and strive in a mad frenzy of competition2 at another1 in a quiet home1 where a mother soothes her baby to sleep1 where there is no competition but1 rather1 a sublime monopoly4 ,again1 it manifests itself in the clanking of machinery where men are tunneling the mountain or constructing a canal to unite oceans2 or1 again1 in the laboratory where the microscope is revealing the form of the snow crystal4 ,one man is watching the movements of the heavenly bodies as they file by his telescope1 while another writes a proclamation that makes free a race of people4 ,another man is leading an army into battle1 while some ,doctor ,mac,clure is breasting the storm in the darkness as he goes forth on his mission of mercy4 ,manifestations of life4--,these manifestations of life men call trade1 commerce1 history1 mathematics1 science1 nature1 and philanthropy4 ,and men write these words in books1 and other men write other books trying to explain their meaning4 ,then1 still others divide and subdivide1 and science becomes the sciences1 and mathematics becomes arithmetic1 and algebra1 and geometry1 and trigonometry1 and calculus1 and astronomy4 ,here mathematics and science seem to merge4 ,and1 in time1 history and geography come together1 and sometimes strive for precedence4 ,thus1 books accumulate into libraries and so add another to the many elements of life4 ,then magazines are written to explain the books and their authors4 ,the motive behind the book is analyzed in an effort to discover the workings of the author's mind and heart4 ,in these revelations we sometimes hear the rippling of the brook1 and sometimes the moan of the sea2 sometimes the cooing of the dove1 and sometimes the scream of the eagle2 sometimes the bleating of the lamb1 and sometimes the roaring of the lion4 ,in them we see the moonbeams that play among the flowers and the lightning that rends the forest2 the blossoms that filter from the trees and the avalanche that carries destruction2 the rain that fructifies the earth and the hurricane that destroys4 ,life in literature4--,back of these sights and sounds we discover men--,cicero1 ,demosthenes1 ,homer1 ,isaiah1 ,shakespeare1 ,milton1 ,dante4 ,we trace the thoughts and emotions of these men and find literature4 ,and in literature1 again1 we come upon another manifestation of life4 ,literature is what it is because these men were what they were4 ,they saw and felt life to be large and so wrote it down large2 and because they wrote it thus1 what they wrote endures4 ,they stood upon the heights and saw the struggles of man with himself1 with other men1 and with nature4 ,this panorama generated thoughts and feelings in them1 and these they could not but portray4 ,and so literature and life are identical and not cooerdinates1 as some would have us think4 ,life as subject matter in teaching4--,in teaching school1 therefore1 the subject matter with which we have to do is life--nothing more and nothing less4 ,we may call it history1 or mathematics1 or literature1 or psychology1--but it still remains true that life is the real objective of all our activities4 ,and1 as has been already said1 we are teaching life by the laboratory method4 ,we are striving to interpret the thing in which we are immersed4 ,we feel1 and think1 and aspire1 and love1 and enjoy4 ,all these are life2 and from this life we are striving to extract strength that our feeling may be deeper1 our thinking higher1 our aspirations wider and more lofty1 our love purer and nobler1 and our own enjoyment greater4 ,by absorbing the life that is all about us we strive to have more abundant and abounding life4 ,the teacher's province4--,such is the province of one who essays the task of teaching school4 ,school is life1 as we have been told2 but1 at the same time1 it is a place and an occasion for teaching life4 ,if we could detach history from life1 it would cease to be history4 ,if literature is not life1 it is not literature2 and so with the sciences4 ,these branches are but variants or branches of life1 and all emanate from a common center4 ,whether we scan the heavens1 penetrate the depths of the sea1 pore over the pages of books1 or look into the minds and hearts of men1 we are striving after an interpretation of life4 ,,questions ,,and ,,exercises #a4 ,distinguish between a school teacher and a man or woman who teaches school4 #b4 ,discuss the importance of the following agencies of the school in securing for children life of a better quality and more abundant3 play2 revitalized curricula2 vitalized teachers2 medical inspection2 social centers2 moral instruction4 #c4 ,discuss both from the standpoint of present practice and ideal educational principles3 ,more abundant life rather than knowledge is the chief end of instruction4 #d4 ,what changes are necessary in school curricula and in the methods of school organization1 instruction1 and discipline1 in order that the chief purpose of our schools1 more abundant life1 may be realized8 #e4 ,justify the apparent length of the school day to teachers and pupils1 as a means of determining the quality of the work of the school4 #f4 ,some teachers maintain that school is a preparation for life1 while the author maintains that school is life4 ,is this difference in the concept of the school a vital one8 #g4 ,how may this difference of concept affect the work of the teacher8 the attitude of the pupil8 #h4 ,what definition of education will best harmonize with the ideals of this chapter8 ,,chapter ,,ii ,,the ,,teacher ,teachers contrasted4--,the vitalized school is an expression of the vitalized teacher4 ,in the hands of the teacher of another sort1 the vitalized school is impossible4 ,unless she can see in the multiplication table the power that throws the bridge across the river1 that builds pyramids1 that constructs railways1 that sends ships across the ocean1 that tunnels mountains and navigates the air1 this table becomes a stupid thing1 a dead thing1 and an incubus upon the spirits of her pupils4 ,to such a teacher mathematics is a lifeless thing1 without hope or potency1 the school is a mere convenience for the earning of a livelihood1 the work is the drudgery of bondage1 and the children are little less than an impertinence4 ,the vitalized teacher is different4 ,to her the multiplication table pulsates with life4 ,it stretches forth its beneficent hand to give employment to a million workers1 and food to a million homes4 ,it pervades every mart of trade2 it loads trains and ships with the commerce of nations2 and it helps to amplify and ennoble civilization4 ,vitalized mathematics4--,in this table she sees a prophecy of great achievements in engineering1 architecture1 transportation1 and the myriad applications of science4 ,in brief1 mathematics to her is vibrant with life both in its present uses and in its possibilities4 ,she knows that it is a part of the texture of the daily life of every home as well as of national life4 ,she knows that it pertains to individual1 community1 and national well-being4 ,knowing this1 she feels that it is quite worth while for herself and her pupils1 both for the present and for the future4 ,she feels that1 if she would know life1 she must know mathematics1 because it is a part of life2 that1 if she would teach life to her pupils1 she must teach them mathematics as an integral part of life2 and that she must teach it in such a way that it will be as much a part of themselves as their bodily organs4 ,she wants them to know the mathematics as they know that the rain is falling or that the sun is shining1 because the rain1 the sunshine1 and the mathematics are all elements of life4 ,her great aim is to have her pupils experience the study just as they experience other phases of life4 ,the teacher's attitude4--,such a teacher with such a conception of life and of her work finds teaching school the very reverse of drudgery4 ,each day is an exhilarating experience of life4 ,her pupils are a part of life to her4 ,she enjoys life and1 hence1 enjoys them4 ,they are her confederates in the fine game of life4 ,the bigness and exuberance of her abundant life enfolds them all1 and from the very atmosphere of her presence they absorb life4 ,their studies1 under the influence of her magic1 are as much a part of life to them as the air they breathe or the food they eat4 ,no two days are alike in her school1 for life to-day is larger than it was yesterday and so presents a new aspect4 ,her spirit carries over into their spirits the truths of the books1 and these truths thus become inherent4 ,college influences4--,she teaches life1 albeit through the medium of subjects and books1 because she knows life4 ,her college work did not consist in the gathering together of many facts1 but in accumulating experiences of life4 ,many of these experiences were acquired vicariously1 but they were no less real on that account4 ,her generous nature was able to withstand the most assiduous efforts of some of her teachers to quench the flames of life that glowed in the pages of books1 with the wet blanket of erudition4 ,she was able to relive the thoughts and feelings of the authors whose books she studied and so make their experiences her own4 ,she could reconstitute the emotional life of her authors and gain potency through the transfusion of spirit4 ,her books were living things1 and she gleaned life from their pages4 ,reading and life4--,she can teach reading because she can read4 ,reading to her is an experience in life4 ,the words on the printed page are not meaningless hieroglyphics4 ,they are the electric wires which connect the soul of the author with her own1 and through which the current is continually passing4 ,when she reads ,dickens1 ,tiny ,tim is never a mere boy with a crutch1 but he is ,tiny ,tim1 and1 as such1 neither men nor angels can supplant him on the printed page4 ,she knows the touch of him and the voice of him4 ,she laughs with him2 she cries with him2 she prays with him2 she lives with him4 ,in her teaching she causes ,tiny ,tim to stand forth like a cameo to her pupils1 with no rival and no peer4 ,this she can do because he is a part of her life4 ,she has no occasion either to pose or to rhapsodize4 ,sincerity is its own explanation and justification4 ,power of understanding4--,when she reads ,little ,boy ,blue she can hear the sobbing of a heartbroken mother and thus1 vicariously1 comes to know the universality of death and sorrow4 ,but she finds faith and hope in the poem1 also1 and so can see the sunlight suffusing the clouds of the mother's grief4 ,thus she enters into the feeling of motherhood and so shares the life of all the mothers whose children are her pupils4 ,in every page she reads she crosses anew the threshold of life and gains a knowledge of its joys1 its sorrows1 its triumphs1 or its defeats4 ,in short1 she reads with the spirit and not merely with the mind1 and thus catches the spiritual meaning of what she reads4 ,she can feel as well as think and so can emotionalize the printed page4 ,nature has endowed her with a sensory foundation that reacts to the emotional situations that the author produces4 ,thus she understands1 and that is the prime desideratum in reading4 ,and because she understands1 she can interpret1 and cause her pupils to understand4 ,thus they receive another endowment of life4 ,books as exponents of life4--,she has time for reading as she has time for eating and drinking1 and for the same reason4 ,to her they are all cooerdinate elements of life4 ,she eats1 and sleeps1 and reads because she is alive2 and she is more alive because she eats1 and sleeps1 and reads4 ,she taps the sources of spiritual refreshment1 without parade1 and rejoices in the consequent enrichment of her life4 ,she does not smite the rock1 but speaks to it1 and smiles upon it1 and the waters gush forth4 ,she descends into ,hades with ,dante1 and ascends ,sinai with ,moses1 and is refreshed and strengthened by her journeys4 ,she sits enrapt as ,shakespeare turns the kaleidoscope of life for her1 or stands enthralled by ,victor ,hugo's picture of the human soul4 ,her sentient spirit is ignited by the fires of genius that glow between the covers of the book1 and her fine enthusiasm carries the divine conflagration over into the spirits of her pupils4 ,there is1 therefore1 no drag or listlessness in her class in reading1 because1 during this exercise1 life is as buoyant and spontaneous as it is upon the playground4 ,the meaning of history4--,in her teaching of history she invests all the characters with life1 because to her they are alive4 ,and because they are alive to her they are alive to her pupils4 ,they are instinct with power1 action1 life4 ,she rehabilitates the scenes in which they moved1 and1 therefore1 they must be alive in order to perform their parts4 ,they are all flesh and blood people with all the attributes of people4 ,they are all actuated by motives and move along their appointed ways obedient to the laws of cause and effect4 ,they are not named in the book to be learned and recited1 but to be known4 ,she causes her pupils to know them as they would come to know people in her home4 ,nor do they ever mistake one for the other or confuse their actions4 ,they know them too well for that4 ,these characters are made to stand wide apart1 so that1 being thus seen1 they will ever after be known4 ,history is not a directory of names1 but groups of people going about their tasks4 ,they hunger1 and thirst1 and love1 and hate1 and struggle with their environment as their descendants are doing to-day4 ,language and vitality4--,when she is teaching a language1 it is never less than a living language4 ,in ,latin the syntax is learned as a means1 never an end4 ,the big things in the study loom too large for that4 ,the pupils become so eager to see what ,caesar will do next that they cannot afford the time to stare long at a mere ablative absolute4 ,they are following the parade1 and are not to be turned aside from their large purpose by minor matters4 ,they are made to see and hear ,cicero2 and ,rome becomes a reality1 with its ,forum1 its ,senate1 and its ,mamertine4 ,when ,dido sears the soul of the faithless ,a,eneas with her words of scorn1 the girls applaud and the boys tremble4 ,when ,troy burns1 there is a real fire1 and ,achates is as real as the man ,friday4 ,when the shipwrecked ,trojans regale themselves with venison1 it is no make-believe dinner1 but a real one4 ,where such a teacher is1 there can be no dead language1 no dry bones of history1 and no stagnation in the stream of life4 ,,questions ,,and ,,exercises #a4 ,what suggestions are offered for the vitalization of mathematics8 history8 reading8 language8 #b4 ,in what ways is vitalization of subject matter related to its socialization8 #c4 ,how may motivation in teaching the multiplication table be assisted by vitalization8 #d4 ,what is to be included in the term read in the sentence ,she can teach reading because she can read8 #e4 ,add to the author's list of children in literature whom the vitalized teacher may introduce as companions to her pupils4 #f4 ,why is extended reading essential to success in teaching8 #g4 ,what works of ,dante have you read8 of ,victor ,hugo8 of ,shakespeare8 ,how will the reading of such authors improve the teaching ability of elementary teachers8 #h4 ,what are the distinguishing characteristics of the vitalized teacher8 ,,chapter ,,iii ,,the ,,child ,the child as the center in school procedure4--,the child is the center of school procedure in all its many ramifications4 ,for the child the building is erected1 the equipment is provided1 the course of study is arranged and administered1 and the teacher employed4 ,the child is major1 and all else is subsidiary4 ,in the general scheme even the teacher takes secondary place4 ,teachers may come and go1 but the child remains as the focus of all plans and purposes4 ,the teacher is secured for the child1 and not the child for the teacher4 ,taxpayers1 boards of education1 parents1 and teachers are all active in the interests of the child2 and all school legislation1 to be important1 must have the child as its prime objective4 ,colleges of education and normal schools1 in large numbers1 are working at the educational problem in an effort to develop more effective methods of training the teachers of the child4 ,a host of authors and publishers are giving to the interest of the child the products of their skill4 ,in every commonwealth may be found a large number of men and women whose time and energies are devoted to the work of the schools for the child4 ,all children should have school privileges4--,all these facts are freely admitted1 wherever attention is called to them1 but we still have truant officers1 and child labor laws4 ,we admit the facts1 but1 in our practices1 strive to circumvent their application4 ,if the school is good for one child1 it is good for all children4 ,indeed1 the school is maintained on the assumption that all children will take advantage of and profit by its presence4 ,if there were no schools1 our civilization would surely decline4 ,if school attendance should cease at the end of the fifth year1 then we would have a fifth-year civilization4 ,it rests1 therefore1 with the parents of the children1 in large measure1 whether we are to have an eighth-grade civilization1 a high-school civilization1 or a college civilization4 ,parental attitude4--,schools are administered on the assumption that every child is capable of and worthy of training1 and that training the child will make for a better quality of civilization4 ,the state regards the child as a liability during his childhood in the hope that he may be an asset in his manhood4 ,in this hope time and money are devoted to his training4 ,but1 in the face of all this1 there are parents1 here and there1 who still look upon their own children as assets and would use them for their own comfort or profit4 ,they seem to think that their children are indebted to them for bringing them into the world and that their obligation to the children is canceled by meager provision of food1 shelter1 and clothing4 ,they seem not to realize that life is more than fruit or grain1 and deny to their children the elements of life4 ,the rights of the child4--,all this is a sort of preface to the statement that the child comes into the world endowed with certain inherent rights that may not be abrogated4 ,he has a right to life in its best and fullest sense1 and no one has a right to abridge this measure of life1 or to deprive him of anything that will contribute to such a life4 ,he goes to the school as one of the sources of life1 and any one who denies him this boon is doing violence to his right to have life4 ,he does not go to school to study arithmetic1 but studies arithmetic as one of the elements of life2 and experience has demonstrated that arithmetic may be learned in the school more advantageously than elsewhere4 ,he goes to school to have agreeable and profitable life4 ,each day is an integer of life and must be made to abound in life if it is to be accounted a success4 ,child life4--,again1 the child has a right to the quality of life that is consistent with and congenial to his age4 ,a seven-year-old should be a seven-year-old1 in his thinking1 in his activities1 in his amusements1 and in his feeling4 ,we should never ask or want him to put away childish things at this age1 for these childish things are a proof of his normality and good health4 ,his buoyant life and good health may prove disastrous to the furniture in his home1 but far better marred furniture than marred childhood4 ,if1 at this age1 he should become as quiet and sedate as his father1 his parents and teacher would have cause for alarm4 ,it is the high privilege of the parent and the teacher to direct his activities1 but not to abridge or interdict them4 ,if the teacher would reduce him to inaction and silence1 she may well reflect that if he were an imbecile he would be quiet4 ,he will not pass this way again2 and if he is ever to have the sort of life that is in harmony with his age1 he must have it now4 ,childhood curtailed4--,he has a right1 also1 to the full measure of childhood4 ,this period is relatively short1 and any curtailment does violence to his physiological and psychological nature4 ,all the years of his childhood are necessary for a proper balancing of his physical and mental powers1 that they may do their appointed work in after years4 ,entire volumes have been devoted to this subject1 but1 in spite of these volumes1 some mothers still try to hurry their daughters into the duties and responsibilities of adult life4 ,one such mother went to the high school to get the books of her fifteen-year-old daughter and1 upon being asked why the daughter was leaving school1 replied1 ,oh1 she's keeping company now4 ,that daughter will never be the hardy plant in civilization that she ought to be1 because she was reared in a hothouse atmosphere4 ,that mother had no right to cripple the life of her child by thwarting nature's decrees4 ,detrimental effects4--,the pity of it all is that the child is at the mercy of the parent1 or of the teacher1 as the case may be4 ,we become so eager to have old heads on young shoulders that we begrudge the child the years that are necessary for the shoulders to attain that maturity of strength that is needful for supporting the old heads4 ,then ensues a lack of balance1 and1 were all children thus denied their right to the full period of youth1 we should have a distorted civilization4 ,dickens inveighs against this curtailment of youth prodigiously1 and the marvel is that we have failed to learn the lesson from his pages4 ,we need not have recourse to ,victor ,hugo to know the life of little ,cosette1 for we can see her prototype by merely looking about us4 ,the child's right to the best4--,as the child has a right to life in its fullness1 so he has a right to all the agencies that can promote this type of life4 ,if he meets with an accident he has a right to the best surgical skill that can be secured1 and this right we readily concede2 and equally he has a right to the best teacher that money will secure4 ,if he has a teacher that is less than the best1 the time thus lost can never be restored to him4 ,a lady who had an unskillful teacher in her first year in the high school now avers that he maimed her for life in that particular study4 ,life is such a delicate affair that it demands expert handling4 ,if we hope to have the child attain his right to be an intelligent cooeperating agent in promoting life in society1 then no price is too great to pay for the expert teaching which will nurture the sort of life in him that will make him effective4 ,the child's native tendencies4--,then1 again1 the child has a right to the exercise of the native tendencies with which he is endowed4 ,in fact1 these tendencies should be the working capital of the teacher1 the starting points in her teaching4 ,there was a time when the teacher punished the child who was caught drawing pictures on his slate4 ,happily that sort of barbarity disappeared1 in the main1 along with the slate4 ,the vitalized teacher rejoices in the pictures that the child draws and turns this tendency to good account4 ,through this inclination to draw she finds the real child and so1 as the psychologists direct1 she begins where the child is and sets about attaching to this native tendency the work in nature study1 geography1 or history4 ,when she discovers a constructive tendency in the child1 she at once uses this in shifting from analytic to synthetic exercises in the school order4 ,if he enjoys making things1 he will be glad of an opportunity to make devices1 or problems1 or maps4 ,the play instinct4--,she makes large use1 also1 of the play instinct that is one of his native tendencies4 ,this instinct is constantly reaching out for objects of play4 ,the teacher is quick to note the child's quest for objects and deftly substitutes some phase of school work for marbles1 balls1 or dolls1 and his playing proceeds apace without abatement of zest4 ,the vitalized teacher knows how to attach the arithmetic to this play instinct and make it a fascinating game4 ,during the games of arithmetic1 geography1 history1 or spelling1 life is at high tide in her school and the work is thorough in consequence4 ,work is relieved of the onus of drudgery whenever it appears in the guise of a game1 and the teacher who has skill in attaching school studies to the play instinct of the child will make her school effective as well as a delight to herself and her pupils4 ,in such a plan there is neither place nor occasion for coercion4 ,self-expression4--,another right of the child is the right to express himself4 ,the desire for self-expression is fundamental in the human mind1 as the study of archaeology abundantly proves4 ,since this is true1 every school should be a school of expression if the nature of the child is to have full recognition4 ,without expression there is no impression1 and without impression there is no education that has real value4 ,the more and better expression in the school1 therefore1 the more and better the education in that school4 ,in the vitalized school we shall find freedom of expression1 and the absence of unreasoning repression4 ,the child expresses himself by means of his hands1 his feet1 his face1 his entire body1 and his organs of speech1 and his expression through either of these means gives the teacher a knowledge of what to do4 ,these expressions may not be what the teacher would wish1 but the expression necessarily precedes intelligent teaching4 ,imagination4--,these expressions may reveal a vivid imagination1 but they are no less valuable as indices of the child's nature on that account4 ,it is the very refinement of cruelty to try to interdict or stifle the child's imagination4 ,but for the imagination of people in the past we should not have the rich treasures of mythology that so delight us all4 ,every child with imagination is constructing a mythology of his own1 and from the gossamer threads of fancy is weaving a pattern of life that no parent or teacher should ever wish to forbid or destroy4 ,day by day1 he sees visions and dreams dreams1 and so builds for himself a world in which he finds delight and profit4 ,in this world he is king1 and only profane hands would dare attempt to dethrone him4 ,the child's experiences4--,his experiences1 whether in the real world1 or in this world of fancy1 are his capital in the bank of life2 and he has every right to invest this capital so as to achieve further increments of life4 ,in this enterprise1 the teacher is his counselor and guide1 and1 in order that she may exercise this function sympathetically and rationally1 she must know the nature and extent of his capital4 ,if he knows a bird1 he may invest this knowledge so as to gain a knowledge of many birds1 and so1 in time1 compass the entire realm of ornithology4 ,if he knows a flower1 from this known he may be so directed that he may become a master in the unknown field of botany4 ,if he knows coal1 this experience may be made the open sesame to the realms of geology4 ,in short1 all his experiences may be capitalized under the direction of a skillful teacher1 and made to produce large dividends as an investment in life4 ,relation to school work4--,thus the school becomes1 for the child1 a place of and for real life1 and not a place detached from life4 ,there he lives effectively1 and joyously1 because the teacher knows how to utilize his experiences and native dispositions for the enlargement of his life4 ,he has no inclination to become a deserter or a tenant1 for life is agreeable there1 and the school is made his chief interest4 ,his work is not doled out to him in the form of tasks1 but is graciously presented as a privilege1 and as such he esteems it4 ,there he learns to live among people of differing tastes and interests without abdicating his own individuality4 ,there he learns that life is work and that work is the very quintessence of life4 ,,questions ,,and ,,exercises #a4 ,how should dividends on school investments be estimated8 #b4 ,what are the inherent rights of childhood8 #c4 ,what use may be made of play in the education of children8 #d4 ,explain why adults are often unwilling to cooeperate through lack of opportunity to play in childhood4 #e4 ,illustrate from your own knowledge and experience how the exercise of native tendencies may be the means of education4 #f4 ,what modes of self-expression should be used by pupils of elementary schools8 of high schools8 #g4 ,what may the vitalized teacher do to assist in the development of self-expression8 ,what should she refrain from doing8 #h4 ,suggest methods whereby the teacher may discover the content of the child's world4 #i4 ,how may the child's experience1 imagination1 and expression be interrelated8 #aj4 ,why is the twentieth century called the age of the child8 ,,chapter ,,iv ,,the ,,child ,,of ,,the ,,future ,rights of the coming generations4--,any school procedure that limits its interests and activities to the present generation takes a too restricted view of the real scope of education4 ,the children of the next generation1 and the next1 are entitled to consideration if education is to do its perfect work and have complete and convincing justification4 ,the child of the future has a right to grandfathers and grandmothers of sound body and sound mind1 and the schools and homes of the present are charged with the responsibility of seeing to it that this right is vouchsafed to him4 ,in actual practice our plans seem not to previse grandfathers and grandmothers1 and stop short even of fathers and mothers4 ,the child of the next generation has a right to a father and a mother of untainted blood1 and neither the home nor the school can ignore this right4 ,transmitted weaknesses4--,if these rights are not scrupulously respected by the present generation1 the child of the future may come into the world under a handicap that all the educational agencies combined can neither remove nor materially mitigate4 ,if he is crippled in mind or in body because of excesses on the part of his progenitors1 the schools and hospitals may help him through life in a sorry sort of fashion1 but his condition is evermore a reminder to him of how much he has missed in comparison with the child of sound body and mind4 ,if such a child does not imprecate even the memory of the ancestors whose vitiated blood courses through his stricken body1 it will be because his mind is too weak to reason from effect to cause or because his affliction has taught him large charity4 ,he will feel that he has been shamefully cheated in the great game of life1 with no hope of restitution4 ,by reason of this1 his gaze is turned backward instead of forward1 and this is a reversal of the rightful attitude of child life4 ,instead of looking forward with hope and happiness1 he droops through a somber life and constantly broods upon what might have been4 ,attitude of ancestors4--,whether he realizes it or not1 he reduces the average of humanity and is a burden upon society both in a negative and in a positive sense4 ,in him society loses a worker and gains a dependent4 ,every taxpayer of the community must contribute to the support which he is unable to provide for himself4 ,he watches other children romp and play and laugh2 but he neither romps1 nor plays1 nor laughs4 ,he is inert4 ,some ancestor chained him to the rock1 and the vultures of disease and unhappiness are feeding at his vitals4 ,he asks for bread1 and they give him a stone2 he asks for life1 and they give him a living death2 he asks for a heaven of delight1 and they give him a hell of despair4 ,he has a right to freedom1 but1 in place of that1 he is forced into slavery of body and soul to pay the debts of his grandfather4 ,nor can he pay these debts in full1 but must1 perforce1 pass them on to his own children4 ,sad to relate1 the father and grandfather look upon such a child and charge ,providence with unjust dealing in burdening them with such an imperfect scion to uphold the family name4 ,they seem blind to the patent truth before them2 they seem unable to interpret the law of cause and effect2 they charge the ,almighty and the child with their own defections2 they acquit themselves of any responsibility for what is before their eyes4 ,hospitals cited4--,our hospitals for abnormal and subnormal children1 and our eleemosynary institutions1 in general1 are a sad commentary upon our civilization and something of a reflection upon the school as an exponent of and a teacher of life4 ,if the wards of these institutions1 barring the victims of accidents1 are the best we can do in the way of coming upon a solution of the problem of life1 neither society nor the school has any special warrant for exultation4 ,these defectives did not just happen4 ,the law of life is neither fortuitous nor capricious4 ,on the contrary1 like begets like1 and the law is immutable4 ,with lavish hand1 society provides the pound of cure but gives only superficial consideration to the ounce of prevention4 ,the title of education will be cloudy until such time as these institutions have become a thing of the past4 ,both pulpit and press extol the efforts of society to build1 equip1 and maintain these institutions1 and that is well2 but1 with all that1 we are merely trying to make the best of a bad situation4 ,education will not fully come into its own until it takes into the scope of its interests the child of the future as well as the child of the present2 not until it comes to regard the children of the present as future ancestors as well as future citizens4 ,the child as a future ancestor4--,if the children of the future are to prove a blessing to society and not a burden1 then the children of the present need to become fully conscious of their responsibilities as agencies in bringing to pass this desirable condition4 ,if the teacher or parent can1 somehow1 cause the boy of to-day to visualize his own grandson1 in the years to come1 pointing the finger of scorn at him and calling down maledictions upon him because of a taint in the family blood1 that picture will persist in his consciousness1 and will prove a deterrent factor in his life4 ,the desire for immortality is innate in every human breast1 we are taught1 but certainly no boy will wish to achieve that sort of immortality4 ,he will not consider with complacency the possibility of his becoming a pariah in the estimation of his descendants1 and will go far in an effort to avert such a misfortune4 ,there is no man but will shudder when he contemplates the possibility of having perpetuated upon his gravestone or in the memory of his grandchild the word ,unclean4 ,the heart of the problem4--,here we arrive at the very heart of the problem that confronts the home and the school4 ,we may close our eyes1 or look another way1 but the problem remains4 ,we may not be able to solve it1 but we cannot evade it4 ,each day it calls loudly to every parent and every teacher for a solution4 ,the health and happiness of the coming generations depend upon the right education of the present one1 and this responsibility the home and the school can neither shirk nor shift4 ,we take great unction to ourselves for the excellence of the horses1 pigs1 and cattle that we have on exhibition at the fairs1 but are silent as to our failures in the form of children1 that drag out a half-life in our hospitals4 ,in one state it costs more to care for the defectives and unfortunates than to provide schooling facilities for all the normal children1 but this fact is not written into party platforms nor proclaimed from the stump4 ,in the face of such a fact society seems to proceed upon the agreeable assumption that the less said the better4 ,misconceptions4--,we temporize with the fundamental situation by the use of such soporifics as the expressions necessary evil and the like1 but that leaves us exactly at the starting point4 ,many well-meaning people use these expressions with great frequency and freedom and seem to think that in so doing they have given a proof of virtue and public spirit4 ,it were worthy only of an iconoclast to deprecate or disparage the legislative attempts to foster clean living4 ,all such efforts are worthy of commendation2 but in sadness it must be confessed that1 laudable as these efforts are1 they have not produced results that are wholly satisfactory4 ,defectives are still granted licenses to perpetuate their kind2 children still enervate their bodies and minds by the use of narcotics2 and society daintily lifts its skirts as it hurries past the evil1 pretending not to see4 ,legislation is an attempt to express public sentiment in statutory form2 but public sentiment must precede legislation if it is to become effective4 ,efforts have been made through the process of legislation to deny the granting of marriage licenses to people who are physically unsound1 but the efforts came to naught because public sentiment has not attained to this plane of thinking4 ,hence1 we shall not have much help from legislation in solving our problem1 until public sentiment has been educated4 ,the responsibility of the school4--,this education must come1 in large part1 through the schools1 but even these will fail until they come into a full realization of the fact that their field of effort is life in the large4 ,time was when the teacher thought she was employed to teach geography1 grammar1 and arithmetic4 ,then she enlarged this to include boys and girls4 ,and now she needs to make another addition and realize that her function is to teach boys and girls the subject of ,life1 using the branches of study as a means to this end4 ,in a report on the work of the schools at ,gary1 ,indiana1 the statement is made that the first purpose of these schools seems to be to produce efficient workers for the mills4 ,this seems to savor of the doctrine of educational foreordination1 and would make millwork and life synonymous4 ,life is larger than any mill4 ,we may be justified in educating one horse for the plow and another for the race track1 but this justification rests upon the fact that horses are assets and not liabilities4 ,clean living4--,clean living in this generation will1 undeniably1 project itself into the next1 and we have only to see to it that all the activities of the school function in clean living in the child of to-day1 and we shall surely be safeguarding the interests of the child of the future4 ,but clean living means more than mere externals4 ,the daily bath1 pure food1 fresh air1 and sanitary conditions are essential but not sufficient in themselves4 ,clean thinking1 right motives1 and a high respect for the rights and interests of the future must enter into the scheme of life4 ,there must be no devious ways1 no back alleys1 in the scheme1 but only the broad highway of life1 open always to the sunlight and to the gaze of all mankind4 ,all this must become thoroughly enmeshed in the social consciousness and in the daily practice of every individual1 before the school can lay claim to success in the art of teaching efficient living4 ,,questions ,,and ,,exercises #a4 ,investigate the following agencies as means for providing future generations with ancestors of untainted blood3 legislation2 moral education2 physical education2 sex hygiene and eugenics2 penal institutions2 medical science4 #b4 ,enumerate some of the physical and mental handicaps of the child who is not well born4 #c4 ,what powerful appeal for clean living may be made to the adolescent youth8 #d4 ,as a concrete example of children being punished for the sins of their fathers even unto the third and fourth generation1 read the history of the ,juke family4 #e4 ,to what extent does the school share the responsibility for the improvement of the physical and moral quality of the children of the future8 #f4 ,what kind of teaching is needed to meet this responsibility8 #g4 ,reliable authorities have estimated that #fj per cent or #ab1jjj1jjj of the school children of ,america are suffering from removable physical defects2 that #ic per cent of the school children of the country have defective teeth2 and that on the average the health of children who are not in attendance at school is better than that of those who are in school4 ,in the light of these facts discuss the failure or success of our schools in providing fit material for efficient citizenship4 ,,chapter ,v ,,the ,,teacher-,,politician ,the politician defined4--,the politician has been defined as one who makes a careful study of the wants of his community and is diligent in his efforts to supply these wants4 ,this definition has1 at the very least1 the merit of mitigating1 if not removing1 the stigma that attaches to politicians in the popular thought4 ,conceding the correctness of this definition1 it must be evident that society is the beneficiary of the work of the politician1 and would be the gainer if the number of politicians were multiplied4 ,the motive of self-interest lies back of all human activities1 and education is constantly striving to stimulate and accentuate this motive4 ,even in altruism we may find an admixture of self-interest4 ,the merchant who arranges his goods artistically may hope by this means to win more patronage1 but1 aside from this1 he wins a feeling of gratification4 ,his self-interest may look either toward a greater volume of business or to a better class of patrons1 or both4 ,while he is enlarging the scope of his business1 he may be elevating the taste of his customers4 ,in either case his self-interest is commendable4 ,a successful merchant is better for the community than an unsuccessful one4 ,self-interest4--,the physician is actuated by the motive of self-interest1 also4 ,his years of training are but a preparation for the competition that is certain to fall to his lot4 ,he is gratified at the increase of his popularity as a successful practitioner4 ,but he prescribes modes of living as well as remedies1 and so tries to forestall and prevent disease1 while he is exercising his curative skill4 ,he tries not only to restore health1 but also to promote good health in the community by his recommendations of pure food1 pure water1 fresh air1 and exercise4 ,his motives are altruistic even while he is consulting self-interest4 ,none but the censorious will criticize the minister for accepting a larger parish even with a larger salary attached4 ,the larger parish will afford him a wider field for usefulness1 and the larger salary will enable him to execute more of his laudable plans4 ,the methods of the politician4--,hence it will be seen that1 in the right sense1 merchants1 physicians1 and ministers are all politicians in that they seek to expand the sphere of their activities4 ,like the politician they study the wants of the people in order to win a starting point for leadership4 ,true1 there are quacks1 charlatans1 hypocrites1 and demagogues1 but none of these1 nor all combined1 avail to disprove the validity of the principle4 ,it has often been said that the churches would do well to study and use the art of advertising that is so well understood by the saloons4 ,this is another way of saying that the methods of the politician will avail in promoting right activities as well as wrong ones4 ,the politician1 whether he is a business man or a professional man1 proceeds from the known to the related unknown1 and thus shows himself a conscious or unconscious student of psychology4 ,he studies that which is in order to promote that which should be4 ,leadership4--,the politician aspires to leadership1 and that is praiseworthy1 provided his cause is a worthy one4 ,if the cause is unworthy1 the cloven foot will soon appear and repudiation will ensue1 which will mark him unsuccessful as a politician4 ,he may be actuated by the motive of self-interest1 in common with all others1 but this interest may focus in the amelioration of conditions as they are or in the advancement of his friends4 ,the satisfaction of leadership is the sole reward of many a politician1 with the added pleasure of seeing his friends profit by this leadership4 ,a statesman is a politician grown large--large in respect to motives1 to plans and purposes1 and to methods4 ,the fundamental principle1 however1 remains constant4 ,the politician worthy of imitation4--,the successful politician must know people and their wants4 ,he must know conditions in order to direct the course of his activities4 ,otherwise1 he will find himself moving at random1 and this may prove disastrous to his purposes4 ,much misdirected effort has been expended in disparaging the politician and his methods4 ,if the man and his methods were better understood1 they would often be found worthy of close imitation in the home1 in the school1 in the church1 in the professions1 and in business4 ,education and substitution4--,education1 in the large1 is the process of making substitutions4 ,evermore1 in school work1 we are striving to substitute something better for something not so good4 ,in brief1 we are striving to substitute needs for wants4 ,but before we can do this we must determine1 by careful study and close observation1 what the wants are4 ,ability to substitute needs for wants betokens a high type of leadership4 ,the boy wants to read ,henty1 but needs to read ,dickens or ,shakespeare4 ,how shall the teacher proceed in order to make the substitution8 ,certainly it cannot be done by any mere fiat or ukase4 ,those who are incredulous as to the wisdom of establishing colleges of education and normal schools to generate and promote methods of teaching have here a concrete and pertinent question3 ,can a college of education or normal school give to an embryo teacher any method by which she may effectively substitute ,shakespeare for ,henty8 ,methods contrasted4--,some teachers have attempted to make this substitution by means of ridicule and sarcasm and then called the boy stupid because he continued to read his ,henty4 ,others have indulged in rhapsodies on ,shakespeare1 hoping to inoculate the boy with the ,shakespearean virus1 and then called the boy stolid because he failed to share their apparent rapture4 ,the politician would have pursued neither of these plans4 ,his inherent or acquired psychology would have admonished him to begin where the boy is4 ,he would have gone to ,henty to find the boy4 ,having found him1 he would have sat down beside him and entered into his interest in the book4 ,in time he would have found something in the book to remind him of a passage in ,shakespeare4 ,this passage he would have read in his best style and then resumed the reading of ,henty4 ,thus1 by degrees1 he would have effected the substitution1 permitting the boy to think that this had been done on his own initiative4 ,the principle illustrated4--,the vitalized teacher observes1 profits by1 and initiates into her work the method of the politician and so makes her school work vital4 ,beginning with what the boy wants1 she lures him along1 by easy stages1 until she has brought him within the circle of her own wants1 which are1 in reality1 the needs of the boy4 ,the boy walks along in paces1 let us say1 of eighteen inches4 ,the teacher moderates her gait to harmonize with his1 but gradually lengthens her paces to two feet4 ,at first1 she kept step with him2 now he is keeping step with her and finds the enterprise an exhilarating adventure4 ,she is teaching the boy to walk in strides two feet in length1 and begins with his native tendency to step eighteen inches4 ,thus she begins where the boy is1 by acquainting herself with his wants1 attaches her teaching to his native tendencies1 and then proceeds from the known to the related unknown4 ,libraries abound in books that explain lucidly this simple elementary principle of teaching1 but many teachers still seem to find it difficult of application4 ,substitution illustrated4--,this method of substitution becomes the rule of the school through the skill of the vitalized teacher4 ,the lily of the valley is substituted for the sunflower1 in the children's esteem1 and there is generated a taste for the exquisite4 ,the copy of the masterpiece of art supplants the bizarre chromo2 correct forms of speech take the place of incorrect forms2 the elegant usurps the place of the inelegant2 and the inartistic gives place to the artistic4 ,the circle of their wants is extended until it includes their needs1 and these1 in turn1 are transformed into wants4 ,thus all the pupils ascend to a higher level of appreciation of the things that make for a more comfortable and agreeable civilization4 ,they work under the spell of leadership1 for real leadership always inspires confidence4 ,society and the school4--,at its best1 society is but an enlarged copy of the vitalized school4 ,or1 to put it in another way1 the vitalized school is society in miniature4 ,as the school is engaged in the work of making substitutions1 so1 in fact1 is society4 ,legislative bodies are striving to substitute wise laws for the laws that have fallen behind the needs of the times1 that the interests of society may be fully conserved4 ,the church is substituting better methods of work in all its activities for the methods that have become antiquated or ineffective4 ,this it does in the hope that its influence may be broadened and deepened4 ,ministers and officials are constantly pondering the question of substitutions4 ,the farmer is substituting better methods of tilling the soil for the methods that were in vogue in a former time before science had invaded the realms of agriculture1 to the end that he may increase the yield of his fields1 make larger contributions to commerce1 increase his profits1 and so be better able to gratify some of the higher desires of his nature4 ,the automobile factory4--,each successive model in an automobile factory is a concrete illustration of the process of making substitutions1 and each substituted part bears witness to a close scrutiny of past experiences as well as of the wants of prospective purchasers4 ,the self-starter was a want at first2 but now it is a need1 and1 therefore1 a necessity4 ,if the school would but make as careful study of the boy's experiences and his wants as the manufacturer does in the case of automobiles1 and then would attach the substitutions to these experiences and wants1 the boy would very soon find himself in happy possession of a self-starter which would prove to be the very crown of school work4 ,the automobile manufacturer is both a psychologist and a politician4 ,results of substitutions4--,as a result of substitutions we have better roads1 better houses1 better laws1 cleaner streets1 better fences1 better machinery1 more sanitary conditions1 and a higher type of conduct4 ,we step to a higher level upon the experiences of the past and make substitutions as we move upward4 ,the progress of civilization is measured by the character of these substitutions and the rapidity with which they are made4 ,the people on the ,isle of ,marken make but few substitutions1 and these only at long intervals1 and so they are looked upon as curiosities among humans4 ,in all our missionary enterprises we are endeavoring to persuade the peoples among whom we are working to make substitutions4 ,instead of their own1 we would have them accept our books1 our styles of clothing1 our plans of government1 our modes of living1 our means of transportation1 and1 in short1 our standards of life4 ,but1 first of all1 we must learn their standards of life2 otherwise we cannot proceed intelligently or effectively in the line of substitutions4 ,we must know their language before we can teach them ours1 and we must translate our books into their language before we can hope to substitute our books for theirs4 ,all the substitutions we hope to make presuppose a knowledge of their wants4 ,hence the methods of the missionary bear a close analogy to the methods of the politician4 ,the ,idealist4--,this is equally true of the vitalized teacher4 ,she is a practical idealist4 ,in the words of the poet1 her reach is beyond her grasp1 and this proclaims her an idealist4 ,in her capacity as a politician she makes a close study of the wants of her constituents1 both pupils and parents1 and so learns how best to articulate school work with the interests of the community4 ,she does not hold aloof from her pupils or their homes1 but studies them at close range1 as do the missionary and the politician4 ,she lives among them and so learns their language and their modes of thinking and living4 ,only so can she come into sympathetic relations with them and be of greatest service to them in promoting right substitutions4 ,she finds one boy surcharged with the instinct of pugnacity4 ,this tendency manifests itself both in school and at home4 ,her own conclusions are ratified by the parents4 ,he wants to fight4 ,his whole nature cries aloud for battle4 ,in such a case1 neither repression nor suppression will avail4 ,so she attaches a phase of school work to this native disposition and gives his pugnacious instinct a fair field4 ,an example4--,enlisting him as her champion in a tournament1 she pits against him a doughty antagonist in the form of a problem in arithmetic4 ,in tones of encouragement she gives the signal and the fight is on4 ,the boy pummels that problem as he would belabor a schoolmate on the playground4 ,his whole being is focused upon the adventure4 ,and when he has won his meed of praise1 he feels himself a real champion4 ,the teacher merely substituted mind for hands in the contest and so fell in with his notion that fighting is quite right if only the cause is a worthy one4 ,he is quick to see the distinction and so makes the substitution with alacrity and with no loss of self-respect4 ,ever after he disdains the vulgar brawl and does not lose the fighting instinct4 ,thus the vitalized teacher by knowing how to make substitutions wins for society a valiant champion4 ,if we multiply this example1 we shall readily see how such a teacher-politician deserves the distinction of being termed a practical idealist4 ,,questions ,,and ,,exercises #a4 ,distinguish the following terms3 demagogue2 politician2 statesman2 and practical idealist4 #b4 ,subject to what limitations should a successful teacher be a politician8 #c4 ,enumerate the qualities of a successful politician that teachers should possess4 #d4 ,how does the author define education8 ,criticize this definition4 #e4 ,what resemblances has the process of education to the evolution of machinery8 to the evolution of biological species8 #f4 ,describe methods by which the tactful teacher may secure helpful substitutions in the child's life4 #g4 ,in what respects does society resemble a vitalized school8 #h4 ,illustrate how teachers may utilize for the education of the child seemingly harmful instincts4 ,,chapter ,,vi ,,sublime ,,chaos ,acquisitiveness4--,in fancy1 at least1 we may attain a position over and far above the city of ,london and from this vantage-place1 with the aid of strong glasses1 watch a panorama that is both entrancing and bewildering4 ,the scene bewilders not alone by its scope1 but still more by its complexity4 ,the scene is a shifting one1 too1 never the same in two successive minutes4 ,here is ,trafalgar ,square1 with its noble monument and the guardian lions1 reminding us of ,nelson in what is accounted one of the most heroic naval engagements recorded in history4 ,as we look1 we reconstitute the scene1 far away1 in which he was conspicuous1 and reread in our books his stirring appeal to his men4 ,thence we glance up ,regent ,street and see it thronged with equipages that betoken wealth and luxury4 ,richly dressed people in great numbers are moving to and fro and giving color to the picture4 ,a shabby garb cannot be made to fit into this picture4 ,when it appears1 there is discord in the general harmony4 ,all this motion must have motives behind it somewhere2 but we can only conjecture the motives4 ,we have only surface indications to guide us in our quest for these4 ,but we are reasonably certain that these people are animated by the instinct of acquisition4 ,they seem to want to get things1 and so come where things are to be had4 ,desires for things intangible4--,there are miles of vehicles of many kinds wending their tortuous1 sinuous ways in and out along streets that radiate hither and thither4 ,they stay their progress for a moment and people emerge at ,robinson's1 at ,selfridge's1 at ,liberty's4 ,each of these is the ,mecca of a thousand desires1 and faces beam with pleasure when they reappear4 ,some desire has evidently been gratified4 ,others alight at the ,national ,gallery and enter its doors4 ,when they come forth it is obvious that something happened to them inside that building4 ,the lines of care on their faces are not so evident1 and their step is more elastic and buoyant4 ,their desires did not have tangible things as their objectives as in the case of the people who entered the shops for merchandise1 but their faces shine with a new light and1 therefore1 their quest must have been successful4 ,as we look1 we realize that desires for intangible things may be as acute as for tangible ones1 and that the gratification of these desires produces equal satisfaction4 ,westminster ,abbey4--,not far away other throngs are invading ,westminster ,abbey4 ,in those historic and hallowed precincts they are communing with the ,past1 the ,present1 and the ,future4 ,all about them is the sacred dust of those who once wrought effectively in affairs of state and in the realm of letters4 ,history and literature have their shrine there1 and these people are worshipers at that shrine4 ,all about them are reminders of the ,past1 while the worshipers before the ,cross direct their thoughts to the ,future4 ,earth and ,heaven both send forth an invitation for supreme interest in their thoughts and feelings4 ,history and literature call to them to emulate the achievements whose monuments they see about them1 while the ,cross admonishes them that these achievements are but temporal4 ,here they experience a fulfillment of their desires4 ,their knowledge is broadened1 and their faith is lifted up4 ,the ,past thrills them2 the ,future inspires them2 and thus the ,present is far more worth while4 ,house of ,parliament4--,across the way is ,parliament1 and this conjures up a long train of events of vast import4 ,the currents that flow out from this power-house have encircled the globe4 ,here conquests have been planned that electrified nations4 ,here have been generated vast armies and navies as messengers of ,desire4 ,here have been voted vast treasures in execution of the desires of men for territorial extension and national aggrandizement4 ,these halls have resounded with the eloquence of men who were striving to inoculate other men with the virus of their desires2 and the whole world has stood on tiptoe awaiting the issue of this eloquence4 ,momentous scenes have been enacted here1 all emanating from the desires of men1 and these scenes have touched the lives of untold millions of people4 ,commerce4--,we see the ,thames near by1 teeming with ships from the uttermost corners of the earth1 and we think of commerce4 ,we use the word glibly1 but no mind is able to comprehend its full import4 ,we know that these ships ply the seas1 bearing food and clothing to the peoples who live far away1 but when we attempt to estimate the magnitude of commerce1 the mind confesses to itself that the problem is too great4 ,we may multiply the number of ships by their tonnage1 but we get1 in consequence1 an array of figures so great that they cease to have any meaning for the finite mind4 ,the best and most that they can do for us is to make us newly aware that the people who dwell in the jungles of ,africa1 who roam the pampas of ,south ,america1 who climb the ,alps1 the ,rockies1 the ,andes1 and the ,himalayas1 all have desires that these ships are striving to gratify4 ,social intercourse4--,going up the river to ,hampton ,court we see people out for a holiday4 ,there are house-boats with elaborate and artistic fittings and furnishings1 and other craft of every sort that luxury can suggest4 ,one could imagine that none but fairies could stage such a scene4 ,the blending of colors1 the easy dalliance1 the rippling laughter1 the graceful feasting1 and the eddying wavelets all conspire to produce a scene that serves to emphasize the beauty of the shores4 ,underneath this enchanting scene of variegated beauty we discover the fundamental fact that man is a gregarious animal1 that he not only craves association with his kind but that playing with them brings him into more harmonious communion with them4 ,in their play they meet upon the plane of a common purpose and are thus unified in spirit4 ,hence1 all this beauty and gayety is serving a beneficent purpose in the way of gratifying the inherent desire of mankind for social intercourse4 ,the travel instinct4--,at ,charing ,cross the commerce drama is reenacted1 only here with trains instead of boats1 and1 mainly1 people instead of merchandise4 ,here we see hurry and bustle1 and hear the shriek of the engine and the warning blast of the guard4 ,trains are going out1 trains are coming in4 ,when the people step out upon the platforms1 they seem to know exactly whither they are bound4 ,there are porters all about to help them achieve their desires1 and cabs stand ready at the curb to do their bidding4 ,here is human commerce1 and the trains are the answer to the call of the human family to see their own and other lands4 ,these trains are swifter and more agreeable for nomads than the camel of the desert or the ,conestoga wagon of the prairie4 ,the nomadic instinct pulls and pushes people away from their own door-yards2 hence railways1 trains1 engines1 air brakes1 telegraph lines1 wireless apparatuses1 and all the many other devices that the mind of man has designed at the behest of this desire to roam about4 ,monuments4--,further down the ,thames we see ,greenwich1 which regulates the clocks for the whole world1 and furnishes the sea captain the talisman by which he may know where he is4 ,over against ,st4 ,paul's is the ,bank of ,england1 which for long years ruled the finances of the world4 ,yonder is the ,museum1 the conservator of the ages4 ,there is the ,rosetta ,stone1 which is the gateway of history2 there the ,elgin ,marbles1 which proclaim the glory of the ,greece that was2 there the palimpsests which recall an age when men had time to think2 and there the books of all time by means of which we can rethink the big thoughts of men long since gone from sight4 ,there are things that men now call curiosities that mark the course of minds in their struggles toward the light2 and there are the sentiments of lofty souls that will live in the hearts of men long after these giant stones have crumbled4 ,desire for pastoral beauty4--,beyond the city1 in the alluring country places1 we see a landscape that delights the senses1 ornate with hedges1 flowers1 vine-clad cottages1 highways of surpassing smoothness1 fertile fields1 and thrifty flocks and herds4 ,there are carts and wagons on the roads bearing the products of field and garden to the marts of trade4 ,men1 women1 and children zealously ply the hoe1 the plow1 or the shovel1 abetting ,nature in her efforts to feed the hungry4 ,in this pastoral scene there is dignity1 serenity1 and latent power4 ,its beauty answers back to the aesthetic nature of mankind1 and nothing that is artificial can ever supplant it in the way of gratifying man's desire for the beautiful4 ,economic articulation4--,through all the diversified phases of this panorama there runs a fundamental principle of unity4 ,there are no collisions4 ,in the economy of civilization the farmer is cooerdinate with the artist1 the artisan1 and the tradesman4 ,but1 if all men were farmers1 the economic balance would be disturbed4 ,the railroad engineer is major because he is indispensable4 ,so1 also1 is the farmer1 the legislator1 the artist1 and the student4 ,there is a degree of interdependence that makes for economic harmony4 ,the articulation of all the parts gives us an economic whole4 ,aspirations4--,this panorama is a picture of life2 and the school is life4 ,hence the panorama and the school are identical2 only the school is larger than the panorama1 even though the picture is reduced in size to fit the frame of the school4 ,the pupils in the school have dreams and aspirations that reach far beyond the limits of the picture of our fancy4 ,and all these aspirations are a part of life and so are indigenous in the vitalized school4 ,and woe betide the teacher who would abridge or repress these dreams and aspirations4 ,they are the very warp and woof of life1 and the teacher who would eliminate them would suppress life itself4 ,that teacher is in sorry business who would fit her pupils out with mental or spiritual strait-jackets1 or mold them to some conventional pattern1 even though it be her own4 ,these pupils are the prototypes of the people in our panorama1 and are1 therefore1 animated by like inclinations and desires4 ,desire is fundamental4--,here is a boy who is hungry2 he desires food4 ,but so does the man who is passing along the street4 ,the man is focusing all his mental powers upon the problem of how he shall procure food4 ,the man's problem is the boy's problem and each has a right to a solution of his problem4 ,the school's business is to help the boy solve his problem and not to try to quench his desire for food or try to persuade him that no such desire exists4 ,this desire is one of the native dispositions to which the work of the school is to attach itself4 ,desires are fundamental in the scheme of education1 the very tentacles that will lay hold upon the school activities and render them effective4 ,the teacher's large task is to strengthen and nourish incipient desires and to cause the pupil to hunger and thirst after the means of gratifying them4 ,innate tendencies4--,each pupil has a right to his inherent individuality4 ,the school should not only begin where the boy is1 but should begin its work upon what he is4 ,only so can it direct him toward what he ought to be4 ,if the boy would alight at the ,national ,gallery in order to regale himself with the masterpieces of art1 why1 pray1 should the teacher try to curtail this desire and force him into ,westminster ,abbey8 ,if she will accompany him into the ,gallery and prove herself his friend and guide among the treasures of art1 she will1 doubtless1 experience the joy of hearing him ask her to be his companion through the ,abbey later on4 ,the ,abbey is quite right in its way and the boy must visit it soon or late1 but to this particular boy the ,gallery comes first and he should be led to the ,abbey by way of the ,gallery4 ,in school work the parties are all personally conducted1 but the rule is that a party is composed of but one person4 ,illustration4--,the girl is not to be condemned because she desires to visit the ,selfridge shop rather than the ,museum4 ,the teacher may rhapsodize upon the ,museum to the limit of her strength1 but the girl is thinking of the beautiful fabrics to be seen at the shop1 and1 especially1 of the delicious ,american ice cream that can be had nowhere else in ,london4 ,it is rather a poor teacher who cannot lead the girl to the ,british ,museum by way of ,selfridge's4 ,if the teacher finds the task difficult1 she would do well to traverse the route a few times in advance4 ,the ice cream will help rather than hinder when they stand1 at length1 before the ,rosetta ,stone or read the original letter to ,mrs4 ,bixby4 ,the store and the ,museum are both in the picture1 and the teacher must determine which should come first in the itinerary of this girl4 ,the native dispositions and desires will point out the way to the teacher4 ,the old-time schoolmaster was fond of setting as a copy in the old-fashioned copy book ,all work and no play makes ,jack a dull boy2 but1 later1 when he caught ,jack playing he gave him a flogging1 thus proving himself both inconsistent and deficient in a knowledge of psychology and fair play4 ,if we are going to ,greenwich we shall save time by taking the longer journey by way of ,hampton ,court4 ,as we disport ourselves amid the beauties and gayeties of the ,court we can prolong our pleasures by anticipating ,greenwich1 and so make our play the anteroom of our work4 ,variety in excellence4--,in the vitalized school we shall find each pupil eager in his quest of food for the hunger he feels1 and the teacher rejoicing in the development of his individuality4 ,she would not have all her pupils attain the same level even of excellence4 ,they are different1 and she would have them so4 ,nor would she have her school exemplify the kind of order that is to be found in a gallery of statues4 ,her school is a place of life1 eager1 yearning1 pulsating life1 and not a place of dead and deadening silence4 ,her pupils have diversified tastes and desires and1 in consequence1 diversified activities1 but work is the golden cord that binds them in a healthy and healthful unity4 ,this is sublime chaos1 a busy1 happy throng1 all working at full strength at tasks that are worth while1 and all animated by hopes and aspirations that reach out to the very limits of space4 ,,questions ,,and ,,exercises #a4 ,what may the school do to give helpful direction and needed modifications to the instinct of acquisition8 #b4 ,the ultimate ends of education are more efficient production and more intelligent consumption4 ,how and by what means may the school bring about a more intelligent choice of tangible and intangible things8 #c4 ,what hint may the teacher of geography receive from the brief description of ,london's points of interest8 #d4 ,compare a vitalized school with the panorama of ,london4 #e4 ,to what extent must individual differences be recognized by the teacher in the recitation8 in discipline8 #f4 ,suggest means whereby pupils may be induced to spend their evenings with ,dickens1 ,eliot1 ,macaulay1 or ,irving in preference to the movies4 ,,chapter ,,vii ,,democracy ,a conflict4--,there was a fight on a railway train--a terrific fight4 ,the conductor and two other ,americans were battling against ten or more foreigners4 ,these foreigners had come aboard the train at a mining town en route to the city for a holiday4 ,the train had hardly got under way1 after the stop1 when the fight was on4 ,the battle raged back and forth from one car to the other across the platform amid the shouts and cursing of men and the screams of women4 ,bloody faces attested the intensity of the conflict4 ,one foreigner was knocked from the train1 but no account was taken of him4 ,the train sped on and the fight continued4 ,nor did its violence abate until the train reached the next station1 where the conductor summoned reenforcements and invoked the majesty of the law in the form of an officer4 ,the affray1 from first to last1 was most depressing and gave to the unwilling witness a feeling that civilization is something of a misnomer and that men are inherently ferocious4 ,misconceptions4--,more mature reflection1 however1 served to modify this judgment1 and the application of some philosophy resolved the distressing combat into a relatively simple proposition4 ,the conductor and his assistants were fighting for their conception of order1 and their opponents were fighting for their conception of manhood4 ,reduced to its primal elements1 the fight was the result of a dual misconception4 ,the conductor was battling to vindicate his conception of order2 the foreigners were battling to vindicate their conception of the rights of men in a democracy4 ,neither party to the contest understood the other1 and each one felt himself to be on the defensive4 ,neither one would have confessed himself the aggressor1 and yet each one was invading the supposed rights of the other4 ,judicial consideration could readily have averted the whole distressing affair4 ,foreign concept of democracy4--,the foreigners had come to our country with roseate dreams of democracy4 ,to their conception1 this is the land where every man is the equal of every other man2 where equal rights and privileges are vouchsafed to all men without regard to nationality1 position1 or possessions2 where there is no faintest hint of the caste system2 and where there are no possible lines of demarcation4 ,their disillusionment on that train was swift and severe1 and the observer could not but wonder what was their conception of a democracy as they walked about the streets of the city or gave attention to their bruised faces4 ,their dreams of freedom and equal rights must have seemed a mockery4 ,they must have felt that they had been lured into a trap by some agency of cruelty and injustice4 ,after such an experience they must have been unspeakably homesick for their native land4 ,melting pot4--,their primary trouble arose from the fact that they had not yet achieved democracy1 but had only a hazy theoretical conception of its true meaning4 ,nor did the conductor give them any assistance4 ,on the contrary he pushed them farther away into the realm of theory1 and rendered them less susceptible to the influence of the feeling for democracy4 ,before these foreigners can become thoroughly assimilated they must know this feeling by experience2 and until this experience is theirs they cannot live comfortably or harmoniously in our democracy4 ,to do this effectively is one of the large tasks that confront the ,american school and society as a whole4 ,if we fail here1 the glory of democracy will be dimmed4 ,all ,americans share equally in the responsibility of this task4 ,the school1 of course1 must assume its full share of this responsibility if it would fully deserve the name of melting pot4 ,learning democracy4--,meeting this responsibility worthily is not the simple thing that many seem to conceive it to be4 ,if it were1 then any discussion appertaining to the teaching of democracy would be superfluous4 ,this subject of democracy is1 in fact1 the most difficult subject with which the school has to do1 and by far the most important4 ,its supreme importance is due to the fact that all the pupils expect to live in a democracy1 and1 unless they learn democracy1 life cannot attain to its maximum of agreeableness for them nor can they make the largest possible contributions to the well-being of society4 ,it has been said that the seventeenth century saw ,versailles2 the eighteenth century saw the ,earth2 and the nineteenth century saw ,humanity4 ,then the very pertinent question is asked1 ,which century will see ,life8 ,we who love our country and our form of government fondly hope that we may be the first to see ,life1 and1 if this privilege falls to our lot1 we must come to see life through the medium of democracy4 ,the vitalized school a democracy4--,life seems to be an abstract something to many people1 but it must become concrete before they can really see it as it is4 ,democracy is a means1 therefore1 of transforming abstract life into concrete life1 and so we are to come into a fuller comprehension of life through the gateway of democracy4 ,the vitalized school is a laboratory of life and1 at the same time1 it is the most nearly perfect exemplification of democracy4 ,the nearer its approach to perfection in exemplifying the spirit and workings of a democracy1 the larger service it renders society4 ,if the outflow from the school into society is a high quality of democracy1 the general tone of society will be improved4 ,if society deteriorates1 the school may not be wholly at fault1 but it evidently is unable to supply to society reenforcement in such quantity and of such quality as will keep the level up to normal4 ,responsibility of the individual4--,in society each individual raises or lowers the level of democracy according to what he is and does4 ,the idler fails to make any contributions to the well-being of society and thus lowers the average of citizenship4 ,the trifler and dawdler lower the level of democracy by reason of their inefficiency4 ,they may exercise their right to vote but fail to exercise their right to act the part of efficient citizens4 ,if all citizens emulated their example1 democracy would become inane and devitalized4 ,tramps1 burglars1 feeble-minded persons1 and inebriates lower the level of democracy because of their failure to render their full measure of service1 and because1 in varying degrees1 they prey upon the resources of society and thus add to its burdens4 ,self-reliance1 self-support1 self-respect1 as well as voting1 are among the rights that all able-bodied citizens must exercise before democracy can come into its rightful heritage4 ,the function of the school4--,all this and much more the schools must teach effectively so that it shall be thoroughly enmeshed in the social consciousness or their output will reveal a lack of those qualities that make for the larger good of democratic society4 ,democracy must be grooved into habits of thought and action or the graduates of the schools will fall short of achieving the highest plane of living in the community4 ,they will not be in harmony with their environment1 and friction will ensue1 which will reduce1 in some degree1 the level of democracy4 ,hence1 the large task of the school is to inculcate the habit of democracy with all that the term implies4 ,twelve years are none too long for this important work1 even under the most favorable conditions and under the direction of the most skillful teaching4 ,indeed1 civic economy will be greatly enhanced if1 in the twelve years1 the schools accomplish this one big purpose4 ,manifestations of democratic spirit4--,we may not be able to resolve democracy into its constituent elements1 but the spirit that is attuned to democracy is keenly alive to its manifestations4 ,the spirit so attuned is quick to detect any slightest discord in the democratic harmony4 ,this is especially true in the school democracy4 ,a discordant note affects the entire situation and militates against effective procedure4 ,in the school democracy we look for a series and system of compromises1--for a yielding of minor matters that major ones may be achieved4 ,we look for concessions that will make for the comfort and progress of the entire body1 and we experience disappointment if we fail to discover some pleasure in connection with these concessions4 ,we expect to see good will banishing selfishness and every semblance of monopoly4 ,we expect to find every pupil glad to share the time and strength of the teacher with his fellows even to the point of generosity1 and to find joy in so doing4 ,we expect to find each pupil eager to deposit all his attainments and capabilities as assets of the school and to find his chief joy in the success of all that the school represents4 ,obstacles in the path4--,but it is far easier to depict democracy than to teach it4 ,in fact1 the teacher is certain to encounter obstacles1 and many of these have their source in ,american homes4 ,indeed1 some of the most fertile sources of discord in the school may be traced to a misconception of democracy on the part of the home4 ,one of these misconceptions is a species of anarchy1 which appropriates to itself the gentler name of democracy4 ,but1 none the less1 it is anarchy4 ,it disdains all law and authority1 treads under foot the precepts of the home and the school1 flouts the counsels of parents and teachers1 and is self-willed1 obstinate1 and defiant4 ,democracy obeys the law2 anarchy scorns it4 ,democracy respects the rights of others1 anarchy overrides them4 ,democracy exalts good will2 anarchy exalts selfishness4 ,democracy respects the ,golden ,rule2 anarchy respects nothing1 not even itself4 ,anarchy4--,when this spirit of anarchy gains access to the school1 it is not easily eradicated for the reason that the home is loath to recognize it as anarchy1 and resents any such implication on the part of the school4 ,the father may be quite unable to exercise any control over the boy1 but he is reluctant to admit the fact to the teacher4 ,such a boy is an anarchist and no sophistry can gloss the fact4 ,what he needs is a liberal application of monarchy to fit him for democracy4 ,he should read the ,old ,testament as a preparation for an appreciative perusal of the ,new ,testament4 ,if the home cannot generate in him due respect for constituted authority1 then the school must do so1 or he will prove a menace to society and become a destructive rather than a constructive agency4 ,here we have a tense situation4 ,anarchy is running riot in the home2 the home is arrayed against the attempts of the school to correct the disorder2 and ,democracy is standing expectant to see what will be done4 ,snobbery4--,scarcely less inimical to democracy than anarchy is snobbery4 ,the former is violent1 while the latter is insidious4 ,both poison the source of the stream of democracy4 ,if the home instills into the minds of children the notion of inherent superiority1 they will carry this into the school and it will produce a discord4 ,a farmer and a tenant had sons of the same age4 ,these lads played together1 never thinking of superiority or inferiority4 ,now the son of the tenant is president of one of the great universities1 and the son of the proprietor is a janitor in one of the buildings of that university4 ,democracy presents to view many anomalies1 and the school age is quite too early for anything approaching the caste system or snobbery4 ,the time may come when the rich man's son will consider it an honor to drive the car for his impecunious classmate4 ,restatement4--,it needs to be repeated1 therefore1 that democracy is the most difficult subject which the school is called upon to teach1 not only because it is difficult in itself1 but also because of the attitude of many homes that profess democracy but do not practice it4 ,to the influence of such homes one may trace the exodus of many children from the schools4 ,the parents want things done in their way or not at all1 and so withdraw their children to vindicate their own autocracy4 ,they are willing to profit by democracy but are unwilling to help foster its growth4 ,they not only lower the level of democracy but even compel their children to lower it still more4 ,the teacher may yearn for the children and the children for the teacher1 but the home is inexorable and sacrifices the children to a misconception of democracy4 ,cooeperation4--,democracy does not mean fellowship1 but it does mean cooeperation4 ,it means that people in all walks of life are animated by the common purpose to make all their activities contribute to the general good of society4 ,it means that the railroad president may shake hands with the brakeman and talk with him1 man to man1 encouraging him to aspire to promotion on merit4 ,it means that this brakeman may become president of the road with no scorn for the stages through which he passed in attaining this position4 ,it means that he may understand and sympathize with the men in his employ without fraternizing with them4 ,it means that every boy may aspire to a place higher than his father has attained with no loss of affection for him4 ,it does not mean either sycophancy or truculence1 but freedom to every individual to make the most of himself and so help others to make the most of themselves4 ,the democratic teacher4--,democracy is learned not from books but from the democratic spirit that obtains in the school4 ,if the teacher is surcharged with democracy1 her radiating spirit sends out currents into the life of each pupil1 and the spirit of democracy thus generated in them fuses them into homogeneity4 ,thus they become democratic by living in the atmosphere of democracy1 as the boy grew into the likeness of the ,great ,stone ,face4 ,,questions ,,and ,,exercises #a4 ,how may elementary teachers inculcate the principles of true democracy8 #b4 ,by what means may public schools assist in the transformation of illiterate foreigners into intelligent ,american citizens8 #c4 ,what are some of the weaknesses of democracy which the public school may remedy8 the press8 public officials8 the people8 #d4 ,are such affairs as are described in the beginning of the chapter peculiar to democracies8 ,why or why not8 #e4 ,how may school discipline recognize democratic principles1 thereby laying the foundation of respect for law and order by our future citizens8 #f4 ,what qualities of citizens are inconsistent with a high level of democracy8 #g4 ,discuss the extent to which the management of the classroom should be democratic4 #h4 ,how may the monarchical government of a school fit pupils for a democracy8 ,how may it unfit them8 #i4 ,in what ways may the following institutions raise the level of democracy3 centralized schools8 vocational schools8 junior high schools8 moonlight schools8 evening schools8 ,,chapter ,,viii ,,patriotism ,patriotism as a working principle4--,the vitalized school generates and fosters patriotism1 not merely as a sentiment1 but more particularly as a working principle4 ,patriotism has in it a modicum of sentiment1 to be sure1 as do religion1 education1 the home1 and civilization2 but sentiment alone does not constitute real or true patriotism4 ,the man who shouts for the flag but pursues a course of conduct that brings discredit upon the name of his country1 belies the sentiment that his shouting would seem to express4 ,the truly patriotic man feels that he owes to his country and his race his whole self1--his mind1 his time1 and his best efforts1--and the payment of this obligation spells life to him4 ,thus he inevitably interprets patriotism in terms of industry1 economy1 thrift1 and the full conservation of time and energy1 that he may render a good account of his stewardship to his country4 ,spelling as patriotism4--,with this broad conception in mind the teacher elevates patriotism to the rank of a motive and proceeds to organize all the school activities in consonance with this conception4 ,actuated by this high motive the pupils1 in time1 come to look upon correct spelling not only as a comfort and a convenience1 but also as a form of patriotism in that it is an exponent of intelligent observation and as such wins respect and commendation from people at home and people abroad4 ,or1 to put the case negatively1 if we were all deficient in the matter of spelling1 the people of other lands would hold us up to ridicule because of this defect2 but if we are expert in the art of spelling1 they have greater respect for us and for our schools4 ,hence1 such a simple matter as spelling tends to invest the flag of our country with better and fuller significance4 ,thus spelling becomes woven into the life processes1 not as a mere task of the school1 but as a privilege vouchsafed to every one who yearns to see his country win distinction4 ,patriotism a determining motive4--,in like manner the teacher runs the entire gamut of school studies and shows how each one may become a manifestation of patriotism4 ,if she has her pupils exchange letters with pupils in the schools of other countries1 they see1 at once1 that their spelling1 their writing1 and their composition will all be carefully assessed in the formation of an estimate of ourselves and our schools4 ,it is evident1 therefore1 that the pupils will give forth their best efforts in all these lines that the country they represent may appear to the best advantage4 ,in such an exercise the motive of patriotism will far outweigh in importance the motive of grades4 ,besides1 the letters are written to real people about real life1 and1 hence1 life and patriotism become synonymous in their thinking1 and all their school work becomes more vital because of their patriotism4 ,history4--,in the study of history1 the pupils readily discover that the men and women who have given distinction to their respective countries have done so1 in the main1 by reason of their attainments in science1 in letters1 and in statesmanship4 ,they are led to think of ,goethals in the field of applied mathematics2 of ,burbank in the realm of botany2 of ,edison in physics2 of ,scott and ,burns in literature2 of ,max ,mueller in philology2 of ,schliemann in archaeology2 of ,washington and ,lincoln in the realm of statesmanship2 and of ,florence ,nightingale and ,clara ,barton in philanthropy4 ,they discover that ,france deemed it an honor to have ,erasmus as her guest so long as he found it agreeable to live in that country1 and that many countries vied with one another in claiming ,homer as their own4 ,phillips ,brooks was a patriot1 not alone because of his profession of love for his country1 but because of what he did that added luster to the name of his country4 ,efficiency4--,the study of physiology and hygiene affords a wide field for the contemplation and practice of patriotic endeavor4 ,the care of the body is a patriotic exercise in that it promotes health and vigor1 and these underlie efficiency4 ,anything short of efficiency is unpatriotic because it amounts to a subtraction from the possible best that may be done to advance the interests of society4 ,the shiftless man is not a patriot1 nor yet the man who enervates his body by practices that render him less than efficient4 ,the intemperate man may shout lustily at sight of the flag1 but his noise only proclaims his lack of real patriotism4 ,an honest day's work would redound far more to the glory of his country than his noisy protestations4 ,seeing that behind every deliberate action there lies a motive1 the higher the motive the more noble will be the action4 ,if1 then1 we can achieve temperance through the motive of patriotism1 society will be the beneficiary1 not only of temperance itself1 but also of many concomitant benefits4 ,temperance4--,temperance may be induced1 of course1 through the motives of economy1 good health1 and the like1 but the motive of patriotism includes all these and1 therefore1 stands at the summit4 ,waste1 in whatever form1 is evermore unpatriotic4 ,conservation is patriotism1 whether of natural resources1 human life1 human energy1 or time4 ,the intemperate man wastes his substance1 his energies1 his opportunities1 his self-respect1 and his moral fiber4 ,very often1 too1 he becomes a charge upon society and abrogates the right of his family to live comfortably and agreeably4 ,hence1 he must be accounted unpatriotic4 ,if all men in our country were such as he1 our land would be derided by the other nations of the world4 ,he brings his country into disrepute instead of glorifying it because he does less than his full share in contributing to its well-being4 ,he renders himself less than a typical ,american and brings reproach upon his country instead of honor4 ,sanitation4--,one of the chief variants of the general subject of physiology and hygiene is sanitation1 and this1 even yet1 affords a field for aggressive and constructive patriotism4 ,grime and crime go hand in hand2 but1 as a people1 we have been somewhat slow in our recognition of this patent truth4 ,patriotism as well as charity should begin at home1 and the man who professes a love for his country should make that part of his country which he calls his home so sanitary and so attractive that it will attest the sincerity of his profession4 ,if he loves his country sincerely1 he must love his back yard1 and what he really loves he will care for4 ,it does him no credit to have the flag floating above a home that proclaims his shiftlessness4 ,his feeling for sanitation1 attractiveness1 and right conditions as touching his own home surroundings will expand until it includes his neighborhood1 his county1 his ,state1 and his entire country4 ,a typical patriot4--,a typical patriot is the busy1 intelligent1 frugal1 cultured housewife whose home is her kingdom and who uses her powers to make that kingdom glorious4 ,she regrets neither the time nor the effort that is required to make her home clean1 artistic1 and comfortable4 ,she places upon it the stamp of her character1 industry1 and good taste4 ,she supplies it with things that delight the senses and point the way to culture4 ,to such a home the crude and the bizarre are a profanation4 ,she administers her home as a sacred trust in the interests of her family and never for exhibition purposes4 ,her home is an expression of herself1 and her children will carry into life the standards that she inculcates through the agency of the home4 ,life is better for the family and for the community because her home is what it is1 and1 in consequence1 her patriotism is far-reaching in its influence4 ,if all homes were such as this1 our country would be exploited as representing the highest plane of civilization the world has yet attained4 ,the vitalized teacher is constantly striving to have this standard of home and home life become the standard of her pupils4 ,mulberry ,bend4--,in striking contrast with this home are conditions in ,mulberry ,bend1 ,new ,york1 as described by a writer thoroughly conversant with conditions as they were until recently--conditions1 however1 now much bettered3 ,these alleys1 running from nowhere to nowhere1 alongside cellars where the light never enters and where nothing can live but beast-men and beast-women and rats2 behind foul rookeries where skulk the murderer and the abandoned tramp2 beside hideous plague-spots where the stench is overpowering--,bottle ,alley1 where the rag-pickers pile their bags of stinking stuff1 and the ,whyo ,roost where evil-visaged beings prowl about1 hunting for prey2 dozens of alleys winding in and out and intersecting1 so that the beast may slay his prey1 and hide in the jungle1 and be safe2 these foul alleys--who shall picture them1 or explore their depths1 or describe their wretchedness and their hideousness8444 ,upon the doorsteps weary mothers are nursing little babies who will never know the meaning of innocent childhood1 but will be versed in the immoral lore of the ,underworld before they learn their alphabet4 ,ragged children covered with filth play about the pushcarts and the horses in the street1 while their mothers chatter in greasy doorways1 or shout from upper windows into the hordes below1 or clatter about creaky floors1 preparing the foul mess of tainted edibles which constitutes a meal4 ,with many other phases of this gruesome picture this author deals1 and then concludes with the following3 ,but in the rookeries which1 like their inmates1 skulk and hide out of sight in the crowded street2 in these ramshackle structures which line the back alleys1 and there breed their human vermin amid dirt and rags--in these there is no direct sunlight throughout the long year4 ,rookeries close to the front windows1 shutting out light and air1 and rookeries close to the rear windows1 and rookeries close to each side1 and never a breath of fresh air to ventilate one of these holes wherein men and women and children wallow in dirt1 and live and fight and drink and die1 and finally give way to others of their kind4 ,so long as such conditions as these continue in our country1 sanitation as a manifestation of patriotism will not have done its perfect work1 and the stars and stripes of our flag will lack somewhat of their rightful luster4 ,patriotism in daily life4--,when the influences of hygiene and of home economics1 taught as life processes and not merely as prerequisites for graduation1 by teachers who regard them as forms of patriotism1--when these influences have percolated to every nook and cranny of our national life1--to the homes1 the streets and alleys1 the farms1 the shops1 the factories1 and the mines1 such conditions as these will disappear1 and we as a nation shall then have a clearer warrant for our profession of patriotic interest in and devotion to the welfare of our country as a whole4 ,but so long as we can look upon insanitary conditions without a shudder2 so long as we permit dirt to breed disease and crime2 so long as we make our streams the dumping places for debris2 so long as we tolerate ugliness where beauty should obtain2 and so long as our homes and our farms betray the spirit of shiftlessness1--so long shall we have occasion to blush when we look at our flag and confess our dereliction of our high privilege of patriotism4 ,the ,american restaurant4--,perhaps no single detail of the customs that obtain in our country impresses a cultivated foreigner more unfavorably than the regime in our popular restaurants4 ,the noise1 the rattle and clatter and bang1 the raucous calling of orders1 and the hurry and confusion give him the impression that we are content to have feeding places where we might have eating places4 ,he regards all that he sees and hears as being less than proper decorum1 less than a high standard of intelligence1 less than refined cultivation1 and less than agencies that contribute to the graces of life4 ,he marvels that we have not yet attained the conception that partaking of food amounts to a gracious and delightful ceremony rather than a gastronomic orgy4 ,his surprise is not limited to the people who administer these establishments1 but extends to the people who patronize them4 ,he marvels that the patrons do not seek out places where there is quiet1 and serenity1 and pleasing decorum4 ,he returns to his own land wondering if the noisy restaurant is typical of ,american civilization4 ,he may not know that the study of domestic science in our schools has not had time to attain its full fruition in the way of inculcating a lofty conception of life in the dining room4 ,thrift as patriotism4--,another important phase of patriotism is thrift2 and here1 again1 we have come short of realizing our possibilities4 ,there are far too many people who have failed to lay in store against times of emergency1 far too many who care only for to-day with slight regard for to-morrow4 ,moreover1 there are far too many who1 despite sound bodies1 are dependents1 contributing nothing to the resources of society1 but constantly preying upon those resources4 ,there are in our country not fewer than one hundred thousand tramps1 and by some the number has been estimated at a half-million4 ,if this vast army of dependents could be transferred to the ranks of producers1 tilling our fields1 harvesting our crops1 constructing our highways of travel1 redeeming our waste places1 and beautifying our streams1 life would be far more agreeable both for them and for the rest of our people4 ,they would become self-supporting and so would win self-respect2 they would subtract their number from the number of those who live at public expense2 and they would make contributions to the general store4 ,they would thus relieve society of the incubus of their dependence1 and largely increase the number of our people who are self-supporting4 ,some contrasts4--,we are making some progress in the line of thrift through our school savings and postal savings1 but we have not yet attained to a national conception of thrift as an element of patriotism4 ,this is one of the large yet inspiring privileges of the vitalized school4 ,thrift is so intimately identified with life that they naturally combine in our thinking1 and we have only to reach the conception that our mode of life is the measure of our patriotism in order to realize that thrift and patriotism are in large measure identical4 ,the industrious1 frugal1 thrifty man is patriotic2 the unthrifty1 lazy1 shiftless man is unpatriotic4 ,the one ennobles and honors his country2 the other dishonors and degrades his country4 ,conclusion4--,if the foregoing conclusions are valid1 and to every thoughtful person they must seem well-nigh axiomatic1 then the school has a wide field of usefulness in the way of inculcating a loftier and broader conception of patriotism4 ,the teacher who worthily fills her place in the vitalized school will give the boys and girls in her care such a conception of patriotism as will give direction1 potency1 and significance to every school activity and lift these activities out of the realm of drudgery into the realm of privilege4 ,her pupils will be made to feel that what they are doing for themselves1 their school1 and their homes1 they are doing for the honor and glory of their country4 ,,questions ,,and ,,exercises #a4 ,in what ways and to what extent should patriotism affect conduct8 #b4 ,indicate methods in which patriotism may be used as an incentive to excel in the different branches of study4 #c4 ,what branches of study should have for their sole function to stimulate the growth of patriotism8 ,discuss methods and give instances4 #d4 ,distinguish from patriotism each of the following counterfeits3 sectionalism2 partisanship2 nationalism2 and jingoism4 ,should teachers try to eradicate or sublimate these sentiments8 ,how8 #e4 ,what should be the attitude of the teacher of history toward ,commodore ,decatur's toast3 ,my country1 may she always be in the right2 but right or wrong1 my country8 #f4 ,cite recent history to prove that temperance and sanitation are necessary for the realization of national victories and the perpetuation of the common welfare4 #g4 ,is the ,golden ,rule a vital principle of patriotism8 ,why8 #h4 ,how are culture and refinement related to patriotism8 thrift8 #i4 ,make a list of songs1 poems1 novels1 paintings1 and orations that are characterized by lofty patriotic sentiments4 ,name some that are usually regarded as patriotic but which are tainted with inferior sentiments4 #aj4 ,discuss the adaptability of these to the different periods of youthful development and the methods whereby their appeal may be made most effective4 ,,chapter ,,ix ,,work ,,and ,,life ,tom ,sawyer4--,tom ,sawyer was one of the most effective teachers that has figured in the pages of the books2 and yet we still regard ,mark ,twain as merely the prince of humorists4 ,he was that1 of course1 but much more2 and some day we shall read his books in quest of pedagogical wisdom and shall not be disappointed4 ,it will be recalled that ,tom ,sawyer sat on the top of a barrel and munched apples while his boy companions whitewashed the fence in his stead4 ,tom achieved this triumph because he knew how to emancipate work from the plane of drudgery and exalt it to the plane of a privilege4 ,indeed1 it loomed so large as a privilege that the other boys were eager to barter the treasures of their pockets in exchange for this privilege4 ,and never did a fence receive such a whitewashing6 ,there wasn't fence enough and1 therefore1 the process must needs be repeated again and again4 ,the best part of the entire episode was that everybody was happy1 ,tom included4 ,tom was happy in seeing his plan work1 and the other boys were happy because they were doing work that ,tom had caused them to become eager to do4 ,work as a privilege4--,to make work seem a privilege is a worthy task for the school to set before itself1 and if it but achieves this it will prove itself worth all it costs4 ,at first thought1 it seems a stupendous task1 and so it is4 ,but ,tom ,sawyer accomplished it in an easy1 natural way1 with no parade or bombast4 ,he had habit and tradition to contend against1 just as the school has1 but he overbore these obstacles and won the contest4 ,some of those boys1 before that morning1 may have thought it ignoble to perform menial tasks2 but ,tom soon overcame that feeling and led them to feel that only an artist can whitewash a fence properly4 ,some of them may have been interpreting life as having a good time1 but1 under the tutorage of ,tom1 they soon came to feel that having a good time means whitewashing a fence4 ,the persistency of habit4--,in striving to exalt and ennoble work1 the school runs counter to habits of thought that have been formed in the home1 and these habits prove stubborn4 ,the home has so long imposed work as a task that the school finds it difficult to make it seem a privilege4 ,the father and mother have so often complained of their work1 in the presence of their children1 that all work comes to assume the aspect of a hardship1 if not a penalty4 ,it often happens1 too1 that the parents encourage their children to think that education affords immunity from work1 and the children attend school with that notion firmly implanted in their minds4 ,they seem to think that when they have achieved an education they will receive their reward in the choicest gifts that ,fortune has to bestow1 and that their only responsibility will be to indicate their choices4 ,misconceptions of work4--,still further1 when children enter school imbued with this conception of work1 they feel that the work of the school is imposed upon them as a task from which they would fain be free4 ,if their parents had only been as wise as ,tom ,sawyer and had set up motives before them in connection with their home activities and thus exalted all their work to the plane of privilege1 the work of the school would be greatly simplified4 ,it is no slight task to eradicate this misconception of work1 but somehow it must be done before the work of the school can get on4 ,until this is done1 the work of the school will be done grudgingly instead of buoyantly1 and work that is done under compulsion is never joyous work4 ,nor will work that is done under compulsion ever be done in full measure1 as the days of slavery clearly prove4 ,illustrations4--,life and work are synonymous1 and no amount or form of sophistry can abrogate their relation4 ,the man who does not work does not have real life1 as the invalid will freely witness4 ,the tramp on the highway manages to exist1 but he does not really live1 no matter what his philosophy may be4 ,many children interpret life to mean plenty of money and nothing to do1 but this conception merely proves that they are children with childish misconceptions4 ,they see the railway magnate riding in his private car and conceive his life to be one of ease and luxury4 ,they do not realize that the private car affords him the opportunity to do more and better work4 ,they see the president of the bank sitting in his private office and imagine that he is idle1 not realizing that his mind is busy with problems of great magnitude1 problems that would appall his subordinates4 ,they cannot know1 as he sits there1 that he is projecting his thoughts into far-off lands1 and is watching the manifold and complex processions of commerce in their relations to the world of finance4 ,concrete examples4--,they see the architect in his luxurious apartments1 but do not realize that his brain is directing every movement of a thousand men who are causing a colossal building to tower toward the sky4 ,they see a ,grant sitting beneath a tree in apparent unconcern1 but do not know that he is bearing the responsibility of the movements of a vast army4 ,they see the pastor in his study among his books1 but do not know the travail of spirit that he experiences in his yearning for his parishioners4 ,they see the farmer sitting at ease in the shade1 but do not know that he is visualizing every detail of his farm1 the men at their tasks1 the flocks and herds1 the crops1 the streams1 the machinery1 the fences1 and the orchards and vineyards4 ,they see the master of the ship1 standing on the bridge clad in his smart uniform1 and imagine that he is merely enjoying the sea breezes the same as themselves1 not knowing that his thoughts are concentrated upon the safety of his hundreds of passengers and his precious cargo4 ,the potency of mental work4--,only by experience may children come to know that work may be mental as well as physical1 and the school is charged with the responsibility of affording this experience4 ,through experience they will come to know that mind transcends matter1 and that in life the body yields obedience to the behests of the mind4 ,they will come to know that mental work is more far-reaching than physical work1 in that a single mind plans the work for a thousand hands4 ,they will learn that mental work has redeemed the world from its primitive condition and is making life more agreeable even if more complex4 ,they will come to see the mind busy in its work of tunneling mountains1 building canals and railways1 navigating oceans1 and exploring the sky4 ,they will come to realize that mental work has produced our libraries1 designed our machinery1 made our homes more comfortable and our fields more fertile4 ,work a blessing4--,as a knowledge of all these things filters into their minds1 their conception of life broadens1 and they see more and more clearly that life and work are fundamentally identical4 ,they see that work directs the streams of life and gives to life point1 potency1 and significance4 ,they soon see that knowledge is power only because it is the agency that generates power1 and that knowledge touches life at every point4 ,they will come to realize that work is the one great luxury in life1 and that education is designed to increase the capacity for work in order that people may indulge in this luxury more abundantly4 ,the more work one can do1 the more life one has2 and the better the work one can do1 the higher the quality of that life4 ,they learn that the adage ,work to live and live to work is no fiction but a reality4 ,work and enjoyment4--,the school1 therefore1 becomes to them a workshop of life1 and unless it is that1 it is not a worthy school4 ,it is not a something detached from life1 but1 rather1 an integral part of life and therefore a place and an occasion for work4 ,the school is the ,burning ,bush of work that is to grow into the ,tree of ,life4 ,but life ought to teem with joy in order to be at its best1 and never be a drag4 ,work1 therefore1 being synonymous with life1 should be a joyous experience1 even though it taxes the powers to the utmost4 ,if the child comes to the work of the school as the galley-slave goes to his task1 there is a lack of adjustment and balance somewhere1 and a readjustment is necessary4 ,it matters not that a boy spends two hours over a problem in arithmetic if only he enjoys himself during the time4 ,but1 if he works two hours merely to get a passing grade or to escape punishment1 the time thus spent does not afford him the pleasure that rightfully belongs to him1 and some better motive should be supplied4 ,the teacher's problem4--,the teacher's mission is not to make school work easy1 but1 rather1 to make the hardest work alluring and agreeable4 ,here1 again1 she may need to take counsel with ,tom ,sawyer4 ,whitewashing a fence is quite as hard work as solving a problem in decimals or cube root4 ,much depends upon the mental attitude of the boy1 and this in turn depends upon the skill of the teacher and her fertility of mind in supplying motives4 ,whitewashing a fence causes the arms to grow weary and the back to ache1 but the boys recked not of that4 ,on the contrary1 they clamored for more of the same kind of work4 ,this same spirit characterizes the work of the vitalized school4 ,the pupils live as joyously in the schoolroom as they do outside1 and the harder the work the greater their joy4 ,when work is made a privilege by the expert teacher1 school procedure becomes well-nigh automatic and there is never any occasion for nagging1 hectoring1 or badgering4 ,such things are abnormal in life and no less so in the vitalized school4 ,they are a confession on the part of the teacher that she has reached the limit of her resources4 ,she admits that she cannot do what ,tom ,sawyer did so well1 and so proclaims her inability to articulate life and work effectively4 ,,questions ,,and ,,exercises #a4 ,read that chapter of ,tom ,sawyer which deals with the whitewashing episode4 #b4 ,what principles of teaching did ,tom ,sawyer apply8 #c4 ,discuss1 from the pupils' viewpoint1 how the study of different subjects may be made a privilege4 #d4 ,in accordance with ,tom ,sawyer pedagogy1 discuss plans for the formation of the reading habit in pupils4 ,how direct the pupils' choice of reading matter8 #e4 ,how would you demonstrate to pupils that mental work is more exhausting than manual labor8 #f4 ,why is work a blessing8 ,how convince an indolent pupil of this truth8 #g4 ,state the chief problem of the teacher4 #h4 ,show that the pedagogical doctrines of this chapter are not to be classified under the head of soft pedagogy4 ,,chapter ,x ,,words ,,and ,,their ,,content ,initial statement4--,life and words are so closely interwoven that we have only to study words with care in order to achieve an apprehension of life4 ,indeed1 education may be defined as the process of enlarging the content of words4 ,no two of us speak the same language even though we use the same words4 ,the schoolboy and the savant speak of education1 using the same word1 but the boy has only the faintest conception of the meaning of the word as used by the savant4 ,we must know the content of the words that are used before we can understand one another1 either in speaking or in writing4 ,for one man1 a word is big with meaning2 for another1 the same word is so small as to be well-nigh meaningless4 ,to the ignorant boor1 the word education means far less than the three ,r's1 while to the scholar the word includes languages1 ancient and modern1 mathematics through many volumes1 sciences that analyze the dewdrop1 determine the weight of the earth and the distances and movements of the planets1 history from the ,rosetta ,stone to the latest presidential election1 and philosophy from ,plato to the scholar of to-day4 ,the word education4--,and yet both these men spell and pronounce the word alike4 ,the ignorant man has only the faintest glimmering of the scholar's meaning of the word when he speaks or writes it4 ,still the word is in common use1 and people who use it are wont to think that their conception of its meaning is universal4 ,if the boor could follow the expansion of the word as it is invested with greater and greater content1 he would1 in time1 understand ,aristotle1 ,shakespeare1 ,gladstone1 and ,max ,mueller4 ,and1 understanding these men1 he would come to know philosophy1 literature1 and language1 and so would come to appreciate more fully what education really is4 ,in contemplating the expansion of the word1 one might easily visualize the ever widening circle produced by throwing a pebble into a pool2 but a better conception would be the expansion of a balloon when it is being inflated4 ,this comparison enables one to realize that education enlarges as a sphere rather than as a circle4 ,the scholar's concept of the sea4--,the six-year-old can give the correct spelling of the word sea as readily as the sage1 but the sage has spent a lifetime in putting content into the word4 ,for him1 the word epitomizes his life history4 ,through its magic leading he retraces his journeys through physiography and geology1 watching the sea wear away two thousand feet of the ,appalachian ,mountains and spread the detritus over vast areas1 making the great fertile corn and wheat belt of our country4 ,he knows that this section produces1 annually1 such a quantity of corn as would require for transportation a procession of teams that would encircle the earth nine times1 at the equator1 and he interprets all this as sea4 ,the word leads him1 also1 through the mazes and mysteries of meteorology1 revealing to him the origin of the rain1 the snow1 the dew1 and the frost1 with all the wonders of evaporation1 condensation1 and precipitation4 ,further illustration4--,he can discern the sea in every blade of grass1 in every leaf1 and in every flower4 ,in the composition of his own body1 he finds that ninety per cent of it is sea4 ,he finds his heart pumping the sea through his veins and arteries as a vital part of the life process2 and through the power of capillary attraction1 the sea is coursing through every hair of his head4 ,in the food upon his table1 the meat1 the bread1 the milk1 the vegetables1 and the fruits1 he finds the sea4 ,not his poetry1 but his science follows the raindrop from the roof to the rivulet1 on to the river1 then to the ocean1 then into vapor and on into rain down into the earth1 then up into the tree1 out into the orange1 until it finally reappears as a drop of juice upon the rosy lip of his little six-year-old4 ,the child's conception4--,whether the child ever wins the large conception of the sea that her father has depends1 in part1 upon the father himself1 but1 in a still larger degree1 upon her teacher4 ,if the teacher thinks of the sea merely as a word to be spelled1 or defined1 or parsed1 that she may inscribe marks in a grade book or on report cards1 then the child will never know the sea as her father knows it1 unless this knowledge comes to her from sources outside the school4 ,instead of becoming a living thing and the source of life1 her sea will be a desert without oasis1 or grass1 or tree1 or bird1 or bubbling spring to refresh and inspire4 ,it would seem a sad commentary upon our teaching if the child is compelled to gain a right conception of the sea outside the school and in spite of the school1 rather than through and by means of the school4 ,the quest of teacher and child4--,the vitalized teacher knows the sea as the sage knows it1 and can infuse her conception into the consciousness of the child4 ,she feels it to be her high privilege to lead the child on in quest of the sea and to find1 in this quest1 pulsating life4 ,in this alluring quest1 she is putting content into the word1 and thus discovering1 by experience1 what life is4 ,this is education4 ,this is the inviting vista that stretches out before the eyes of the child under the spell and leadership of such a teacher4 ,in their quest for the meaning of the sea1 these companions1 the child and the teacher1 will come upon the fields of grain1 the orchards1 the flocks and herds1 the ships1 the trains1 and the whole intricate world of commerce4 ,they will find commerce to be a manifestation of the sea and moreover a big factor in life4 ,it will mean far more than mere cars to be counted or cargoes to be estimated in the form of problems for the class in arithmetic4 ,the cargoes of grain that they see leaving the port mean food for the hungry in other lands1 and the joy and vigor that only food can give4 ,the sea as life4--,at every turn of their ramified journey1 these learners find life and1 best of all1 are having a rich experience in life1 throughout the journey4 ,they are immersed in life and so are absorbing life all the while4 ,wider and wider becomes their conception of life as exemplified by the sea1 and their capacity for life is ever increasing4 ,day by day they ascend to higher levels and find their horizon receding farther and farther4 ,for them1 life enlarges until it embraces all lands1 the arts1 the sciences1 the languages1 and all history4 ,whether they pursue the sea into the mountains2 to the steppes1 plateaus1 or pampas2 to the palace or the hovel2 to the tropics or the poles1--they find it evermore representing life4 ,the word automobile4--,it would seem to be quite possible to construct a twelve-year course of study based upon this sort of study of words and their content with special emphasis upon the content4 ,since life is conterminous with the content of the words that constitute one's vocabulary1 it is evident that the content of words becomes of major importance in the scheme of education4 ,to be able to spell the word automobile will not carry a young man very far in his efforts to qualify as a chauffeur1 important though the spelling may be4 ,as a mere beginning1 the spelling is essential1 but it is not enough4 ,still the child thinks that his education1 so far as this word is concerned1 is complete when he can spell it correctly1 and carry home a perfect grade4 ,no one will employ the young man as a driver until he has put content into the word1 and this requires time and hard work4 ,he must know the mechanism of the machine1 in every detail1 and the articulation of all its parts4 ,he must be able to locate trouble on the instant and be able to apply the remedy4 ,he must be sensitive to every slightest sound that indicates imperfect functioning4 ,this1 of course1 carries far beyond the mere spelling of the word1 but all this is essential to the safety of his passengers4 ,etymology4--,etymology has its place1 of course1 in the study of words1 but it stops short of the goal4 ,it may be well to take the watch apart in order to make an examination of its parts1 but until it is reconstituted and set going1 it is useless as a watch4 ,so with a word4 ,we may give its etymology and rhapsodize over its parts1 but thus analyzed it is an inert thing and really inane so far as real service is concerned4 ,if word study does not carry beyond the mere analysis1 it is futile as a real educative process4 ,to be really effective1 the word must be instinct with life and busy in the affairs of life1 and not a mere specimen in a museum4 ,too often our work in etymology seems to be considered an end in itself1 rather than a means to an end4 ,the word in use4--,arlo ,bates says that the word highly in the ,gettysburg ,speech is the most ornate word in the language in the setting that ,lincoln gave it4 ,the merest tyro can give its etymology1 but only when it was set to work by a master did it gain potency and distinction4 ,the etymology of the word fidelity is reasonably easy1 but this analysis is powerless to cause the child to thrill at the story of ,casabianca1 or of ,ruth and ,naomi1 or of ,esther1 or ,antigone1 or ,cordelia1 or ,nathan ,hale1 or the little ,japanese girl who deliberately bit through her tongue that she might not utter a syllable that would jeopardize the interests or safety of her father4 ,the word analyzed is a dead thing2 the word in use is a living thing4 ,the word merely analyzed is apt to be ephemeral2 the word in use is abiding and increasingly significant4 ,as the child puts more and more content into the word1 he1 himself1 expands at the same rate in the scope and power of his thinking4 ,words are the materials out of which he weaves the fabric of life1 and the pattern depends upon the content of his words4 ,illustrations from art4--,the child can spell the word art and can repeat the words of the book by way of a memorized definition1 but he cannot define the word with even a fair degree of intelligence4 ,he cannot know the meaning of the word until its significance becomes objectified in his life processes4 ,this requires time1 and thought1 and experiences with books1 with people1 and with galleries4 ,in short1 he must live art before he can define the word2 and his living art invests the word with content4 ,the word will grow just as he grows in his conception of art4 ,at first1 he may denominate as art the simple little daubs of pictures that he makes with the teacher's hand guiding his brush4 ,but1 later on1 as he gains a larger conception1 these things will appear puerile if not silly4 ,the time may come when he can read the thoughts of the masters as expressed in their masterpieces4 ,then1 and only then1 will he be able to define the word4 ,michael ,angelo4--,at the age of fifteen1 ,michael ,angelo wrought the ,mask of the ,satyr1 which would not be considered a work of art if that were the only product of his chisel4 ,what he did later was the fulfillment of the prophecy embodied in the ,mask4 ,at the age of eighty1 he produced the ,descent from the ,cross1 which glorifies the ,duomo in ,florence4 ,in between these productions1 we find his ,david1 his ,moses1 the ,sistine ,ceiling1 with many others scarcely less notable4 ,he rose to a higher and higher conception of art as he lived art more and more fully1 and his execution kept pace with the expansion of his conception4 ,he gave content to the word both for himself and for the world until now we associate1 in our thinking1 art with his name4 ,he himself is now1 in large measure1 our definition of art--and that because he lived art4 ,the child's conception of truth4--,in his restricted conception1 the boy conceives truth to be the mere absence of peccadillos4 ,he thinks that his denial of the charge that he was impolite to his sister1 or that he went on a foraging expedition to the pantry1 is the whole truth and1 indeed1 all there is to truth4 ,it requires a whole lifetime to realize the full magnitude of his misconception4 ,in the vitalized school1 he finds himself busy all day long trying to find answer to the question3 ,what is ,truth8 ,in the ,alps1 there is a place called ,echo ,glen where a thousand rocks1 cliffs1 and crags send back to the speaker the words he utters4 ,so1 when this boy asks ,what is ,truth8 a thousand voices in the school and outside the school repeat the question to him3 ,what is ,truth8 ,abraham ,lincoln tried to find the answer as he figured on the bit of board with a piece of charcoal by the firelight4 ,later on1 he wrote the ,emancipation ,proclamation1 and in both exercises he was seeking for the meaning of truth4 ,the work of the school4--,christopher ,columbus was doing the same thing in his quest1 and thought no hardship too great if he could only come upon the answer4 ,galileo1 ,huxley1 ,newton1 ,tyndall1 ,humboldt1 ,darwin1 ,edison1 and ,burbank are only the schoolboys grown large in their search for the meaning of truth4 ,they have enlarged the content of the word for us all1 and by following their lead we may attain to their answers4 ,every school study gives forth a partial answer1 and the sum of all these answers constitutes the answer which the boy is seeking4 ,mathematics tells part of the story1 but not all of it2 science tells another part1 but not all of it2 history tells still another part1 but not all of it4 ,hence1 it may be reiterated that one of the prime functions of the vitalized school is to invest words with the largest possible content4 ,,questions ,,and ,,exercises #a4 ,to what extent is education the process of enlarging the content of words8 #b4 ,as a concrete illustration of the differences in the content of words1 compare various definitions of education4 ,choose typical definitions of education to reflect the ideas of different educational periods4 #c4 ,suggest other methods than the use of the dictionary for the enlargement of the pupil's content of words4 #d4 ,how may words be vitalized in composition8 #e4 ,should the chief aim of language work in the grades be force1 accuracy1 or elegance in the use of language8 #f4 ,add to the author's list of words1 other words the content of which may be expanded by education4 #g4 ,how may the vitalized teacher encourage in pupils the formation of habits of careful diction8 #h4 ,how remove unnatural stilted words and expressions from the oral and written expressions of pupils8 ,,chapter ,,xi ,,complete ,,living ,the question raised4--,that education is a preparation for complete living has been quoted by every teacher who lays any sort of claim to the standard definitions4 ,indeed1 so often and so glibly has the quotation been made that it is well-nigh axiomatic and altogether trite4 ,but we still await any clear explanation of what is meant by complete living4 ,on this point we are still groping1 with no prophetic voice to tell us the way4 ,by implication we have had hints1 and much has been said on the negative side1 but the positive side still lies fallow4 ,when asked for an explanation1 those who give the quotation resort to circumlocution and1 at length1 give another definition of education1 apparently conscious of the mathematical dictum that things that are equal to the same thing are equal to each other4 ,so we continue to travel in a circle1 with but feeble attempts to deviate from the course4 ,the vitalized school an exemplification4--,nor will this chapter attempt to resolve the difficult situation in which we are placed4 ,it is not easy to define living1 much less complete living4 ,all that is hoped for here is to bring the matter to the attention of all teachers and to cause them to realize that the quest for a definition of complete living will be for them and for their pupils an exhilarating experience4 ,the vitalized school will belie its name if it does not strive toward a solution of the difficulty1 and any school that approximates a satisfactory definition will be proclaimed a public benefactor4 ,in fact1 the school cannot lay claim to the distinction of being vitalized if it fails to exemplify complete living1 in some appreciable degree1 and if it fails to groove this sort of living into a habit that will persist throughout the years4 ,this is the big task that the school must essay if it would emancipate itself from the trammels of tradition and become a leader in the larger1 better way4 ,complete living must become the ideal of the school if it would realize the conception of education of which it is a professed exponent4 ,incomplete living4--,the man who walks with a crutch2 the man who is afflicted with a felon2 the man who lacks a hand or even a finger1--cannot experience complete living4 ,through the power of adaptation the man with a crutch may compass more difficult situations than the man with sound legs will attempt1 but he cannot realize all the possibilities of life that a sound body would vouchsafe to him4 ,the man without hands may learn to write with his toes1 but he is not employed as a teacher of penmanship4 ,his life is a restricted one and1 therefore1 less than complete4 ,we marvel at the exhibitions of skill displayed by the maimed1 but we feel no envy4 ,we may not be able to duplicate their achievements1 but we feel that we have ample compensation in the normal use of our members4 ,we know instinctively that1 in the solitude of their meditations1 they must experience poignant regrets that they are not as other people1 and that they must pass through life under a handicap4 ,the sound body4--,it is evident1 therefore1 that soundness of body is a condition precedent to complete living4 ,the body is the organism by means of which the mind and the spirit function in terms of life2 and1 if this organism is imperfect1 the functioning will prove less than complete4 ,hence1 it is the province of the school to so organize all its activities that the physical powers of the pupils shall be fully conserved4 ,the president of a large university says that during his incumbency of seventeen years they have found only one young woman of physical perfection and not a single young man1 although the tests have been applied to thousands4 ,college students1 it will be readily conceded1 are a selected group2 and yet even in such a group not a physically perfect young man was found in tests extending over seventeen years4 ,if a like condition should be discovered in the scoring of live stock at our fairs1 there would ensue a careful investigation of causes in the hope of finding a remedy4 ,personal efficiency4--,we shall not achieve national efficiency until every citizen has achieved personal efficiency1 and physical fitness is one of the fundamental conditions precedent to personal efficiency4 ,here we have the blue print for the guidance of society and the school4 ,if we are ever to achieve national efficiency1 we must see to it that every man and woman1 every boy and girl1 has a strong1 healthy body that is fully able to execute the behests of mind and spirit4 ,this may require a stricter censorship of marriage licenses1 including physical examinations2 it may require more stringent laws on our statute books2 it may require radical changes in our methods of physical training2 and it may require the state to assume some of the functions of the home when the home reveals its inability or unwillingness to cope with the situation4 ,heroic treatment may be necessary2 but until we as a people have the courage to apply the remedies that the diagnosis shows to be necessary1 we shall look in vain for improvement4 ,physical training4--,seeing that it is so difficult to find a man or a woman among our people who has attained physical perfection1 it behooves society and the schools to take a critical inventory of their methods of physical training and their meager accomplishments as a preliminary survey looking to a change in our procedure4 ,we seem to have delegated scientific physical training to athletics and pugilism1 with but scant concern for our people as a whole4 ,if pink-tea calisthenics as practiced mildly in our schools has failed to produce robust bodies1 then it is incumbent upon us to adopt a regime of beefsteak4 ,what the traditional school has failed to do the vitalized school must attempt to do or suffer the humiliation of striking its colors4 ,there is no middle course2 it must either win a victory or admit defeat in common with the traditional school4 ,the standard is high1 of course1 but every standard of the vitalized school is and ought to be high4 ,cigarettes4--,if the use of cigarettes is devitalizing our boys1 and this can be determined1 then the manufacture and sale must be prohibited unless our legislative bodies would plead guilty to the charge of impotence4 ,but we are told that public sentiment conditions the enactment of laws4 ,if such be the case1 then the school and its auxiliaries should feel it a duty to generate public sentiment4 ,if cigarettes are harmful1 then they should be banished1 and the task is not an impossible one by any means4 ,as to the injurious effects of cigarettes1 as distinguished an authority as ,thomas ,a4 ,edison says the following3 ,the injurious agent in cigarettes comes principally from the burning paper wrapper4 ,the substance thereby formed is called 'acrolein4' ,it has a violent action on the nerve centers1 producing degeneration of the cells of the brain1 which is quite rapid among boys4 ,unlike most narcotics1 this degeneration is permanent and uncontrollable4 ,i employ no person who smokes cigarettes4 ,we have eliminated dangerous explosives from our ,fourth of ,july celebrations1 and the ban can as easily be placed upon any other dangerous product4 ,just here we inevitably meet the cry of paternalism1 but we shall always be confronted by the question to what extent the government should stand aside and see its citizens follow the bent of their appetites and passions over the brink of destruction4 ,it is the inherent right of government to maintain its own integrity1 and this it can do only through the conservation of the powers of its citizens4 ,if paternalism is necessary to this end1 then paternalism is a governmental virtue4 ,better1 by far1 some paternalism than a race of weaklings4 ,military training4--,we may shrink away from military training in the schools1 just as we shrink from the regime of pugilism2 but we may profit by observing both these types of training in our efforts to develop some method of training that will render our young people physically fit4 ,we need some type of training that will eliminate round and drooping shoulders1 weak chests1 shambling gait1 sluggish circulation1 and shallow breathing4 ,the boys and girls need to be1 first of all1 healthy animals with large powers of endurance1 elastic1 buoyant1 graceful1 and in general well set up4 ,these conditions constitute the foundation for the superstructure of education4 ,the placid1 anaemic1 fiberless child is ill prepared in physique to attain to that mastery of the mental and spiritual world that makes for an approximation to complete living4 ,examples cited4--,if one will but make a mental appraisement of the first one hundred people he meets1 he will see among the number quite a few who reveal a lack of physical vigor4 ,they droop and slouch along and seem to be dragging their bodies instead of being propelled through space by their bodies4 ,they can neither stand nor walk as a human being ought to stand and walk1 and their entire ensemble is altogether unbeautiful4 ,we feel instinctively that1 being fashioned in the image of their ,maker1 they have sadly declined from their high estate4 ,their bodily attitude seems a sort of apology for life1 and we long to invoke the aid of some teacher of physical training to rescue them from themselves and restore them to their rightful heritage4 ,they are weak1 apparently ill-nourished1 scrawny1 ill-groomed2 and we know1 without the aid of words1 that neither a vigorous mind nor a great spirit would choose that type of body as its habitation4 ,the body subject to the mind4--,a healthy1 vigorous1 symmetrical body that performs all its functions like a well-articulated1 well-adjusted mechanism is the beginning1 but only a beginning4 ,next comes a mind that is so well trained that it knows what orders to give to the body and how to give them4 ,many a strong body enters the door of a saloon because the mind is not sufficiently trained to issue wise orders4 ,the mind was befuddled before the body became so1 and the body becomes so only because the mind commands4 ,intoxication1 primarily1 is a mental apostasy1 and the body cannot do otherwise than obey4 ,if the mind were intent upon securing a book at the library1 the body would not have seen the door of the saloon1 but would have been urgent to reach the library4 ,there is neither fiction nor facetiousness in the adage1 ,an idle brain is the devil's workshop4 ,on the contrary1 the saying is crammed full of psychology for the thoughtful observer4 ,hence1 when we are training the mind we are wreaking destruction upon this workshop4 ,freedom a condition precedent4--,complete living is impossible outside the domain of freedom4 ,the prisons show forth no examples of complete living4 ,but mental thralldom is quite as inimical to complete living as thralldom of the body4 ,the mind must know in order to move among the things of life in freedom4 ,ignorance is slavery4 ,the mind that is unable to read the inscription on a monument stands baffled and helpless1 and no form of slavery can be more abject4 ,the man who cannot read the bill of fare of life is in no position to revel in the good things that life offers4 ,the man who cannot read the signboards of life gropes and flounders about in the byways and so misses the charms4 ,if he knows the way1 he has freedom2 otherwise he is in thralldom4 ,the man who cannot interpret life as it shows itself in hill1 in valley1 in stream and rock and tree1 goes through life with bandaged eyes1 and that condition affords no freedom4 ,street signs4--,a man who had been traveling through ,europe for several weeks1 and had finally reached ,london1 wrote enthusiastically of his pleasure at being able to read the street signs4 ,all summer he had felt restricted and hampered1 but when he reached a country where the street signs were intelligible1 he gained his freedom4 ,had he been as familiar with ,italian1 ,german1 and ,french as he is with ,english1 life would have been for him far more nearly complete during that summer and therefore much more agreeable and fertile4 ,there is no more exhilarating experience than to be able to read the street signs along the highway of life1 and this ability is one of the great objectives of every vitalized school4 ,trained minds4--,nature reveals her inmost secrets only to the trained mind4 ,no power can force her1 no wealth can bribe her1 to disclose these secrets to others4 ,only the mind that is trained can gain admission to her treasure house to revel in its glories4 ,john ,burroughs lives in a world that the ignorant man cannot know4 ,the trained mind alone has the key that will unlock libraries1 art galleries1 the treasure houses of science1 language1 history1 and art4 ,the untrained minds must stand outside and win what comfort they can from their wealth1 their social status1 or whatever else they would fain substitute for the training that would admit them4 ,all these things are parts of life1 and those who cannot gain admission to these conservatories of knowledge cannot know life in its completeness4 ,achievements of trained minds4--,in order to know life in the large1 the mind must be able to leap from the multiplication table to the stars2 must become intimate with the movements of the tides1 the glacier1 and the planets2 must translate the bubbling fountain and the eruption of ,vesuvius2 must be able to interpret the whisper of the zephyr and the diapason of the forest2 must be able to hear music in the chirp of the cricket as well as in the oratorios2 must be able to delve into the recesses of the mine and scale the mountain tops2 must know the heart throbs of ,little ,nell as well as of ,cicero and ,demosthenes2 must be able to see the processions of history from the cradle of the race to the latest proclamation2 and must sit in the councils of the poets1 the statesmen1 the orators1 the artists1 the scientists1 and the historians of all time4 ,a mind thus trained can enter into the very heart of life and know it by experience4 ,things of the spirit4--,but education is a spiritual process1 as we have been told2 and1 therefore1 education is without value unless it touches the spirit4 ,indeed1 it is only by the spirit that we may test the quality of education4 ,it is spirit that sets metes and bounds and points the way to the fine things of life4 ,a man may live in the back alley of life or on the boulevard1 according to the dictates of the spirit4 ,if his spirit cannot react to the finer things1 his way will lie among the coarse and bizarre4 ,if he cannot appreciate the glory that is revealed upon the mountain1 he will gravitate to the lower levels4 ,if his spirit is not attuned to majestic harmonies1 he will drift down to association with his own kind4 ,if he cannot thrill with pleasure at the beauty and fragrance of the lily of the valley1 he will seek out the gaudy sunflower4 ,if his spirit cannot rise to the plane of ,shakespeare and ,victor ,hugo1 he will roam into fields that are less fruitful4 ,the spirit that is rightly attuned lifts him away from the sordid into the realms of the chaste and the glorified2 away from the coarse and ugly into the realm of things that are fine and beautiful2 and away from the things that are mean and petty into the zone of the big1 the true1 the noble1 and the good4 ,and so with body1 mind1 and spirit thus doing their perfect work1 he can1 at least1 look over into the promised land of complete living4 ,altruism4--,we are commanded to let our light shine1 and this command is a noble and an inspiring one4 ,a man who by such training as has been depicted approximates complete living is prepared to let his light shine primarily because he has light1 and in the next place because his training has made him generous in spirit and altruistic2 and his greatest joy comes from letting his light so shine that others may catch his spirit and move up to higher planes of living4 ,,questions ,,and ,,exercises #a4 ,why is education not satisfactorily defined by saying that it is a preparation for complete living8 ,who first stated this definition8 #b4 ,what is the relation of the school to complete living8 #c4 ,what further training should the school give in better living than to teach the pupils what it is8 #d4 ,give an idea of what is meant by incomplete living so far as the body is concerned4 #e4 ,show that soundness of body is necessary to realize one's best4 #f4 ,what are some reasons for the scarcity of physically perfect men and women8 #g4 ,have we been able to eliminate physical defects and develop physical merits in people to the same extent that we have in domestic animals8 #h4 ,what are some of the things that have been done to improve physical man8 ,which of these have to do primarily with heredity and which with rearing or training8 #i4 ,why is the possession of healthy bodies a matter of national concern8 #aj4 ,wherein does physical training seem to have failed to attain its ends8 #aa4 ,what are the arguments1 from the standpoint of the physically efficient life1 for the regulation or prohibition by the government of the sale of injurious products8 #ab4 ,what are the benefits of such a type of training as military training8 #ac4 ,show how the lack of proper training of the mind may result in a less efficient body4 #ad4 ,in our present civilization what conditions may give rise to mental thralldom8 ,upon what is mental freedom conditioned8 #ae4 ,how can the trained mind get the most out of life and contribute the most to it8 #af4 ,explain how the spirit is the dominant element in complete living4 #ag4 ,why is one who is living the complete life sure to be altruistic8 ,,chapter ,,xii ,,the ,,time ,,element ,the question stated4--,there are many1 doubtless1 who will deny1 if not actually resent1 the statement that some do more real teaching in ten minutes than others do in thirty minutes4 ,but1 in spite of denials1 the statement can be verified by the testimony of a host of expert observers and supervisors4 ,indeed1 stenographic reports have been made of many class exercises by way of testing the truth of this statement1 and these reports are a matter of record4 ,assuming the validity of the statement1 therefore1 it is pertinent to inquire into the causes that underlie the disparity in the teaching ability of the ten-minute teacher and the thirty-minute teacher4 ,the efficiency expert would be quick to seize upon this disparity in the rate of progress as the starting point in his critical examination4 ,in a factory a like disparity would lead to unpleasant consequences4 ,the workman who consumes thirty minutes in accomplishing a piece of work that another does in ten minutes would be admonished to accelerate his progress or else give way to a more efficient man4 ,if we had instruments of sufficient delicacy to test the results of teaching1 we should probably discover that the output of the ten-minute teacher is superior in quality to that of the thirty-minute teacher4 ,for we must all have observed in our own experience that the clarity of our thinking depends upon its intensity4 ,examples4--,a young man who won distinction as a college student had a wide shelf fitted up on one side of his room at which he stood in the preparation of all his lessons4 ,his theory was that the attitude of the body conditions the attitude of the mind4 ,professor ,james gives assent to this theory and avers that an attitude of mind may be generated by placing the body in such an attitude as would naturally accompany this mental attitude4 ,this theory proclaims that1 if the body is slouching1 the mind will slouch2 but that1 if the body is alert1 the mind will be equally so4 ,another college student always walked to and fro in his room when preparing his history lesson4 ,a fine old lady1 in a work of fiction1 explained her mental acumen by the single statement1 ,i never slouch4 ,every person must have observed many exemplifications of this theory in his own experience even if he has not reduced it to a working formula4 ,basic considerations4--,any consideration of the time element1 in school work1 must take into account1 therefore1 not only the number of minutes involved in a given piece of work1 but also the intensity of effort during those minutes4 ,two minds1 of equal natural strength1 may be fully employed during a given period and yet show a wide difference in the quality and quantity of the results4 ,the one may be busy all the while but slouch through the minutes4 ,the other may be taut and intensive1 working at white heat1 and the output will be more extensive and of better quality4 ,the mind that ambles through the period shows forth results that are both meager and mediocre2 but the mind whose impact is both forceful and incisive produces results that serve to magnify the work of the school4 ,thus we have placed before us two basic considerations1 one of which is the time itself1 in actual minutes1 and the other is the character of the reactions to external stimuli during those minutes4 ,two teachers compared4--,in order to consider these factors of the teaching process with some degree of definiteness it will be well to have the ten-minute teacher and the thirty-minute teacher placed in juxtaposition in our thinking4 ,we shall thus be able to compare and contrast and so arrive at some clear judgments that may be used as a basis for generalizations4 ,we may assume1 for convenience and for concreteness1 that the lesson is division of fractions4 ,there will be substantial agreement that the principle involved in this subject can be taught in one recitation period4 ,the reasons for some of the steps in the process may come later1 but the child should be able to find his way to the correct answer in a single period4 ,now if one teacher can achieve this result in thirty minutes and the other in ten minutes1 there is a disparity in the effectiveness of the work of these teachers which is worthy of serious consideration4 ,the ten-minute teacher proves that the thirty-minute teacher has consumed twenty minutes of somebody's time unnecessarily4 ,if the salary of this thirty-minute teacher should be reduced to one third its present amount1 she would inveigh against the reduction4 ,school and factory compared4--,if she were one of the operators in a factory1 she would not escape with the mere penalization of a salary reduction4 ,the owner would argue that he needed some one who could operate the machine up to its full capacity1 and that1 even if she should work without salary1 her presence in the factory would entail a loss in that the output of her machine was so meager4 ,if one operator can produce a shoe in ten minutes and the other requires thirty minutes for the same work1 the money that is invested in the one machine pays dividends1 while the other machine imposes a continuous tax upon the owner4 ,this1 of course1 will be recognized as the line of argument of the efficiency expert1 but it certainly is not out of place to call attention to the matter in connection with school work4 ,the subject of efficiency is quite within the province of the school1 and it would seem to be wholly within reason for the school to exemplify its own teachings4 ,appraisal of teaching expertness4--,the teacher who requires thirty minutes for division of fractions which the other teacher compasses in ten minutes consumes twenty minutes unnecessarily in each recitation period1 or two hundred minutes in the course of the day4 ,the efficiency expert would ask her to account for these two hundred minutes4 ,in order to account for them satisfactorily she would be compelled to take an inventory of her acquired habits1 her predilections1 her attitude toward her pupils and her subjects1 and any shortcomings she may have in regard to methods of teaching4 ,she would1 at first1 resent the implication that the other teacher's method of teaching division of fractions is better than her own and would cite the many years during which her method has been used4 ,when all else fails1 tradition always proves a convenient refuge4 ,we can always prove to-day by yesterday2 only1 by so doing1 we deny the possibility of progress4 ,the potency of right methods4--,a teacher of ,latin once used twenty minutes in a violent attempt to explain the difference between the gerund construction and the gerundive construction4 ,at the end of the time she had the pupils so completely muddled that1 for months1 the appearance of either of these constructions threw them into a condition of panic4 ,to another class1 later1 this teacher explained these constructions clearly and convincingly in three minutes4 ,in the meantime she had studied methods in connection with subject matter4 ,another teacher resigned her position and explained her action by confessing that she had become so accustomed to the traditional methods of teaching a certain phase of arithmetic that it was impossible for her to learn the newer one4 ,such a teacher must be given credit for honesty even while she illustrates tragedy4 ,the waste of time4--,in explaining the loss of two hundred minutes a day the teacher will inevitably come upon the subject of methods of teaching1 and she may be put to it to justify her method in view of its results4 ,the more diligently she tries to justify her method1 the more certainly she proclaims her responsibility for a wrong use of the method4 ,those twenty minutes point at her the accusing finger1 and she can neither blink nor escape the facts4 ,the other teacher led her pupils into a knowledge of the subject in ten minutes1 and this one may neither abrogate nor amend the record4 ,as an operative in the factory she holds in her hand one shoe as the result of her thirty minutes while the other holds three4 ,conceding that results in the school are not so tangible as the results in the factory1 still we have developed methods of estimating results in the school that have convincing weight with the efficiency expert4 ,we can estimate results in school work with sufficient accuracy to enable us to assess teaching values with a goodly degree of discrimination4 ,possibilities4--,it would be a comparatively simple matter to compute in days and weeks the time lost during the year by the thirty-minute teacher1 and then estimate the many things that the pupils could accomplish in that time4 ,if the thirty-minute teacher could be transformed into a ten-minute teacher1 the children could have three more hours each day for play1 and that would be far better for them than the ordeal of sitting there in the class1 the unwilling witnesses1 or victims1 of the time-wasting process4 ,or they might read a book in the two hundred minutes and that would be more enjoyable1 and the number of books thus read in the course of a year would aggregate quite a library4 ,or1 again1 they might take some additional studies and so make great gains in mental achievements in their twelve years of school life4 ,or they might learn to work with their hands and so achieve self-reliance1 self-support1 and self-respect4 ,conservation4--,in a word1 there is no higher type of conservation than the conservation of childhood1 in terms of time and interest4 ,the two hundred minutes a day are a vital factor in the life of the child and must be regarded as highly valuable4 ,the teacher1 therefore1 who subtracts this time from the child's life is assuming a responsibility not to be lightly esteemed4 ,she takes from him his most valuable possession and one which she can never return1 try as she may4 ,worst of all1 she purloins this element of time clandestinely1 albeit seductively1 in the guise of friendship4 ,the child does not know that he is the victim of unfair treatment until it is too late to set up any defense4 ,he is made to think that that is the natural and1 therefore1 only way of school1 and that he must take things as they come if he is to prove himself a good soldier4 ,so he musters what heroism he can and tries to smile while the teacher despoils him of the minutes he might better be employing in play1 in reading1 or in work4 ,the teacher's complacency4--,this would seem a severe indictment if it were incapable of proof1 but having been proved by incontrovertible evidence its severity cannot be mitigated4 ,we can only grieve that the facts are as they are and ardently hope for a speedy change4 ,the chief obstacle in the way of improvement is the complacency of the teacher4 ,habits tend to persist1 and if she has contracted the habit of much speaking1 she thinks her volubility should be accounted a virtue and wonders that the children do not applaud the bromidic platitudes which have been uttered in the same form and in the same tones a hundred times4 ,she is so intoxicated with her own verbosity that she can neither listen to the sounds of her own voice nor analyze her own utterances4 ,while her neighbor is teaching she is talking1 and then with sublime nonchalance she ascribes the retardation of her pupils to their own dullness and never1 in any least degree1 to her own unprofitable use of their time4 ,the voluble teacher4--,and while she rambles on in her aimless talking the children are bored1 inexpressibly bored4 ,it is axiomatic that the learning process does not flourish in a state of boredom4 ,under the ordeal of verbal inundation the children wriggle and squirm about in their seats and this affords her a new point of attack4 ,she calls them ill-bred and unmannerly and wonders at the homes that can produce such children4 ,she does not realize that if these children were grown-ups they would leave the room regardless of consequences4 ,when they yawn1 she reminds them of the utter futility of casting pearls before swine4 ,all the while the twenty minutes are going and the pupils have not yet learned how to divide fractions4 ,over in the next room the pupils know full well how to divide fractions and the teacher is rewarding their diligence with a cookie in the form of a story1 while they wait for the bell to ring4 ,out of the room of the thirty-minute teacher come the children glowering and resentful2 out of the other room the children come buoyant and happy4 ,the test of teaching4--,not alone did the former teacher use the time of her pupils for her own ends1 but1 even more1 she dulled their interest1 and the damage thus inflicted cannot be estimated4 ,many a child has deserted the school because the teacher made school life disagreeable4 ,she was the wet blanket upon his enthusiasm and chilled him to the marrow when he failed to go forward upon her traditional track4 ,the teacher who can generate in the minds of her pupils a spiritual ignition by her every movement and word will not be humiliated by desertions4 ,indeed1 the test of the teacher is the mental attitude of her pupils4 ,the child who drags and drawls through the lesson convicts the teacher of a want of expertness4 ,on the other hand1 when the pupils are all wide-awake1 alert1 animated1 eager to respond1 and dynamic1 we know that the teacher has brought this condition to pass and that she is a ten-minute teacher4 ,meaningless formalities4--,one of the influences that tends to deaden the interest of children is the ponderous formality that sometimes obtains4 ,the teacher solemnly calls the roll1 although she can see at a glance that there are no absentees4 ,this is exceedingly irksome to wide-awake boys and girls who are avid for variety4 ,the same monotonous calling of the roll day after day with no semblance of variation induces in them a sort of mental dyspepsia for which they seek an antidote in what the teacher denominates disorder4 ,this so-called disorder betokens good health on their part and is a revelation of the fact that they have a keen appreciation of the fitness of things4 ,they cannot brook monotony and it irks them to dawdle about in the anteroom of action4 ,they are eager to do their work if only the teacher will get right at it4 ,but they are impatient of meaningless preliminaries4 ,they see no sense in calling the roll when everybody is present and discredit the teacher who persists in the practice4 ,repeating answers4--,still another characteristic of the thirty-minute teacher is her habit of repeating the answers that pupils give1 with the addition of some inane comment4 ,whether this repeating of answers is merely a bad habit or an effort on the part of the teacher to appropriate to herself the credit that should otherwise accrue to the pupils1 it is not easy to say4 ,certain it is that school inspectors inveigh against the practice mightily as militating against the effectiveness of the teaching4 ,teachers who have been challenged on this point make a weak confession that they repeat the answers unconsciously4 ,they thus make the fatal admission that for a part of the time of the class exercise they do not know what they are doing1 and admitting so much we can readily classify them as belonging among the thirty-minute teachers4 ,meanderings4--,another characteristic is her tendency to wander away from the direct line and ramble about among irrelevant and inconsequential trifles4 ,sometimes these rambles are altogether entertaining and enable her pupils to pass the time pleasantly1 but they lack terminal facilities4 ,they lead from nowhere to nowhere in the most fascinating and fruitless meanderings4 ,such expeditions bring back no emoluments4 ,they leave a pleasant taste in the mouth but afford no nourishment4 ,they use the time but exact no dividends4 ,like sheet lightning they are beautiful but never strike anything4 ,they are soothing sedatives that never impel to action4 ,they lull to repose but never vitalize4 ,the ten-minute teacher4--,it is evident1 therefore1 that only the ten-minute teacher is worthy of a place in the vitalized school4 ,she alone is able and willing to conserve1 with religious zeal1 the time and interest of the pupils4 ,to her their time and interest are sacred and she deems it a sacrilege to trifle with them4 ,she knows the market value of her own time but does not know the value of the time of the possible ,edison who sits in her class4 ,she gives to every child the benefit of the doubt and respects both herself and her pupils too much to take chances by pitting herself against them and using their time for her own purposes4 ,moreover1 she never permits their interest to flag1 but knows how to keep their minds tense4 ,their reactions are never less than incisive1 and1 therefore1 the truths of the lesson groove themselves deep in their consciousness4 ,,questions ,,and ,,exercises #a4 ,what is meant by the time element in teaching8 #b4 ,how is an operation in a factory timed8 ,for what purpose8 ,what are some of the results that have accrued from the timing of work by efficiency experts8 #c4 ,how can teaching be timed approximately8 ,is it probable that more of this will be done in the future by supervisors and investigators8 ,would you resent the timing of your work8 ,would you appreciate it8 ,why8 #d4 ,what may be done1 in the matter of bodily positions1 to improve mental time-reactions of the student8 ,of the teacher8 #e4 ,the literature of a typewriter manufacturer carries the precept ,sit erect4 ,what are the reasons8 #f4 ,what two factors must be considered in estimating mental work with a view to time considerations8 #g4 ,if the attainment of school results by the teacher were treated as the attainment of factory results by the operator1 what would happen if a large per cent of the time spent on a process were unnecessary8 #h4 ,apply the factory manager's argument in detail to the teacher's efficiency4 ,if you can1 show wherein it fails to apply4 #i4 ,what result besides waste of time may come of a cumbersome method of teaching8 #aj4 ,how can one acquire a clear-cut method8 #aa4 ,a professor of physics was asked by a former student who was beginning to teach for suggestions on the teaching of physics4 ,his only reply was ,know your subject thoroughly4 ,was this a satisfactory response8 ,give reasons for your opinion4 #ab4 ,if the teacher can have lessons finished with greater rapidity1 what can be done with the time thus remaining8 #ac4 ,show that the teacher must attend to the conservation of time in order to protect the child4 #ad4 ,in what way besides the direct waste of the minutes is the expenditure of undue time unfortunate8 #ae4 ,in what particular way do many teachers lose much of the recitation-lesson or study-lesson period8 #af4 ,what are the results of an undue expenditure of time in this way8 #ag4 ,what is the relation between the waste of time in school and the exodus of children from the upper grades8 #ah4 ,what do you think of a teacher who persists in meaningless formalities8 #ai4 ,how does the repeating of answers by the teacher affect the pupils8 #bj4 ,a teacher says she repeats answers often because pupils speak low and indistinctly4 ,what are the proper remedies for this8 #ba4 ,what should be the teacher's rule in regard to digressions8 #bb4 ,why should every teacher strive to be a ten-minute teacher1 and why should every supervisor strive to recommend no others8 #bc4 ,what corollary can be drawn on the advisability of the employment of no teachers except those recommended by competent supervisors8 ,,chapter ,,xiii ,,the ,,artist ,,teacher ,teaching as a fine art4--,teaching is an art4 ,this fact has universal recognition4 ,but it may be made a fine art1 a fact that is not so generally recognized4 ,the difference between the traditional school and the vitalized school lies in the fact1 to a large degree1 that1 in the former1 teaching is regarded merely as an art1 while in the latter it becomes a fine art4 ,in the former1 the teacher is an artisan2 in the latter the teacher is an artist4 ,the difference is broadly significant4 ,the artisan1 in his work1 follows directions1 plans1 specifications1 and blue-prints that have been devised and designed by others2 the artist imbues his work with imagination4 ,the artisan works by the day--so much money for so many hours' work with pay day as his large objective2 the artist does not disdain pay day1 but he has an objective beyond this and has other sources of pleasure besides the pay envelope4 ,the artisan thinks and talks of pay day2 the artist thinks and talks of his work4 ,the artisan drops his work when the bell rings2 the artist is so engrossed in his work that he does not hear the bell4 ,the artisan plods at his task with a grudging mien2 the artist works in a fine frenzy4 ,characteristic qualities4--,it is not easy to find the exact words by which to differentiate the traditional teacher from the artist teacher4 ,there is an elusive quality in the artist teacher which is not easily reduced to or described by formal words4 ,we know that the one is an artist teacher and that the other is not4 ,the formal examination may not be able to discover the artist teacher1 but there is a sort of knowledge that transcends the findings of an examination1 that makes her identity known4 ,she is a real flesh and blood person and yet she has a distinctive quality that cannot be mistaken even though it eludes description4 ,she exhales a certain exquisiteness that reveals itself in the delicacy and daintiness of her contact with people and the objective world4 ,her impact upon the consciousness is no more violent than the fragrance of the rose1 but1 all at once1 she is there and there to stay1 modest1 serene1 and masterful4 ,she is as gentle as the dawn but as staunch as the oak4 ,she has knowledge and wisdom1 and1 better still1 she has understanding2 she needs no diagram4 ,her gaze penetrates the very heart of a situation but is never less than kindly1 and her eyes are never shifty4 ,her aplomb1 her pose1 and her poise belong to her quite as evidently as her hands4 ,she is genuine and altogether free from affectation4 ,her presence stimulates without intoxicating1 and she accepts the respect of people with the same naturalness and grace as would accompany her acceptance of a glass of water4 ,both the giver and the recipient of this respect are ennobled by the giving4 ,indeed she would far rather have the respect of people1 her pupils included1 than mere admiration1 for she knows full well that respect is far more deeply rooted in the spirit and bears fruit that is more worth while4 ,her nature knows not inertia1 but it abounds in enterprise1 endeavor1 and courage that are born of a high purpose4 ,joy in her work4--,her teaching and her life do not occupy separate compartments but are identical in time and space2 only her teaching is but one phase or manifestation of her life4 ,she fitly exemplifies the statement that ,art is the expression of man's joy in his work4 ,she has great joy in her work and1 therefore1 it is done as any other artist does his work4 ,she enjoys all life1 including her work4 ,indeed1 she has contracted the habit of happiness and is so engrossed in the big elemental things of life that she can laugh at the incidental pin-pricks that others call troubles4 ,she differentiates major from minor and never permits a minor to usurp the throne4 ,being an integral part of her life1 her work takes on all the hues of her life4 ,for her1 culture is not something added2 rather it is a something that permeates her whole nature and her whole life4 ,she does not read poetry and other forms of literature1 study the great masterpieces of music and art1 and seek communion with the great1 either in person or through their works--she does not do these things that she may acquire culture1 but does them because she has culture4 ,dynamic qualities4--,her character is the sum of all her habits of thinking1 feeling1 and action and1 therefore1 is herself4 ,since she is an artist1 her habits are all pitched in a high key and she is culture personified4 ,her immaculateness of body and spirit is not a superficial acquisition but a fundamental expression of her real self4 ,just as the electric bulb diffuses light1 so she diffuses an atmosphere of culture4 ,she gives the artistic touch to every detail of her work because she is an artist1 a genuine1 sincere artist in all that makes up life4 ,she has the heart of an artist1 the eyes of an artist1 the touch of an artist4 ,whether these qualities are inherent or acquired is beside the point1 at present1 but it may be remarked1 in passing1 that unless they were capable of cultivation1 the world would be at a standstill4 ,there is no place in her exuberant vitality for a jaundiced view1 and hence her world does not become stale1 flat1 and unprofitable4 ,aspiration and worship4--,every sincere1 noble aspiration is a prayer2 hence1 she prays without ceasing in obedience to the admonition of the ,apostle4 ,and1 let it be said in reverence1 she helps to answer her own prayers4 ,her spirit yearns out toward higher and wider attainments every hour of the day1 not morbidly but exultantly4 ,and while she aspires she worships4 ,the starry sky holds her in rapt attention and admiration1 and the modest flower does no less4 ,she is thankful for the rain1 and revels in the beauty and abundance of the snow4 ,the heat may enervate1 but she is grateful1 none the less1 because of its beneficent influence upon the farmer's work4 ,like food and sleep1 her attitude of worship conserves her powers and preserves her balance4 ,when physical weariness comes1 she sends her spirit out to the star1 or the sea1 or the mountain1 and so forgets her burden in the contemplation of majesty and beauty4 ,in short1 her spirit is attuned to all beauty and sublimity and truth1 and so she is inherently an artist4 ,professor ,phelps quoted4--,in his very delightful book1 ,teaching in ,school and ,college1 the author1 ,professor ,william ,lyon ,phelps1 says3 ,i do not know that ,i could make entirely clear to an outsider the pleasure ,i have in teaching4 ,i had rather earn my living by teaching than in any other way4 ,in my mind1 teaching is not merely a life work1 a profession1 an occupation1 a struggle2 it is a passion4 ,i love to teach4 ,i love to teach as a painter loves to paint1 as a musician loves to play1 as a singer loves to sing1 as a strong man rejoices to run a race4 ,teaching is an art--an art so great and so difficult to master that a man or a woman can spend a long life at it1 without realizing much more than his limitations and mistakes1 and his distance from the ideal4 ,but the main aim of my happy days has been to become a good teacher1 just as every architect wishes to be a good architect1 and every professional poet strives toward perfection4 ,for the chief difference between the ambition of the artist and the ambition of a money-maker--both natural and honorable ambitions--is that the money-maker is after the practical reward of his toil1 while the artist wants the inner satisfaction that accompanies mastery4 ,attitude toward work4--,to these sentiments the artist teacher subscribes whole-heartedly1 if not in words1 certainly by her attitude and practices4 ,she regards her work not as a task but as a privilege1 and thinking it a privilege she appreciates it as she would any other privilege4 ,she would esteem it a privilege to attend a concert by high-class artists1 or to visit an art gallery1 or to witness a presentation of a great drama1 or to see the ,jungfrau2 and she feels the same exaltation as she anticipates her work as a teacher4 ,she sings on her way to school because of the privileges that await her4 ,she experiences a fine flow of sentiment without becoming sentimental4 ,teaching1 to her1 is a serious business1 but not1 in the least1 somber4 ,painting is a serious business1 but the artist's zeal and joy in his work give wings to the hours4 ,laying the ,atlantic cable was a serious business1 but the vision of success was both inspiring and inspiriting1 and temporary mishaps only served to stimulate to greater effort4 ,the element of enthusiasm4--,to this teacher1 each class exercise is an enterprise that is big with possibilities2 and1 in preparation for the event1 she feels something of the thrill that must have animated ,columbus as he faced the sea4 ,she estimates results more by the faces of her pupils than by the marks in a grade book1 for the field of her endeavors is the spirit of the child1 and the face of the child telegraphs to her the awakening of the spirit4 ,like the sculptor1 she is striving to bring the angel of her dream into the face of the child2 and when this hope is realized1 the privilege of being a teacher seems the very acme of human aspirations4 ,the animated face and the flashing eye betoken the sort of life that her teaching aims to stimulate2 and when she sees these unmistakable manifestations1 she knows that her big enterprise is a success and rejoices accordingly4 ,if1 for any reason1 her enthusiasm is running low1 she takes herself in hand and soon generates the enthusiasm that she knows is indispensable to the success of her enterprise4 ,redemption of common from commonplace4--,she has the supreme gift of being able to redeem the common from the plane of the commonplace4 ,indeed1 she never permits any fact of the books to become commonplace to her pupils4 ,they all know that ,columbus discovered ,america in #adib1 but when the recitation touches this fact she invests it with life and meaning and so makes it glow as a factor in the class exercise4 ,the humdrum traditional teacher asks the question2 and when the pupil drones forth the answer1 ,columbus discovered ,america in #adib1 she dismisses the whole matter with the phonographic response1 ,very good4 ,what a farce6 ,what a travesty upon the work of the teacher6 ,instead of being very good1 it is bad1 yea1 inexpressibly bad4 ,the artist teacher does it far better4 ,by the magic of her touch she causes the imagination of her pupils to be fired and their interest to thrill with the mighty significance of the great event4 ,they feel1 vicariously1 the poverty of ,columbus in his appeals for aid and wish they might have been there to assist4 ,they find themselves standing beside the intrepid mariner1 watching the angry waves striving to beat him back4 ,they watch him peering into space1 day after day1 and feel a thousand pities for him in his suspense4 ,and when he steps out upon the new land1 they want to shout out their salvos and proclaim him a victor4 ,the voyage of ,columbus4--,they have yearned1 and striven1 and prayed with ,columbus1 and so have lived all the events of his great achievements4 ,hence1 it can never be commonplace in their thinking4 ,the teacher lifted it far away from that plane and made it loom high and large in their consciousness4 ,a dramatic critic avers that the action of the play occurs1 not upon the stage1 but in the imagination of the auditors2 that the players merely cause the imagination to produce the action2 and that if nothing were occurring in the imagination of the people in the seats beyond what is occurring on the stage1 the audience would leave the theater by way of protest4 ,the artist teacher acts upon this very principle in every class exercise4 ,neither the teacher nor the book can possibly depict even a moiety of all that she hopes to produce in the imagination of the pupils4 ,she is ever striving to find the one word or sentence that will evoke a whole train of events in their minds4 ,just here is where her superb art is shown4 ,a whole volume could not portray all that the imagination of the pupils saw in connection with the voyage of ,columbus1 and yet the teacher caused all these things to happen by the use of comparatively few words4 ,this is high art2 this proclaims the artist teacher4 ,resourcefulness4--,in her work there is a fineness and a delicacy of touch that baffles a satisfactory analysis4 ,she has the power to call forth ,columbus from the past to reenact his great discovery in the imagination of her pupils--all without noise1 or bombast1 or gesticulation4 ,she does what she does because she is what she is2 and she needs neither copyright nor patent for protection4 ,her work is suffused with a rare sort of enthusiasm that carries conviction by reason of its genuineness4 ,this enthusiasm gives to her work a tone and a flavor that can neither be disguised nor counterfeited4 ,her work is distinctive1 but not sensational or pyrotechnic4 ,least of all is it ever hackneyed4 ,so resourceful is she in devising new plans and new ways of saying and doing things that her pupils are always animated by a wholesome expectancy4 ,she is the dynamo1 but the light and heat that she generates manifest themselves in the minds of her pupils1 while she remains serene and quiet4 ,the thirteen colonies4--,with the poet ,keats she can sing3 ,beauty is truth1 truth beauty1 that is all ,ye know on earth1 and all ye need to know4 ,animated by this sentiment1 she disdains no form of truth1 whether large or small1 for in every form of truth she finds beauty2 and her spirit reacts to it on the instant1 and joy is the resultant4 ,this is the basis for her superb enthusiasm in every detail of her work as well as the source of her joyous living4 ,her pupils may name the thirteen original colonies without a slip1 but that is not enough for her4 ,the establishing of these colonies formed a mighty epoch in history1 and she must dwell upon the events until they throb through the life currents of her pupils4 ,names in books must mean people with all their hopes1 their aspirations1 their trials and hardships1 their sorrows and their joys4 ,the conditions of life1 the food1 the clothing1 the houses1 the modes of travel1 and the dangers must all come into the mental picture4 ,hence it is that she prepares for the lesson on the colonies as she would make ready for a trip with the pupils around the world1 and the mere giving of names is negligible in her inspiring enterprise4 ,every subject invested with life4--,she finds in the circulation of the blood a subject of great import and makes ready for the lesson with enthusiastic anticipation4 ,her step is elastic as she takes her way to school on this particular day1 and her face is beaming1 for to-day comes to the children this stupendous revelation4 ,she feels as did the college professor when he was just ready to begin an experiment in his laboratory and said to his students1 ,gentlemen1 please remove your hats2 ,i am about to ask ,god a question4 ,she approaches every truth reverently1 albeit joyously1 for she feels that she is the leader of the children over into the ,promised ,land4 ,in the book already quoted1 ,professor ,phelps says1 ,i read in a ,german play that the mathematician is like a man who lives in a glass room at the top of a mountain covered with eternal snow--he sees eternity and infinity all about him1 but not much humanity4 ,not so in her teaching of mathematics2 for every subject and every problem transports her to the ,isle of ,patmos1 and the hour is crowded with revelations4 ,human interest4--,and wherever she is1 there is humanity4 ,there are no dry bones in her work1 for she invests every subject with human interest and causes it to pulsate in the consciousness of her pupils4 ,if there are dry bones when she arrives1 she has but to touch them with the magic of her humanity1 and they become things of life4 ,whether long division or calculus1 it is to her a part of the living1 palpitating truth of the world1 and she causes it to live before the minds of the pupils4 ,the so-called dead languages spring to life in her presence1 and1 like ,aaron's rod1 blossom and bring forth at her touch4 ,wherever she walks there are resurrections because life begets life4 ,no science1 no mathematics1 no history1 no language1 can be dull or dry when touched by her art1 but all become vital because she is vital4 ,by the subtle alchemy of her artistic teaching all the subjects of her school are transmuted into the pure gold of truth and beauty4 ,,questions ,,and ,,exercises #a4 ,what kinds of arts are there other than the fine arts8 #b4 ,how do the motives of the artisan differ from those of the artist8 #c4 ,what are some of the characteristics that gain one the distinction of being an artist teacher8 #d4 ,show that to enjoy respect is more worth while than to attract admiration4 #e4 ,under what conditions can one have joy in his work8 ,can one do his best without it8 #f4 ,what is the result on one's work of brooding over troubles8 #g4 ,henry ,ford employs trained sociologists who see that the home relations of his employees are satisfactory4 ,why8 #h4 ,is one who reads good literature to acquire culture as yet an artist teacher8 #i4 ,what constitutes character8 #aj4 ,what is the inference concerning one's culture if his clothes and body are not clean8 ,if his property at the school is not in order8 #aa4 ,how can one add to his culture8 ,is what one knows or what one does the more important part of it8 ,has a high degree of culture been attained by a person who must ever be on his guard8 #ab4 ,is feeling an important element of culture8 ,illustrate4 #ac4 ,what is the teacher's chief reward8 #ad4 ,can a teacher lead pupils to regard work as a privilege rather than as a task1 unless she has that attitude herself8 #ae4 ,in what respects do you regard teaching as a privilege8 ,in what respects is it drudgery to you8 #af4 ,can enthusiasm result if there is a lack of joy in one's work8 ,if there is a deficiency of physical strength8 ,if there is a poor knowledge of the subject8 #ag4 ,what causes historical facts to seem commonplace8 #ah4 ,what elements should be emphasized in history to make it seem alive with meaning8 #ai4 ,what principle of the drama comes into play in teaching1 when a teacher desires to invest the subject with life8 #bj4 ,what advantages are there in having variety in one's plans8 #ba4 ,why should one avoid the sensational in school work8 ,what are the characteristics of sensationalism8 ,is the fact that a class is unusually aroused a reason for decrying a method as sensational8 #bb4 ,with what spirit should a teacher prepare to teach about the thirteen colonies8 #bc4 ,why should a teacher have great joy in the teaching of science8 #bd4 ,is interest in a subject as an abstract science likely to be an adequate interest8 ,if so1 is it the best sort of interest8 ,why8 #be4 ,from what should interest start1 and in what should it function8 #bf4 ,summarize the ways in which the artist teacher will show herself the artist4 ,,chapter ,,xiv ,,the ,,teacher ,,as ,,an ,,ideal ,responsibility of the exemplar4--,if the teacher could be convinced that each of her pupils is to become a replica of herself1 she would more fully appreciate the responsibilities of her position4 ,at first flush1 she might feel flattered2 but when she came into a full realization of the magnitude of the responsibility1 she would probably seek release4 ,if she could know that each pupil is striving to copy her in every detail of her life1 her habits of speech1 her bodily movements1 her tone of voice1 her dress1 her walk1 and even her manner of thinking1 this knowledge would appall her1 and she would shrink from the responsibility of becoming the exemplar of the child4 ,she cannot know1 however1 to what extent and in what respects the pupils imitate her4 ,nor1 perhaps1 could they themselves give definite information on these points1 if they were put to the test4 ,children imitate their elders both consciously and unconsciously2 so1 whether the teacher wills it so or not1 she must assume the functions of an exemplar as well as a teacher4 ,absorbing standards4--,if we give full credence to ,tennyson's statement1 ,i am a part of all that ,i have met1 then it follows that we have become what we are1 in some appreciable measure1 through the process of absorption4 ,in other words1 we are a composite of all our ideals4 ,the vase of flowers1 daintily arranged1 on the breakfast table becomes the standard of good taste thenceforth1 and all through life a vase of flowers arranged less than artistically gives one a sensation of discomfort4 ,a traveler relates that in a hotel in ,brussels he saw window curtains of a delicate pattern2 and1 since that time1 he has sought in many cities for curtains that will fill the measure of the ideal he absorbed in that hotel4 ,beauty is not in the thing itself1 but in the eye of the beholder1 and the eye is but the interpreter of the ideal4 ,one person rhapsodizes over a picture that another turns away from1 because the latter has absorbed an ideal that is unknown to the former4 ,education by absorption4--,this subject of absorption has not received the careful attention that its importance warrants4 ,in the social consciousness education has been so long associated with books1 and formal processes1 that we find it difficult to conceive of education outside of or beyond books4 ,if1 as we so confidently assert1 education is a spiritual process1 then whatever stimulates the spirit must be education1 whether a landscape1 a flower1 a picture1 or a person4 ,the traveler who sits enrapt before the ,jungfrau for an hour or a day is becoming more highly educated1 even in the absence of books and formalities4 ,the beauty of the mountain touches his spirit1 and there is a consequent reaction that fulfills all the claims of the educational processes4 ,in short1 he is lifted to a higher plane of appreciation1 and that is what the books and the schools are striving to achieve4 ,the principle illustrated4--,in the presence of this mountain the tourist gains an ideal of grandeur which becomes his standard of estimating scenery throughout life4 ,a boy once heard ,the ,dead ,march played by an artist1 and when he was grown to manhood that was still his ideal of majestic music4 ,a traveler asserts that no man can stand for an hour on the summit of ,mt4 ,rigi and not become a better and a stronger man for the experience4 ,a writer on art says that it is worth a trip across the ocean to see the painting of the bull by ,paul ,potter2 but that1 of course1 depends upon the ideals of the beholder4 ,all these illustrations conform to and are in harmony with the psychological dictum that in the educational process the spirit reacts to its environment4 ,the teacher as environment4--,but the environment may include people as well as inanimate objects1 mountains1 rivers1 flowers1 and pictures4 ,and1 as a part of the child's environment1 the teacher takes her place in the process of education by absorption4 ,a city superintendent avers that there is one teacher in his corps who would be worth more to his school than the salary she receives even if she did no teaching4 ,this means that her presence in the school is a wholesome influence1 and that she is the sort of environment to which the pupils react to their own advantage4 ,it might not be a simple thing to convince some taxpayers of the truth of the superintendent's statement1 but this fact only proves that they have not yet come into a realization of the fact that there can be education by absorption4 ,the ,great ,stone ,face4--,the people of ,florence maintain that they need not travel abroad to see the world1 for the reason that the world comes to them4 ,it is true that many thousands visit that city annually to win a definition of art4 ,there they absorb their ideals of art and thus attain abiding standards4 ,in like manner the child may sojourn in the school to gain an ideal of grace of manner and personal charm as exemplified by the teacher1 and no one will have the temerity to assert that this phase of the child's education is less important than those that are acquired through the formal processes4 ,the boy in the story grew into the likeness of the ,great ,stone ,face because that had become his ideal1 and not because he had had formal instruction in the subject of stone faces1 or had taken measurements of or computed the dimensions of the one stone face4 ,he grew into its likeness because he thought of it1 dreamed of it1 absorbed it1 and was absorbed by it1 and reacted to it whenever it came into view4 ,pedagogy in literature4--,hawthorne1 in this story1 must have been trying to teach the lesson of unconscious education or education by absorption1 but his readers have not all been quick to catch his meaning4 ,teachers often take great unction in the reflection that they afford to the child his only means of education1 and that but for them the child would never become educated at all4 ,we are slow to admit that there are many sources of education besides the school1 and that formal instruction is not the only road to the acquisition of knowledge4 ,tennyson knew and expressed this conception in the quotation already given1 but we have not acquired the habit of consulting the poets and novelists for our pedagogy4 ,when we learn to consult these1 we shall find them expressing many tenets of pedagogy that are basic4 ,the testimony of experience4--,but we need not go beyond our own experiences to realize that much of our education has been unconsciously gained1 that we have absorbed much of it1 and1 possibly1 what we now regard as the most vital part of it4 ,we have but to explore our own experiences to discover some person whose standards have been effective in luring us out of ourselves and causing us to yearn toward higher levels2 who has been the beacon light toward which our feet have been stumbling2 who has been the pattern by which we have sought to shape our lives2 and for whom we feel a sense of gratitude that cannot be quenched4 ,the influence of that person has been a liberal education in the vital things that the books do not teach1 and we shudder to think what we might have been had that influence not come into our lives4 ,this ideal is not some mythical1 far-away person1 but a real man or woman who has challenged our admiration by looks1 by conduct1 by position1 and by general bearing in society4 ,the one teacher4--,this preliminary part of the subject has been dwelt upon thus at length in an effort to win assent to the general proposition that unconscious education is not only possible1 but an actuality4 ,this assent being once given1 the mind feels out at once for applications of the principle and1 inevitably1 brings the parent and the teacher into the field of view4 ,but the parent is too near to us in time1 in space1 and in relation to afford the illustration that we seek1 and we pass on to the teacher4 ,in the experience of each one of us there stands out at least one teacher as clear in definition as a cameo4 ,this teacher may not have been the most scholarly1 or the most successful in popular esteem1 or even the most handsome1 but she had some quality that differentiates her in our thinking from all others4 ,others may seem but a sort of blur in our memory1 but not so this one4 ,she alone is distinct1 distinctive1 and regnant4 ,her supremacy4--,the vicissitudes of life have not availed to dethrone her1 nor have the losses1 perplexities1 and sorrows of life caused the light of her influence to grow dim4 ,she is still an abiding presence with us1 nor can we conceive of any influence that could possibly obliterate her4 ,she may have been idealized by degrees1 but when she came fully into our lives she came to stay4 ,she came not as a transient guest1 but as a lifelong friend and comrade4 ,she crept into our lives as gently as the dawn comes over the hills1 and since her arrival there has been no sunset4 ,nor was there ever by pupil or teacher any profession or protestation1 but we simply accepted each other with a frankness that would have been weakened by words4 ,the role of ideal4--,but the role of ideal is not an easy one4 ,it is a comparatively simple matter to give instruction in geography1 arithmetic1 and history1 but to know one's self to be the ideal of a child1 or to conceive of the possibility of such a situation and relation1 is sufficient to render the teacher deeply thoughtful4 ,once it is borne in upon her that the child will grow into her likeness1 she cannot dismiss the matter from her thinking as she can the lesson in grammar4 ,the child may be unconscious of the matter1 but the teacher is acutely conscious4 ,when she stands before her class she sees the child growing into her image1 and this reflection gives cause and occasion for a careful and critical introspection4 ,she feels constrained to take an inventory of herself to determine whether she can stand a test that is so searching and so far-reaching4 ,the teacher's other self4--,as she stands thus in contemplation she sees the child grown to maturity with all her own predilections--physical1 mental1 spiritual--woven into the pattern of its life4 ,in this child grown up she sees her other self and can thus estimate the qualities of body1 mind1 and spirit that now constitute herself1 as they reveal themselves in another4 ,she thus gains the child's point of view and so is able to see herself through the child's eyes4 ,when she is reading a book1 she is aware that the child is looking over her shoulder to note the quality of literature that engages her interest4 ,when she is making a purchase at the shop1 she finds the child standing at her elbow and duplicating her order4 ,when she is buying a picture1 she is careful to see to it that there are two copies1 knowing that a second copy must be provided for the child4 ,when she is arranging her personal adornment1 she is conscious of the child peeping through the door and absorbing her with languishing eyes4 ,the status irrevocable4--,wherever she goes or whatever she does1 she knows that the child is walking in her footsteps and reenacting her conduct4 ,her status is irrevocably fixed in the life of the child1 nor can any philosophy or sophistry absolve her from the situation4 ,she cannot abdicate her place in favor of another1 nor can she win immunity from responsibility4 ,she is the child's ideal for weal or woe1 nor can men or angels change this big fact4 ,through all the hours of the day she hears the child saying1 ,whither thou goest ,i will go1 and there is no escape4 ,the child's viewpoint4--,this is no flight of fancy4 ,rather it is a reality in countless schoolrooms of the land if only the teachers were alive to the fact4 ,but we have been so busy measuring1 estimating1 scoring1 and surveying the child for our purposes that we have given but scant consideration to the child's point of view as regards the teacher4 ,we have not been quick to note the significant fact that the child is estimating1 measuring1 scoring1 and surveying the teacher for purposes of its own and in the strictest obedience to the laws of its nature4 ,the child's need of ideals4--,every child needs and has a right to ideals1 and finds the teacher convenient both in space and in the nature of her work to act in this capacity4 ,because of the character of her work and her peculiar relation to the child1 the teacher assumes a place of leadership1 and the child naturally appropriates her as the lodestar for which his nature is seeking4 ,and so1 whether the teacher leads into the morass or into the jungle1 the child will follow2 but if she elects to take her way up to the heights1 there will be the child as faithful as her shadow4 ,if the teacher plucks flowers by the way1 then1 in time1 gathering flowers will become habitual to the child1 nor will there be any need to admonish the child to gather flowers4 ,the teacher plucks flowers1 and that becomes the child's command4 ,education by absorption needs neither admonition nor homilies4 ,the ideal a perpetual influence4--,and all this is life--actual life1 fundamental life1 and inevitable life4 ,moreover1 the inevitableness of this phase of life serves to accentuate its importance4 ,the idealized teacher gives to the child his ideals of conduct1 literature1 art1 music1 home1 school1 and service4 ,take this teacher out of his life and these ideals vanish4 ,better by far eliminate the formal instruction1 important as that may be made to be1 than to rob the child of his ideals4 ,they are the influences that are ever active even when formal instruction is quiescent4 ,they are potent throughout the day and throughout the year4 ,they induce reactions and motor activities that groove into habits1 and they are the external stimuli to which the spirit responds4 ,the teacher's attitude4--,the vitalized school takes full cognizance of this phase and means of education and gives large scope and freedom for its exercise and development4 ,the teacher is more concerned with who and what her pupils are to be twenty years hence than she is in getting them promoted to the next grade4 ,she knows full well that vision clarifies sight1 and she is eager to enlarge their vision in order to make their sight more keen and clear4 ,she1 therefore1 adopts as her own standards of life and conduct what she wishes for her pupils when they have come to maturity4 ,she may not proclaim herself an ideal teacher or a model teacher1 but she is cognizant of the fact that she is the model and the ideal of one or more pupils in her school and bases her rule of life upon this fact4 ,prophetic conduct4--,in her dress she decides between ornateness and simplicity as a determining factor in the lives of her pupils both for the present and for the years to come4 ,in this she feels that she is but doing her part in helping to determine the trend and quality of civilization4 ,she is reading such books as she hopes to find in their libraries when they have come to administer homes of their own4 ,she is directing her thinking into such channels as will bear the thoughts of her pupils out into the open sea of bigness and sublimity4 ,knowing that pettiness will be inimical to society in the next generation1 she is careful to banish it from her own life4 ,her rule of life4--,in her thinking she comes into intimate relations with the sea and all its ramified influences upon life4 ,she invites the mountains to take her into their confidence and reveal to her the mysteries of their origin1 and their influence upon the winds1 the seasons1 the products of the earth1 and upon life itself4 ,she communes with the great of all times that she may learn of their concepts as to the immensities which the mind can explore1 as well as intricate and infinite manifestations of the human soul4 ,she associates with the planets and rides the spaces in their company4 ,she asks the flowers1 the sunrise glow of the morning1 the hues of the rainbow1 and the drop of dew to explain to her what ,god is1 and rejoices in their responses4 ,her growth4--,and so1 through her thinking she grows big--big in her aspirations1 big in her sympathies with all nature and mankind1 big in her altruism1 and big in her conceptions of the universe and all that it embraces4 ,and when people come to know her they almost lose sight of the teacher in their contemplation of the woman4 ,her pupils1 by their close contact and communion1 became inoculated with the germs of her bigness and so follow the lead of her thinking1 her aspirations1 her sympathies1 and her conceptions of life4 ,thus they grow into her likeness by absorbing her thoughts1 her ideals1 her standards1 in short1 herself4 ,seeing life large4--,the bigness of her spirit and her ability to see and feel life in the large superinduce dignity1 poise1 and serenity4 ,she never flutters2 but1 calm and masterful1 she moves on her majestic way with regal mien4 ,nor is her teaching less thorough or less effective because she has a vision4 ,on the contrary1 she teaches cube root with accuracy and still is able to see and to cause her pupils to see the index finger pointing out and up toward the mathematical infinities4 ,she can give the latitude and longitude of ,rome1 and1 while doing so1 review the achievements of that historic city4 ,she can explain the action of the geyser and still find time and inclination to take delight in its wonders4 ,she can analyze the flower and still revel in its beauty4 ,she can teach the details of history and find in them the footprints of great historical movements4 ,all these things her pupils sense and so invest her with the attributes of an ideal4 ,,questions ,,and ,,exercises #a4 ,do most teachers realize to what extent they have influence8 #b4 ,is it comfortable to think that one is an example8 ,if not1 why not8 ,is it only teachers who need to feel that they are examples8 ,is it fair to demand a higher standard of the teacher and preacher8 #c4 ,give from your own experience instances in which you have absorbed an ideal which has persisted4 ,is there danger of adopting an ideal that1 while it is worthy as far as it goes1 is merely incidental and not worth while8 7,such are an accurate memory of unimportant details1 certain finesse in manners and speech1 punctiliousness in engagements1 exhaustiveness in shopping before making purchases1 perfection in penmanship and other arts at the expense of speed3 suggest others47 #d4 ,how can the contemplation of a rainbow educate8 ,what education should result from a view of ,niagara ,falls8 #e4 ,what qualities would a teacher have to possess that her influence aside from her teaching might be of more value than the teaching itself8 #f4 ,that one may have influence is it enough for one to be good1 or is it what one does that counts8 ,suggest lines of action for a teacher that would increase her influence for good4 #g4 ,explain how a fine unconscious influence exerted by a teacher helps to keep pupils in school4 #h4 ,in ,hawthorne's story of the ,great ,stone ,face what qualities were attained by those whom ,ernest expected to grow into the likeness8 #i4 ,why did ,ernest's face come to resemble that of the great stone face8 #aj4 ,in what ways is good fiction of value to teachers8 #aa4 ,cite something that you have gained from the unconscious influence of another4 #ab4 ,what attainments or qualities have you yet to acquire in order to stand out as distinctive and regnant to a good many pupils8 #ac4 ,a bacteriologist makes a culture of a drop of blood1 multiplying many times the bacteria in it1 to determine whether serious disease germs are prevalent4 ,if the influence of a person could be observed in a large way1 would that be conclusive as to the person's character1 just as the result of the culture proves the condition of the blood8 ,may there not be an obscure element in the teacher's character that is having a deleterious effect8 ,or is it only the outstanding features of his conduct that affect the pupils8 #ad4 ,why is it more important to acquire ideals than to acquire knowledge8 #ae4 ,describe the attitude of the teacher toward the pupils in the vitalized school4 #af4 ,show how the teacher should have in view the future of the pupils4 #ag4 ,is it a compliment to be easily recognized as a teacher8 ,why or why not8 #ah4 ,just what is meant by narrowness in a teacher8 ,what is meant by bigness8 ,what is their effect if the teacher is taken as an ideal8 #ai4 ,can one instill high ideals in others without frequently absorbing inspiration himself8 ,what are suitable sources8 ,,chapter ,,xv ,,the ,,socialized ,,recitation ,the term defined4--,the socialized recitation1 as its name implies1 is a recitation in which teacher and pupils form themselves into a committee of the whole for the purpose of investigating some phase of a school study4 ,in this committee the line of cleavage between teacher and pupils is obliterated as nearly as possible1 the teacher exercising only so much of authority as will preserve the integrity of the group and forestall its disintegration4 ,the teacher thus becomes a cooerdinate and cooeperating member of the group1 and her superior knowledge of the subject is held in abeyance to be called into requisition only in an emergency and as a last resort4 ,it will readily be seen1 however1 that the teacher's knowledge of the subject must be far more comprehensive in such a procedure than in the question-and-answer type of recitation1 for the very cogent reason that the discussion is both liable and likely to diverge widely from the limits of the book2 and the teacher must be conversant1 therefore1 with all the auxiliary facts4 ,she must be able to cite authorities in case of need1 and make specific data readily accessible to all members of the group4 ,this presupposes wide reading on her part1 and a consequent familiarity with all the sources of knowledge that have a bearing upon the subject under consideration4 ,the pupil-teacher4--,in order to make the cooeperative principle of the recitation active in practice a pupil acts as chairman of the meeting1 serving in rotation1 and gives direction to the discussion4 ,he is clothed with authority1 also1 to restrict the discussion to time limits that there may be no semblance of monopoly and that the same rights and privileges may be accorded to each member of the class4 ,the chairman1 in short1 acts both as captain and as umpire1 with the teacher in the background as the court of final appeal4 ,knowing the order of rotation1 each pupil knows in advance upon what day he is to assume the functions of chairman and makes preparation accordingly1 that he may acquit himself with credit in measuring up to the added responsibilities which the position imposes4 ,in taking the chair he does not affect an air of superiority for the reason that he knows the position to have come to him by rotation and that upon his conduct of the duties depend his chances for honor2 and acting for his peers he is careful not to do anything that will lead to a forfeiture of their respect and good will4 ,some advantages4--,it requires far more time to describe these preliminary arrangements than it does to put them into operation4 ,indeed1 after the first day1 they become well-nigh automatic4 ,because of their adaptableness the pupils look upon the new order as the established order1 and1 besides1 the rotation in the chair affords a pleasing antidote to monotony4 ,each day brings just enough novelty to generate a wholesome degree of anticipation4 ,they are all stimulated by an eagerness to know just what the day will bring forth4 ,the class exercise is relieved of much of the heavy formalism that characterizes the traditional recitation and that is so irksome to children of school age4 ,the socialized recitation is a worthy enterprise that enlists the interest of all members of the group and unifies them upon the plane of a common purpose4 ,in the common quest they become members in a social compact whose object is the investigation of some subject that has been found worthy the attention and thoughtful consideration of scholars and authors4 ,the gang element4--,the members of the group represent all strata of society1 and the group is1 in consequence1 a working democracy4 ,moving in the same direction under a common impulse and intent upon a laudable enterprise1 race and class distinctions are considered negligible1 if1 indeed1 they are not entirely overlooked or forgotten4 ,the group is1 in truth1 a sublimated gang with the undesirable elements eliminated and the potential qualities of the gang retained4 ,the gang spirit when impelling in right directions and toward worthy ends is to be highly commended4 ,in the gang1 each member stimulates and reenforces the other members1 and their achievements in combination amply justify their cooeperation4 ,the potency of the gang spirit is well exemplified in such enterprises as tag day for the benefit of charity1 the sale of ,red ,cross stamps1 and the sale of special editions of papers4 ,people willingly enlist in these enterprises who would not do so but for the element of cooeperation4 ,we have come to recognize and write upon the psychology of the gang1 and the socialized recitation strives to utilize these psychological principles for the advancement and advantage of the enterprise in hand4 ,proprietary interest4--,in a cooeperative enterprise such as the one under consideration each member of the group feels a sense of responsibility for the success of the enterprise as a whole1 and this makes for increased effort4 ,in the traditional recitation the pupil feels responsibility only for that part of the lesson upon which he is called to recite4 ,in his thinking the enterprise belongs to the teacher1 and therefore he feels no proprietary interest4 ,if the lesson is a failure1 he experiences no special compunction2 if a success1 he feels no special elation4 ,if the trunk with which he struggles up the stairs is his own1 he has the feeling of a victor when he reaches the top2 but since it belongs to the teacher1 he feels that he has finished a disagreeable task1 takes his compensating pittance in the form of a grade1 and goes on his complacent way4 ,the boy who digs potatoes from his own garden thinks them larger and smoother than the ones he digs for wages4 ,the latter are potatoes1 while the former are his potatoes4 ,proprietary interest sinks its roots deep into the motives that impel to action4 ,this interest in practice4--,the recitation in question strives to generate a proprietary interest in the enterprise on the part of every member of the class so that each one may have a share in the joy of success4 ,such an interest gives direction and efficacy to the work of the class exercise4 ,given such an interest1 the pupil will not sit inert through the period unless stimulated by a question from the teacher1 but will ask intelligent and pertinent questions to help the enterprise along4 ,moreover1 each pupil1 because of his proprietary interest in the enterprise1 will feel constrained to bring to class such subsidiary aids as his home affords4 ,his interest causes him to react to clippings1 pictures1 magazine articles1 books1 and conversations that have a bearing upon the topic1 and these he contributes opportunely in his zeal for the success of the recitation4 ,his pockets become productive of a varied assortment of materials that the tentacles of his interest have seized upon in his preparation for the event1 and so all members of the class become beneficiaries of his explorations and discoveries4 ,the potency of ownership4--,a child is interested in his own things4 ,the little girl fondles her doll in the most tender way1 even though it does not measure up to the accepted standards of excellence or elegance4 ,but it is her doll2 hence her affection4 ,volumes have been written upon the general subject of interest1 and we have been admonished to attach our teaching to the native interests of the child1 but the fundamental interest of proprietorship has strangely enough been overlooked4 ,if we want to discover and localize the child's interest1 we have but to make an inventory of his possessions4 ,his pony1 his dog1 or his cart will discover to us one of his interests4 ,again1 if we would generate an interest in the child1 we have but to make him conscious that he is the owner of the thing for which we hope to awaken his interest4 ,this is fundamental in this type of recitation4 ,the teacher effaces herself as much as possible in order to develop in the pupils a feeling of proprietorship in the exercise in progress1 and the pupils are quick to take the advantage thus afforded to make the work their own4 ,exemplified in society4--,the socialized recitation has its counterpart in many a group in society4 ,in the blacksmith shop1 at the grocery1 in the barber shop1 in the office1 at the club1 and in the field1 we find groups of people in earnest1 animated conversation or discussion4 ,they are discussing politics1 religion1 community affairs1 public improvements1 tariff1 war1 fashions1 crops1 live stock1 or machinery4 ,whatever the topic1 they pursue the give-and-take policy in their efforts to arrive at the truth4 ,they contest every point and make concessions only when they are confronted by indisputable facts4 ,some feeling1 or even acrimony1 may be generated in the course of the discussion1 but this is always accounted a weakness and a substitute for valid argument4 ,the recitation is rather more decorous than some of these other discussions1 but1 in principle1 they are identical4 ,every one has freedom to express his convictions and to adduce contributory arguments or evidence4 ,there are no restrictions save the implied one of decorum4 ,the utmost courtesy obtains in the recitation1 even at the sacrifice of some eagerness4 ,there may be a half-dozen members of the group on their feet and anxious to be heard1 but they do not interrupt one another without due apology4 ,abiding resultants4--,unlike some of their elders1 they are ready to acknowledge mistakes and to make concessions4 ,they do not scruple to correct the mistakes of others1 knowing that corrections will be gratefully received1 but they do not accept mere statements from one another4 ,they must have evidence4 ,they combat statements with evidence from books or other sources that are regarded as authorities4 ,they read extracts1 or draw diagrams1 or display pictures or specimens in support of their contentions4 ,there is animation1 to be sure2 and1 at times1 the flushed face and the flashing eye betoken intense feeling4 ,but the psychologist knows full well that these expressions intensify and make abiding the impressions4 ,both in victory and in defeat the pupil comes to an appreciation of the truth4 ,defeat may humiliate1 but he will evermore know the rock on which his craft was wrecked4 ,victory may elate and exalt1 but he will not forget the occasion or the facts4 ,the truths of the lesson become enmeshed in his nervous system and throughout life they will be a part of himself4 ,reflex influence4--,still further1 this type of recitation reaches back into the home and begets a wholesome cooeperation between the home and the school1 and this is a desideratum of no slight import4 ,the events of the day are recounted at the home in the evening1 and the contributions of the members of the family are deposited as assets in the recitation the next day4 ,then the family is eager to learn of the reactions of the class to their contributions4 ,such a community of interests cannot be confined to the four walls of a home1 but finds its way to other homes and to places of business2 the discussions of the class become the property of society1 and the influence is most salutary4 ,indirectly1 the school is affording the people of the community many profitable topics of conversation1 and these readily supplant the futile and less profitable topics4 ,it is easy to measure the intelligence of an individual or of a community by noting the topics of conversation4 ,gossip and small talk do not thrive in a soil that has been thoroughly inoculated with history1 art1 music1 literature1 economics1 and statecraft4 ,influence upon pupils4--,from the foregoing it will be seen that this type of recitation represents1 not a modus operandi1 but1 rather1 a modus vivendi1 not a way of doing things1 merely1 but a manner of living4 ,the work of the school is redeemed from the plane of a task and lifted to the plane of a privilege4 ,the pupil's initiative is given full recognition and inspiriting freedom ensues4 ,the teacher is not a taskmaster but a friend in need4 ,pupils and teacher live and work together in an enterprise in which they have common interests4 ,the emoluments attending success are shared equally and there is no place for envy in the distribution of dividends4 ,there is fair dealing in every detail of the work1 with no semblance of discrimination4 ,there is a cash basis in every transaction4 ,if a pupil's offerings are rejected1 he sees at once that they are inferior to others and becomes a willing shareholder in the ones that are superior to his own4 ,nothing that is spurious or counterfeit can gain currency in the enterprise1 because of the critical inspection of the members of the group1 all of whom are jealous for the preservation of the integrity of their organization4 ,in this cross section of life we find young people learning1 by the laboratory method1 the real meaning of reciprocity2 we find them winning the viewpoints of others with no abatement or abrogation of their own individuality2 we find them able and willing to make concessions for the general good2 we find them learning justice and discrimination in their assessment of values2 we find them enlarging their horizons by ascending to higher levels of intelligence4 ,this work is as much a part of life for them as their food or their games and they accept it on the same terms4 ,they are becoming upright1 intelligent1 effective citizens by performing some of the work that engages the time and energies of such citizens4 ,they are learning how to live by the experience of actual living4 ,part of an actual recitation given4--,some schools have developed this type of recitation to a very complete degree and in a very effective way4 ,in one such school the young woman who teaches the subject of history makes the following report of a part of one of her recitations in this study3 ,the class was called to order by the chairman for the assignment for the next day's lesson1 which proceeded as follows3 ,teacher3--,to-morrow we shall have for the work of this convention the ,new ,constitution as a whole4 ,we are ready for suggestions as to how we had best proceed4 ,earl3--,it seems to me that a good way would be to compare it with the ,articles of ,confederation4 ,joe3--,i don't quite get your idea4 ,do you mean to take them article by article8 ,earl3--,yes4 7,joe and ,frank begin at the same time4 ,teacher indicates ,joe by nod47 ,joe3--,but there are so many things in the new that are not in the old4 ,earl3--,that is just it4 ,let's make a list of the points in one that do not appear in the other4 ,then by investigation and discussion see if we can tell why4 ,teacher3--,frank1 you had something to say a moment ago4 ,frank3--,not on ,earl's plan1 which ,i think an excellent one1 but ,i wished to ask the class if they think it important while looking through these two documents to keep in mind the questions3 ,is this the way things are done to-day8 and ,does this apply in our own city8 and ,in case the ,president or ,congress failed in their duty1 what could the people do about it8 ,ella3--,it seems to me that ,frank's suggestion is a good one for it bears upon what we decided in the beginning1 that we must apply the history of the past to see how it affects us to-day4 ,violet3--,i should like to know how the people received the work of this convention4 ,you know that it was all so secret no one knew what they were doing behind their closed doors4 ,if the people were like they are to-day there would certainly be some opposition to the ,new ,constitution4 ,elsie3--,good4 ,mr4 ,chairman1 ,i move that ,violet report the reception and rejection of the ,new ,constitution by the people of the several ,states as a special topic for to-morrow4 ,robert3--,second the motion4 ,chairman3--,miss ,brown1 have you any suggestion as to time limit8 ,teacher3--,i suggest ten minutes4 7,chairman puts vote and suggestion is carried47 ,teacher3--,mr4 ,chairman1 may we have the secretary read the several points in the assignment8 ,at the chairman's request the secretary reads and the class note as follows3 ,study of the ,new ,constitution1 emphasizing points of similarity and difference4 ,seek reasons for same4 ,application of ,constitution to our present-day life4 ,remedy for failures if officers fail to do their duty4 ,special topic ten minutes in length on the reception of the ,constitution by the people of the different ,states4 ,teacher3--,i think that will be enough--consult the text4 ,in connection with the special topic some valuable material may be found in the ,civics section in the reference room4 ,the other references on this subject you had given you4 ,mr4 ,chairman1 may we have the secretary read the points brought out by yesterday's recitation8 ,,questions ,,and ,,exercises #a4 ,what is meant by the socialized recitation as the term is here used8 #b4 ,define separately the word socialized as used in this connection4 #c4 ,what are the teacher's functions in such a recitation8 #d4 ,what are the teacher's functions in the traditional recitation8 #e4 ,compare the kinds of knowledge required of a teacher in connection with the two types of recitations4 #f4 ,suggest a method of proceeding in a socialized recitation and show the advantages of the method4 #g4 ,give some of the reasons why the socialized recitation enhances interest4 #h4 ,what is the essence of the gang spirit8 #i4 ,compare the character and extent of the individual's responsibility in the two types of recitations4 #aj4 ,in what other ways is the socialized recitation likely to produce better reactions8 #aa4 ,some one says that the convention style of recitation will not do1 because a few do all of the work4 ,from your experience or observation do you find this true8 ,if so1 is this condition peculiar to that type of recitation8 ,suggest methods of counteracting this tendency in the socialized class4 ,would these prove effective in a class taught in the ordinary way8 #ab4 ,is one likely to overestimate the value of one's possessions1 mental or physical8 ,are the pupils 7and perhaps the teacher7 likely to overestimate what is done in the socialized recitation8 ,what things may offset this tendency8 #ac4 ,compare the socialized recitation with a debate4 #ad4 ,compare it with an ordinary discussion or argument4 #ae4 ,show just why the results of the socialized recitation are likely to be permanent4 #af4 ,how does socialized class work affect the home and society8 #ag4 ,though school is a preparation for life1 it1 at the same time1 is life4 ,show that the socialized recitation presupposes this truth4 #ah4 ,compare the value of the assignment of a history lesson in the manner described in the notes quoted with the value of an ordinary assignment4 #ai4 ,describe at least one other socialized recitation4 #bj4 ,compare socialized work as described in ,scott's ,social ,education 7,c4 ,a4 ,scott1 ,ginn ,co41 #aijh7 with the socialized recitation here described1 as to 7a7 aim1 7b7 method1 7c7 results4 #ba4 ,lessons require two kinds of industry1 the private individual industry and the social industry or class work4 ,is this true8 ,if so1 what sort of recitation-lesson will stimulate each kind8 ,,chapter ,,xvi ,,agriculture ,agriculture a typical study4--,in the vitalized school the subject of agriculture is typical and may profitably be elaborated somewhat by way of illustrating the relation of a subject to school procedure4 ,from whatever angle we approach the subject of agriculture we find it inextricably connected with human life4 ,this fact alone gives to it the rank of first importance4 ,its present prominence as a school study is conclusive evidence that those who are charged with the responsibility of administering the schools are becoming conscious of the need for vitalizing them4 ,time was when arithmetic was regarded as the most practical subject in the school and1 therefore1 it was given precedence over all others4 ,history1 grammar1 and geography were relegated to secondary rank1 and agriculture was not even thought of as a school study4 ,but as population increased and the problem of providing food began to loom large in the public consciousness1 the subject of agriculture assumed an importance that rendered it worthy a place in the school curriculum4 ,it is a high tribute to the school that whenever any subject takes hold of the public mind the school is thought of at once as the best agency for promulgating that subject4 ,the subjects of temperance and military training aptly illustrate this statement of fact4 ,its rapid development4--,so soon1 therefore1 as the subject of agriculture became prominent in the public consciousness there ensued a speedy development of colleges and schools of agriculture for the training of teachers4 ,this movement was prophetic of the plan and purpose to incorporate this study in the school regime4 ,and this prophecy has been fulfilled1 for the school now looks upon agriculture as a basic study4 ,true1 we are as yet only feeling our way1 and that for the very good reason that the magnitude of the subject bewilders us4 ,we have written many textbooks on the subject that were soon supplemented by better ones4 ,the more the subject is studied1 the more we appreciate its far-reaching ramifications4 ,we find it attaching itself to many other subjects to which it seemed to have but remote relation in the earlier stages of our study4 ,in brief1 we are now on the borderland of a realization of the fact that agriculture is as broad as life and1 therefore1 must embrace many other studies that have a close relation to life4 ,relation to geology and other sciences4--,in the beginning1 geology and agriculture seemed far apart1 but our closer study of agriculture has revealed the fact that they are intimately related4 ,it remained for agriculture to lay the right emphasis upon geology4 ,the study of the composition and nature of the soil carried us at once to a study of its origin and we found ourselves at the very door of geology4 ,when we began to inquire how the soil came to be where it is and what it is1 we found ourselves yearning for new and clearer lines of demarcation in science1 for we could scarcely distinguish between geology and physiography4 ,we soon traced our alluvial plains back to their upland origin1 and then we were compelled to explain their migration4 ,this led us inevitably into the realm of meteorology1 for1 if we omit meteorology1 the chain is broken and we lose our way in our search for the explanation we need4 ,but having availed ourselves of the aid of meteorology1 we have a story that is full of marvelous interest--the great story of the evolution of the cornfield4 ,in this story we find many alluring details of evaporation1 air movements1 precipitation1 erosion1 and the attraction of gravitation4 ,but in all this we are but lingering in the anteroom of agriculture4 ,the importance of botany4--,advancing but a single step we find ourselves in the realm of botany1 which is a field so vast and so fascinating that men have devoted an entire lifetime to its wonders1 and then realized that they had but made a beginning in the way of exploring its possibilities4 ,in our own time ,mr4 ,burbank has made his name known throughout the world by his work in one phase of this subject1 and a score of other ,burbanks might be working with equal success in other branches of the subject and still not trench upon one another's domain4 ,venturesome1 indeed1 would be the prophet who would attempt to predict the developments in the field of botany in the next century in the way of providing food1 shelter1 and clothing for the race4 ,the possibilities stagger the imagination and the prophet stands bewildered as he faces this ever-widening field4 ,but botany1 vast as it is seen to be1 is only one of the branching sciences connected with agriculture4 ,physics and chemistry4--,another advance brings us into the wide and fertile field of physics and chemistry1 for in these subjects we find the means of interpreting much in agriculture that without their aid would elude our grasp4 ,we have only to resolve a grain of corn into its component elements to realize the potency and scope of chemistry4 ,then if we inquire into the sources of these elements as they have come from the soil to form this grain of corn1 the indispensability of a knowledge of chemistry will become more apparent4 ,in our explanations we shall soon come upon capillary attraction1 and the person is dull1 indeed1 who does not stand in awe before the mystery of this subject4 ,if we broaden our inquiry so as to compass the evolution of an ear of corn1 we shall realize that we have entered upon an inquiry of vast and fascinating import4 ,the intricate and delicate processes of growth1 combining1 as they do1 the influences of sunshine and moisture and the conversion into food products of elements whose origin goes back to primeval times1--these processes are altogether worthy of the combined enthusiasms of scientist and poet4 ,physiology4--,but no mention has been made1 as yet1 of the science of physiology1 which1 alone1 requires volumes4 ,we have but to ask how wheat is converted into brain power to come upon a realization of the magnitude of the study of this science4 ,we have only to relax the leash of fancy to see that there are no limits to the excursions that may be made in this field4 ,if we allow fancy to roam1 taking the a posteriori course1 we might begin with ,paradise ,lost and reach its sources in garden and field1 in orchard1 and in pasture where graze flocks and herds4 ,but in any such fanciful meandering we should be well within the limits of physiology1 and should be trying to interpret the adaptation of means to end1 or1 to use the language of the present1 we should be making a quest to determine how the products of field1 orchard1 and pasture may be utilized that they may function in poetry1 in oratory1 in discoveries1 and in inventions4 ,in short1 we should be trying to explain to ourselves how agriculture functions in life4 ,art as an auxiliary4--,in a recent work of fiction a chapter opens with a picture of a little girl eating a slice of bread and butter which is further surmounted by apple sauce and sugar4 ,if the author of the book ,agriculture and ,life had only caught a glimpse of this picture1 he might have changed the title of his book to ,life and ,agriculture4 ,he certainly would have given to the life element far more prominence than his book in its present form affords4 ,his title makes a promise which the book itself does not redeem1 more's the pity4 ,if science would use art as an ally1 it need not be less scientific1 and its teachings would prove far more palatable4 ,the little girl with her bread and butter would prove quite as apt as an introductory picture for a book on agriculture as for a work of fiction4 ,it matters not that agriculture includes so many other sciences1 for life is the great objective of the study of all these1 and the little girl exemplifies life4 ,relation of sciences to life4--,the pictures are practically endless with which we might introduce the study of agriculture--a boy in the turnip field1 a milkmaid beside the cow1 or ,millet's celebrated picture ,feeding the ,birds4 ,and1 sooner or later1 pursuing our journey from such a starting point1 we shall arrive at physiology1 chemistry1 botany1 physics1 meteorology1 and geology1 and still never be detached from the subject of life4 ,in the school consciousness agriculture and domestic science seem far apart1 but by right teaching they are made to merge in the subject of life4 ,upon that plane we find them to be complementary and reciprocal4 ,in the same way chemistry1 botany1 and physiology merge in agriculture for the reason that all these sciences as well as agriculture have to do with life4 ,in the traditional school chemistry is taught as chemistry--as a branch of science1 and the learner is encouraged to seek for knowledge4 ,in the vitalized school the truths of chemistry are no less clearly revealed1 but1 in addition1 their relations to life are made manifest1 and the learner has a fuller appreciation of life1 because of his study of chemistry4 ,traditional methods4--,in the traditional school domestic science is taught that the girl may learn how to cook2 but in the vitalized school the girl learns how to cook that she may be able to make life more agreeable and productive both for herself and for others4 ,in the traditional school the study of agriculture consists of the testing of soils and seeds1 working out scientific theories on the subject of the rotation of crops1 testing for food values the various products of the farm1 judging stock1 studying the best method of propagating and caring for orchards1 and testing for the most economic processes for conserving and marketing crops4 ,in the vitalized school all this is done1 but this is not the ultimate goal of the study4 ,the end is not reached until all these ramifications have touched life4 ,the child as the objective4--,reverting once more to the little girl of the picture1 it will be conceded1 upon careful consideration1 that she is the center and focus of all the activities of mind and hand pertaining to agriculture4 ,every furrow that is plowed is plowed for her2 every tree that is planted is planted for her2 every crop that is harvested is harvested for her2 and every trainload of grain is moving toward her as its destination4 ,but for her1 farm machinery would be silent1 orchards would decay1 trains would cease to move1 and commerce would be no more4 ,she it is that causes the wheels to turn1 the harvesters to go forth to the fields1 the experiment stations to be equipped and operated1 the markets to throb with activity1 and the ships of commerce to ply the ocean4 ,for her the orchard1 the granary1 the dairy1 and the loom give of their stores1 and a million willing hands till1 and toil1 and spin4 ,the story of bread4--,but the bread and butter1 the apple sauce1 and the sugar6 ,they may not be omitted from the picture4 ,the bread transports us to the fields of waving grain and conjures up in our imagination visions of harvesters with their implements1 wagons groaning beneath their golden loads1 riches of grain pouring forth from machines1 and brings to our nostrils the tang of the harvest time4 ,into this slice of bread the sun has poured his wealth of sunshine all the summer long1 and into it the kindly clouds have distilled their treasures4 ,in it we find the glory of the sunrise1 the sparkling dewdrop1 the song of the robin1 the gentle mooing of the cows1 the murmur of the brook1 and the creaking of the mill wheel4 ,in it we read the poetry of the morning and of the evening1 the prophecy of the noontide heat1 and the mighty proclamations of ,nature4 ,and it tells us charming stories of health1 of rosy cheeks1 of laughing eyes1 of happiness1 of love and service4 ,food and life4--,the butter1 the apple sauce1 and the sugar each has a story of its own to tell that renders fiction weak by comparison4 ,if our hearts were but attuned to the charm and romance of the stories they have to tell1 every breakfast-table would be redolent with the fragrance of thanksgiving4 ,if our hearts were responsive to the eloquence of these stories1 then eating would become a ceremony and upon the farmer who provides our food would descend our choicest benedictions4 ,if the scales could but fall from our eyes that we might behold the visions which our food foretells1 we could look down the vista of the years and see the children grown to manhood and womanhood1 happy and busy in their work of enlarging and beautifying civilization4 ,agriculture the source of life4--,agriculture is not the sordid thing that our dull eyes and hearts would make it appear4 ,in it we shall find the romance of a ,victor ,hugo1 the poetry of a ,shelley or a ,shakespeare1 the music of a ,mozart1 the eloquence of a ,demosthenes1 and the painting of a ,raphael1 when we are able to interpret its real relation to life4 ,when the morning stars sang together they were celebrating the birth of agriculture1 but man became bewildered in the mazes of commercialism and forgot the music of the stars4 ,it is the high mission of the vitalized school to lead us back from our wanderings and to restore us to our rightful estate amid the beauties1 the inspiration1 the poetry1 and the far-reaching prophecies of agriculture4 ,this it can do only by revealing to us the possibilities1 the glories1 and the joy of life and causing us to know that agriculture is the source of life4 ,synthetic teaching4--,the analytic teaching of agriculture will not avail2 we must have the synthetic also4 ,too long have we stopped short with analysis4 ,we have come within sight of the promised land but have failed to go up and possess it4 ,we have studied the skeleton of agriculture but have failed to endow it with life4 ,we must keep before our eyes the picture of the little girl4 ,we must feel that the quintessence and spirit of agriculture throbs through all the arteries of life4 ,here lies the field in which imagination can do its perfect work4 ,here is a subject in which the vitalized school may find its highest and best justification4 ,by no means is it the only study that fitly exemplifies life1 but1 in this respect1 it is typical1 and therefore a worthy study4 ,on the side of analysis the teacher finds the blade of grass to be a thing of life2 on the side of synthesis she finds the blade of grass to be a life-giving thing4 ,and the synthesis is no less in accord with science than the analysis4 ,the element of faith4--,then again agriculture and life meet and merge on the plane of faith4 ,the element of faith fertilizes life and causes it to bring forth in abundance4 ,man must have faith in himself1 faith in the people about him1 and faith in his own plans and purposes to make his life potent and pleasurable4 ,by faith he attaches the truths of science to his plans and thus to the processes of life2 for without the faith of man these truths of science are but static4 ,faith gives them their working qualities4 ,there is faith in the plowing of each furrow1 faith in the sowing of the seed1 faith in the planting of each tree1 and faith in the purchase of each machine4 ,the farmer who builds a silo has faith that the products of the summer will bring joy and health to the winter4 ,by faith he transmutes the mountains of toil into valleys of delight4 ,through the eyes of faith he sees the work of his hands bringing in golden sheaves of health and gladness to his own and other homes4 ,,questions ,,and ,,exercises #a4 ,in what ways is agriculture a typical study8 #b4 ,why was its importance not realized until recently8 #c4 ,what educational agency in your state first reflected the need of scientific instruction in agriculture8 #d4 ,the study of agriculture in the public school was at first ridiculed4 ,why8 ,what is now the general attitude toward it8 #e4 ,to what extent is the study of agriculture important in the city school8 ,is there another subject as important for the city school as agriculture is for the rural school8 #f4 ,mention some school subjects that are closely related to agriculture4 ,show how each is related to agriculture4 #g4 ,is ,luther ,burbank's work to be regarded as botanical or as agricultural8 ,why8 ,to which of these sciences do plant variation and improvement properly belong8 #h4 ,in many schools agriculture and domestic science are associated in the curriculum4 ,what have they in common to justify this8 #i4 ,in the chemistry class in a certain school food products are examined for purity4 ,how will this increase the pupils' knowledge of chemistry8 #aj4 ,in a certain school six girls appointed for the day cook luncheon for one hundred persons1 six other girls serve it1 and six others figure the costs4 ,criticize this plan4 #aa4 ,show how some particular phase of agricultural instruction may function in agricultural practice4 #ab4 ,what benefits accrue to a teacher from the study of a subject in its ramifications8 #ac4 ,in what respects is agriculture a noble pursuit8 ,compare it in this respect with law4 ,how does agriculture lead to the exercise of faith8 ,teaching8 ,law8 ,electrical engineering8 ,,chapter ,,xvii ,,the ,,school ,,and ,,the ,,community ,an analogy4--,if we may win a concept of the analogy between the vitalized school and a filtration-plant1 we shall1 perhaps1 gain a clearer notion of the purpose of the school and come upon a juster estimate of its processes4 ,the purpose of the filtration-plant is to purify1 clarify1 and render more conducive to life the stream that passes through1 and the function of the school may be stated in the same terms4 ,the stream that enters the plant is murky and deeply impregnated with impurities2 the same stream when it issues from the plant is clear1 free from impurities1 and1 therefore1 better in respect to nutritive qualities4 ,the stream of life that flows into the school is composed of many heterogeneous elements2 the stream that issues from the school is far more homogeneous1 clearer1 more nearly free from impurities1 and1 therefore1 more conducive to the life and health of the community4 ,the stream of life that flows into the school is composed of elements from all countries1 languages1 and conditions4 ,in this are ,greeks and barbarians1 ,jews and ,gentiles1 saints and sinners1 the washed and the unwashed1 the ignorant1 the high1 the low1 the depraved1 the weak1 and the strong4 ,life-giving properties4--,the stream that issues from the school is the very antithesis of all this4 ,instead of all these heterogeneous elements1 the stream when it comes from the school is composed wholly of ,americans4 ,a hundred flags may be seen in the stream that enters the school1 but the stream that flows out from the school bears only the ,american flag4 ,the school has often been called the melting-pot1 in which the many nationalities are fused2 but it is far more than that4 ,true1 somehow and somewhere in the school process these elements have been made to coalesce1 but that is not the only change that is wrought4 ,the volume of life that issues from the school is the same as that which enters1 barring the leakage1 but the resultant stream is far more potent in life-giving properties because of its passage through the school4 ,changes wrought4--,when we see the stream entering the filtration-plant polluted with impurities and then coming forth clear and wholesome1 we know that something happened to that stream in transit4 ,similarly1 when we see the stream of life entering the school as a mere aggregation of more or less discordant elements and then coming forth in a virtually unified homogeny1 we know that something has happened to that stream in its progress through the school4 ,to determine just what happens in either case is a task for experts and a task1 moreover1 that is well worth while4 ,in either case we may well inquire whether the things that happen are the very best things that could possibly be made to happen2 and1 if not1 what improvements are possible and desirable4 ,another misconception4--,the analogy between the plant and the school will not hold if we still retain in the parlance of school procedure the expression getting an education4 ,the act of getting implies material substance4 ,education is not a substance but a process1 and it is palpably impossible to get a process4 ,so there can be no such thing as getting an education1 in spite of the tenacity of the expression4 ,even to state the fact would seem altogether trite1 were we not confronted every day with the fact that teachers and parents are either unable or unwilling to substitute some right expression for this wrong one4 ,education is not the process of getting but1 rather1 the process of becoming1 and the difference is as wide as the difference between the true and the false4 ,just how long it will require to eradicate this conception from the school and society no one can well conjecture4 ,its presence in our nomenclature reveals1 in a marked way1 the strength of habit4 ,many teachers will give willing assent to the fact and then use the expression again in their next sentence4 ,certainly we shall not even apprehend the true function and procedure of the vitalized school until we have eliminated this expression4 ,if we admit the validity of the contention as to this expression1 then we may profitably resume the consideration of our analogy1 for1 in that case1 we shall find in this analogy no ineptitude4 ,the validity of the analogy4--,we cause the stream of water to pass through the filtration-plant that it may become rectified2 we cause the stream of life to pass through the school that it may become rectified4 ,when the stream of water becomes rectified1 bodily disease is averted2 when the stream of life is rectified1 mental and spiritual disease is averted4 ,the analogy1 therefore1 holds good whether we consider the process itself or its effect4 ,we have only to state the case thus to have opened up for us a wide field for profitable speculation4 ,the diseases of mind and spirit that invade society are the causes that lie back of our police courts1 our prisons1 and1 very often1 our almshouses4 ,hence1 if the stream of life could be absolutely rectified1 these undesirable institutions would disappear1 and life for the entire community would be far more agreeable by reason of their absence4 ,function of the school4--,the school1 then1 is established and administered to carry on this process of rectification4 ,by means of this process ignorance becomes intelligence1 coarseness becomes culture1 strife becomes peace1 impurity becomes purity1 disease becomes health1 and darkness becomes light4 ,the child comes into the school not to get something but to have something done to and for him that he may become something that he was not before1 and1 therefore1 that he may the better execute his functions as a member of society4 ,in short1 he comes into the school that he may pass through the process of rectification4 ,in this process he loses neither his name1 his extraction1 his identity1 nor his individuality4 ,on the contrary1 all these attributes are so acted upon by the process that they become assets of the community4 ,language4--,in order to lead to a greater degree of clarity it may be well to be even more specific in explaining this process of rectification4 ,language is fundamental in all the operations of society4 ,it is indispensable to the grocer1 the farmer1 the lawyer1 the physician1 the manufacturer1 the housewife1 and the legislator4 ,it is the means by which members of society communicate with one another1 and without communication1 in some form1 there can be no social intercourse1 and1 therefore1 no society4 ,people are all interdependent1 and language is the bond of union4 ,they must use the same language1 of course1 and the words must be invested with the same meaning in order to be intelligible4 ,language a social study4--,just here great care must be exercised or we shall go astray in depicting the work of the school in dealing with this subject of language4 ,the child comes into the school with language of a sort1 but it needs rectification in order to render it readily available for the purposes of society4 ,herein lies the crux of the whole matter4 ,if this child were not to become a member of society1 it would matter little what sort of language he uses or whether he uses any language4 ,if he were to be banished to some island there to dwell alone1 language would be unnecessary4 ,hence1 his study of language in the school is1 primarily1 for the well-being of society and not for himself4 ,language is so essential to the life processes that1 without it1 society would be thrown out of balance4 ,the needs of society are paramount1 and hence language as it concerns the child relates to him chiefly if not wholly as a member of society4 ,grammar4--,grammar is nothing else than language reduced to a system of common terms that have been agreed upon in the interests of society4 ,people have entered into a linguistic compact1 an agreement that certain words and combinations of words shall be understood to mean certain things4 ,the tradesman must understand the purchaser or there can be no exchange4 ,the ticket-agent must understand the prospective traveler or the latter cannot take the journey and reach his destination4 ,hence1 grammar1 with all that the term implies1 is a means of facilitating the activities of society and pertains to the individual only in his relation to society4 ,needs of society4--,true1 the individual will find life more agreeable in society if he understands the common language1 just as the traveler is more comfortable in a foreign country if he understands its language4 ,but we need emphasis upon the statement that we have grammar in the school because it is one of the needs of society4 ,the individual may not need chemistry1 but society does need it1 and the school must somehow provide it because of this need4 ,hence we place chemistry in the school as one of the ingredients of the solvent which we employ in the process of rectification4 ,those who are susceptible to the influences of this ingredient will become inoculated with it and bear it forth into the uses of society4 ,caution4--,but just here we find the most delicate and difficult task of the school4 ,here we encounter some of the fundamental principles of psychology as explained and emphasized by ,james1 ,mc,dougall1 and ,strayer4 ,here we must begin our quest for the native tendencies that condition successful teaching4 ,we must discover what pupils are susceptible to chemistry before we can proceed with the work of inoculation4 ,this has been the scene and source of many tragedies4 ,we have been wont to ask whether chemistry will be good for the boy instead of making an effort to discover whether the boy will be good for chemistry--whether his native tendencies render him susceptible to chemistry4 ,some mistakes4--,our procedure has often come but little short of an inquisition4 ,we have followed our own predilections and prejudices instead of being docile at the feet of ,nature and asking her what to do4 ,we have applied opprobrious epithets and resorted to ostracism4 ,we have been freely dispensing suspensions and expulsions in a vain effort to prove that the school is both omniscient and omnipotent4 ,we have tried to transform a poet into a mechanic1 a blacksmith into an artist1 and an astronomer into a ditcher4 ,and our complacency in the presence of the misfits of the school is the saddest tragedy of all4 ,we have taken counsel with tradition rather than with the nature of the pupil1 the while rejoicing in our own infallibility4 ,native dispositions4--,society needs only a limited number of chemists and only such as have the native tendencies that will make chemistry most effective in the activities of society4 ,but we have been proceeding upon the agreeable assumption that every pupil has such native tendencies4 ,such an assumption absolves the school1 of course1 from the necessity of discovering what pupils are susceptible to chemistry and of devising ways and means of making this important discovery4 ,because we do not know how to make this discovery we find solace in the assumption that it cannot or need not be made4 ,we then proceed to apply the ,procrustean bed principle with the very acme of sang froid4 ,here is work for the efficiency expert4 ,when children are sitting at the table of life1 the home and the school in combination ought to be able to discover what food they crave and not insist upon their eating olives when they really crave oatmeal4 ,the ideal of the school4--,we shall not have attained to right conditions until such time as the stream of life that issues from the school shall combine the agencies1 in right proportions and relations1 that will conserve the best interests of society and administer its activities with the maximum of efficiency4 ,this is the ideal that the school must hold up before itself as the determining plan in its every movement4 ,but this ideal presupposes no misfits in society4 ,if there are such1 then it will decline in some degree from the plane of highest efficiency4 ,if there are some members of society who are straining at the leash which ,nature provided for them and are trying to do work for which they have neither inclination nor aptitude1 they cannot render the best service1 and society suffers in consequence4 ,misfits4--,the books teem with examples of people who are striving to find themselves by finding their work4 ,but nothing has been said of society in this same strain4 ,we have only to think of society as composed of all the people to realize that only by finding its work can society find itself4 ,and so long as there is even one member of society who has not found himself1 so long must we look upon this one exception as a discordant note in the general harmony4 ,if one man is working at the forge who by nature is fitted for a place at the desk1 then neither this man nor society is at its best4 ,and a large measure of the responsibility for such discord and misfits in society must be laid at the door of the school because of its inability to discover native tendencies4 ,common interests4--,there are many interests that all children have in common when they enter the school in the morning1 and these interests may well become the starting points in the day's work4 ,the conversations at breakfast tables and the morning paper beget and stimulate many of these interests and the school does violence to the children1 the community1 and itself if it attempts to taboo these interests4 ,its work is to rectify and not to suppress4 ,when the children return to their homes in the evening they should have clearer and larger conceptions of the things that animated them in the morning4 ,if they come into the school all aglow with interest in the great snowstorm of the night before1 the teacher does well to hold the lesson in decimals in abeyance until she has led around to the subject by means of readings or stories that have to do with snowstorms4 ,the paramount and common interest of the children in the morning is snow and1 therefore1 the day should hold snow in the foreground in their thinking1 so that1 at the close of the day1 their horizon in the snow-world may be extended1 and so that they may thus be able to make contributions to the home on the subject of snow4 ,real interests4--,in the morning the pupils had objective snow in which they rollicked and gamboled in glee4 ,all day long they had subjective snow in which the teacher with fine technique caused them to revel2 and1 in the evening1 their concept of snow was so much enlarged that they experienced a fresh access of delight4 ,and that day was their snow epiphany4 ,on that day there was no break in the stream of life at the schoolhouse door4 ,there was no supplanting of the real interests of the morning with fictitious interests of the school1 to be endured with ill grace until the real interests of the morning could be resumed in the evening4 ,on the contrary1 by some magic that only the vitalized teacher knows1 every exercise of the day seemed to have snow as its center4 ,snow seemed to be the major in the reading1 in the spelling1 in the geography1 and in the history4 ,on that day they became acquainted with ,hannibal and his struggles through the snow of the ,alps4 ,on that day they learned of the avalanche1 its origin1 its devastating power1 and1 of course1 its spelling4 ,on that day they read ,snow ,bound and the snow poems of ,longfellow and ,lowell4 ,thus the stream of life was clarified1 rectified1 and amplified as it passed through the school1 and1 incidentally1 the teacher and the school were glorified in their thoughts4 ,circus day4--,but snow is merely typical4 ,on other days other interests are paramount4 ,on circus day the children1 again1 have a common interest which affords the teacher a supreme opportunity4 ,the day has been anticipated by the teacher1 and the pupils have cause to wonder how and whence she ever accumulated such a wealth of pictures of animal life4 ,all day long they are regaled with a subjective menagerie1 and when they attend the circus in the evening they astonish their parents by the extent and accuracy of their information4 ,they know the animals by name1 their habitat1 their habits1 their food1 and their uses4 ,in short1 they seemed to have compassed a working knowledge of the animal kingdom in a single day through the skill of the teacher who knows how to make the school reenforce their life interests4 ,the quality of life4--,if we now extend the scope of common interests that belong in the category with the snow and the animals1 we shall readily see that the analogy of the filtration-plant holds good in the entire regime of the vitalized school4 ,but we must never lose sight of the additional fact that the quality of life that issues from the school is far better because of its passage through the school4 ,the volume may be less1 through unfortunate leakage1 but the quality is so much better that its value to society is enhanced a hundred- or a thousand-fold4 ,the people who pass through the school have learned a common language1 have been imbued with a common purpose1 have learned how to live and work in hearty accord1 have come to revere a common flag1 and have become citizens of a common country4 ,,questions ,,and ,,exercises #a4 ,what is the general function of the school8 #b4 ,what is meant by the school's being the melting-pot8 #c4 ,what objection is there to the expression getting an education8 ,what would be a better expression to indicate the purpose of attending school8 #d4 ,what diseases that invade society would be checked if in school the stream of life were rectified8 #e4 ,why is it desirable that pupils shall not lose their individuality in passing through school8 #f4 ,what is the primary purpose of each school study1 for instance1 language8 #g4 ,what is the true purpose of grammar8 #h4 ,what do these functions of the school and of its studies teach us regarding the adaptation of subjects and methods to the individual8 #i4 ,tell something of the work done in vocational guidance in ,boston4 #aj4 ,tell something of the methods employed by some corporations in choosing employees naturally fitted for the work4 #aa4 ,tell something of the psychological tests for vocations devised by ,professor ,muensterberg4 7,psychology and ,industrial ,efficiency1 ,hugo ,muensterberg1 ,houghton ,mifflin ,co41 #aiac47 #ab4 ,what do you think is the practicable way of helping the pupils in your school to develop along the lines of their natural endowment8 #ac4 ,what is the effect on society when a man does work for which he is not fitted8 #ad4 ,show some ways in which the interests of the school as a whole may be fostered and a natural development of the class as a whole be secured4 #ae4 ,there has been a big fire in town4 ,show how the interest in this event may be used in the day's work4 #af4 ,in what ways is one who has had private instruction likely to be a poorer citizen than one who has attended school8 #ag4 ,what conditions might cause some of those who go through school to be polluted instead of rectified8 ,whose fault would it be8 #ah4 ,what questions should we ask ourselves about the things that are being done in our schools8 ,,chapter ,,xviii ,,poetry ,,and ,,life ,poetry defined4--,poetry has been defined as a message from the heart of the artist to the heart of the man2 and1 seeing that the heart is the center and source of life1 it follows that poetry is a means of effecting a transfusion of life4 ,the poet ponders life long and deeply and then gives forth an interpretation in artistic form that is surcharged with the very quintessence of life4 ,the poet absorbs life from a thousand sources--the sky1 the forest1 the mountain1 the sunrise1 the ocean1 the storm1 the child in the mother's arms1 and the man at his work1 and then transmits it that the recipient may have a new influx of life4 ,the poet's quest is life1 his theme is life1 and his gift to man is life4 ,his mission is to gain a larger access of life and to give life in greater abundance4 ,he gains the meaning of life from the snowflake and the avalanche2 from the grain of sand and the fertile valley2 from the raindrop and the sea2 from the chirp of the cricket and the crashing of the thunder2 from the firefly and the lightning's flash2 and from ,vesuvius and ,sinai4 ,to know life he listens to the baby's prattle1 the mother's lullaby1 and the father's prayer2 he looks upon faces that show joy and sorrow1 hope and despair1 defeat and triumph2 and he feels the pulsations of the tides1 the hurricane1 and the human heart4 ,how the poet learns life4--,he sits beside the bed of sickness and hears the feeble and broken words that tell of the past1 the present1 and the future2 he visits the field of battle and sees the wreckage of the passions of men2 he goes into the dungeon and hears the ravings and revilings of a distorted soul2 he visits pastoral scenes where peace and plenty unite in a song of praise2 he rides the mighty ship and knows the heartbeats of the ocean2 he sits within the church and opens the doors of his soul to its holy influences2 he enters the hovel whose squalor proclaims it the abode of ignorance and vice2 he visits the home of happiness where industry and frugality pour forth their bounteous gifts and love sways its gentle scepter2 and he sits at the feet of his mother and imbibes her gracious spirit4 ,transfusion of life4--,and then he writes2 and as he writes his pen drips life4 ,he knows and feels1 and1 therefore1 he expresses1 and his words are the distillations of life4 ,his spiritual percipience has rendered his soul a veritable garden of emotions1 and with his pen he transplants these in the written page4 ,and men see and come to pluck the flowers to transplant again in their own souls that they1 too1 may have a garden like unto his4 ,his elan carries over into the lives of these men and they glow with the ardor of his emotions and are inspired to deeds of courage1 of service1 and of solace4 ,for every flower plucked from his garden another grows in its stead more beautiful and more fragrant than its fellow1 and he is reinspired as he inspires others4 ,and thus in this transfusion of life there is an undertow that carries back into his own life and makes his spirit more fertile4 ,aspiration4--,when he would teach men to aspire he writes ,excelsior and so causes them to know that only he who aspires really lives4 ,they see the groundling1 the boor1 the drudge1 and the clown content to dwell in the valley amid the loaves and fishes of animal desires1 while the man who aspires is struggling toward the heights whence he may gain an outlook upon the glories that are1 know the throb and thrill of new life1 and experience the swing and sweep of spiritual impulses4 ,he makes them to know that the man who aspires recks not of cold1 of storm1 or of snow1 if only he may reach the summit and lave his soul in the glory that crowns the marriage of earth and sky4 ,they feel that the aspirant is but yielding obedience to the behests of his better self to scale the heights where sublimity dwells4 ,perseverance4--,or he writes the fourth ,a,eneid to make men feel that the palm of victory comes only to those who persevere to the end2 that duty does not abdicate in favor of inclination2 and that the high gods will not hold guiltless the man who stops short of ,italy to loiter and dally in ,carthage even in the sunshine of a ,dido's smile4 ,when ,italy is calling1 no siren song of pleasure must avail to lure him from his course1 nor must his sail be furled until the keel grates upon the ,italian shore4 ,his navigating skill must guide him through the perils of ,scylla and ,charybdis and the stout heart of manhood must bear him past ,mount ,a,etna's fiery menace4 ,his dauntless courage must brave the anger of the greedy waves and boldly ride them down4 ,nor must his cup of joy be full until the wished-for land shall greet his eager eyes4 ,overweening ambition4--,or1 again1 the poet may yearn to teach the wrong of overweening1 vaulting ambition and he writes ,paradise ,lost and ,recessional4 ,he pictures ,satan overthrown1 like the ,giants who would climb into the throne on ,olympus4 ,he pictures ,hell as the fitting place for ,satan overthrown1 and in his own place he pictures the outcast and downcast ,satan writhing and cursing because he was balked of his unholy ambition4 ,and1 lest mortals sink from their high estate1 borne down by their sins of unsanctified ambition1 he prays1 and prays again1 ,lord ,god of ,hosts1 be with us yet1 lest we forget1 lest we forget4 ,and the prayer echoes and reechoes in the soul of the man1 and the world sees his lips moving in the prayer of the poet1 ,lest we forget1 lest we forget4 ,native land4--,or1 again1 he writes ,bannockburn and the spirit is fired with patriotic devotion to native land4 ,we hear the bagpipe and the drum and see the martial clans gathering in serried ranks and catch the glint of their arms and armor as they flash back the sunlight4 ,we hear their lusty calls as they rush together to defend the hills and the homes they love4 ,we see1 again1 the ,wallace and the ,bruce inciting valorous men to deeds of heroism and hear the hills reechoing with the shock of steel upon steel4 ,from hill to hill the pibroch leaps1 and hearts and feet quicken at its sound4 ,and mothers are pressing their bairns to their bosoms as they cheer their loved ones away to the strife4 ,and while their eyes are weeping their hearts are saying3 ,wha will be a traitor knave8 ,wha can fill a coward's grave8 ,wha so base as be a slave8 ,let him turn and flee6 ,faith4--,and after the sounds of battle are hushed he sings ,to ,mary in ,heaven and causes the man to stand in the presence of the ,burning ,bush and to hear the command ,put off thy shoes from off thy feet1 for the place whereon thou standest is holy ground4 ,and the heart of the man grows tender as the poet opens his eyes to catch a glimpse of the life of faith that the star foretells even as the ,star of ,bethlehem was prophetic4 ,and1 through the eyes of the lover1 he looks over into the other life and knows that his faith is not in vain4 ,and when faith sits enthroned1 the music of the brook at his feet becomes sweeter1 the stars shine more brightly1 the earth becomes a place of gladness1 and life is far more worth while4 ,the poet has caused the scales to fall from his eyes and through them the light of ,heaven has streamed into his soul4 ,the teacher's influx of life4--,and the teacher imbibes the spirit of the poet and becomes vital and thus becomes attuned to all life4 ,flowers spring up in her pathway because they are claiming kinship with the flowers that are blooming in her soul4 ,the insect chirps forth its music1 and her own spirit joins in the chorus of the forest4 ,the brooklet laughs as it ripples its way toward the sea1 and her spirit laughs in unison because the poet has poured his laughter into her soul4 ,she stands unafraid in the presence of the storm because her feeling for majesty overmasters her apprehension of danger4 ,the lightning's flash may rend the oak but1 even so1 she stands in mute admiration at this wondrous manifestation of life4 ,her quickened spirit responds to the roll and reverberation of the thunder because she has grown to womanhood through the poet's copious draughts of life4 ,the book of life4--,the voices of the night enchant her and the stars take her into their counsels4 ,the swaying tree speaks her language because both speak the language of life4 ,she takes delight in the lexicon of the planets because it interprets to her the book of life1 and in the revelations of this book she finds her chief joy4 ,for her there are no dull moments whether she wanders by the river1 through the glades1 or over the hills1 because she is ever turning the pages of this book4 ,she moves among the things of life and accounts them all her friends and companions4 ,she knows their moods and their language and with them holds intimate communion4 ,they smile upon her because she can reciprocate their smiles4 ,life to her is a buoyant1 a joyous experience each hour of the day because the poet has poured into her spirit its fuller1 deeper meanings4 ,the teaching4--,and because the poet has touched her spirit with the wand of his power the waters of life gush forth in sparkling abundance4 ,and children come to the fountain of her life and drink of its waters and are thereby refreshed and invigorated4 ,then they smile back their gratitude to her in their exuberance of joyous life4 ,,questions ,,and ,,exercises #a4 ,what is poetry8 #b4 ,what is the purpose of rhyme8 #c4 ,may writing have the essentials of poetry and yet have no regular rhythm8 ,what of the ,psalms8 #d4 ,why is poetry especially valuable to the teacher8 #e4 ,show how some poem other than those mentioned in the chapter teaches a lesson or gives an inspiration4 #f4 ,name1 if you can1 some methods of treatment that cause poetry to fail to affect the lives of the pupils as it should4 #g4 ,suggest uses of poetry and the treatment that will insure the right results4 #h4 ,is there danger that a teacher may become too appreciative or susceptible--too poetic in temperament8 ,recall observations of those who were either too much so or too little4 #i4 ,is there danger that one may have too much of a good quality1 or is the danger not in having too little of some other quality8 #aj4 ,show how a wide and appreciative reading of poetry makes for a proper balance of temperament4 ,,chapter ,,xix ,a ,,sense ,,of ,,humor ,an ,american story4--,there is a story to the effect that a certain ,mr4 ,jones was much given to boasting of his early rising4 ,he stoutly maintained that he was going about his work every morning at three o'clock4 ,some of his friends were inclined to be incredulous as to his representations and entered into a kindly conspiracy to put them to the test4 ,accordingly one of the number presented himself at the kitchen door of the ,jones residence one morning at half-past three and made inquiry of ,mrs4 ,jones as to the whereabouts of her husband1 asking if he was at home4 ,in a very gracious manner ,mrs4 ,jones replied3 ,no1 he isn't here now4 ,he was around here early this morning but ,i don't really know where he is now4 ,this is a clean1 fine1 typical ,american story1 and1 by means of such a story1 we can test for a sense of humor4 ,the boy in school will laugh at this story both because it is a good one and because he is a normal boy4 ,if he does not laugh at such a story1 there is cause for anxiety as to his mental condition or attitude4 ,if the teacher cannot or does not laugh1 a disharmony is generated at once between teacher and pupil which militates against the well-being of the school4 ,if the teacher reprimands the boy1 the boy as certainly discredits the teacher and all that she represents4 ,if she cannot enjoy such a wholesome story1 he feels that her arithmetic1 geography1 and grammar are responsible1 and these studies decline somewhat in his esteem4 ,moreover1 he feels that the teacher's reprimand was unwarranted and unjust and he fain would consort with people of his own kind4 ,many a boy deserts school because the teacher is devoid of the saving grace of humor4 ,her inability to see or have any fun in life makes him uncomfortable and he seeks a more agreeable environment4 ,humor in its manifestations4--,a sense of humor diffuses itself through all the activities of life1 giving to them all a gentle quality that eliminates asperities and renders them gracious and amiable4 ,like fireflies that bespangle the darkness of the night1 humor scintillates through all life's phases and activities and causes the day to go more pleasantly and effectively on4 ,it twinkles through the thoughts and gives to language a sparkle and a nicety that cause it to appeal to the artistic sense4 ,it gives to discourse a piquancy that stimulates but does not irritate4 ,it is the flavor that gives to speech its undulatory quality1 and redeems it from desert sameness4 ,it pervades the motives and gives direction as well as a pleasing fertility to all behavior4 ,it is pervasive without becoming obtrusive4 ,it steals into the senses as quietly as the dawn and causes life to smile4 ,wit may flash1 but humor blithely glides into the consciousness with a radiant and kindly smile upon its face4 ,wit may sting and inflame1 but humor soothes and comforts4 ,the man who has a generous admixture of humor in his nature is an agreeable companion and a sympathetic friend to grown-up people1 to children1 and to animals4 ,his spirit is genial1 and people become kindly and magnanimous in his presence4 ,one of ,john ,b4 ,gough's stories4--,the celebrated ,john ,b4 ,gough was wont to tell a story that was accounted one of his many masterpieces4 ,it was a story of a free-for-all convention where any one1 according to inclination1 had the privilege of freely speaking his sentiments4 ,when the first speaker had concluded1 a man in the audience called lustily for a speech from ,mr4 ,henry4 ,then another spoke1 and1 again1 more lustily than before1 the man demanded ,mr4 ,henry4 ,more and more vociferous grew the call for ,mr4 ,henry after each succeeding speech until1 at last1 the chairman with some acrimony exclaimed3 ,the man who is calling for ,mr4 ,henry will please be quiet4 ,it is ,mr4 ,henry who is now speaking4 ,the man thus rebuked was somewhat crestfallen1 but managed to say1 as if in a half-soliloquy3 ,mr4 ,henry6 ,why1 that ain't ,mr4 ,henry4 ,that's the little chap that told me to holler4 ,at the conclusion of one of his lectures in which ,mr4 ,gough told this story in his inimitable style1 a man came to the platform and explained to him that he had a friend who seemed to lack a sense of humor and wondered if he might not prevail upon ,mr4 ,gough to tell him this particular story in the hope that it would cause him to laugh4 ,in a spirit of adventure ,mr4 ,gough consented1 and at the time appointed told the story to the old gentleman in his own best style4 ,the old gentleman seemed to be deeply interested1 but at the conclusion of the story1 instead of laughing heartily as his friend had hoped1 he solemnly asked1 ,what did he tell him to holler fur8 ,the man who lacks a sense of humor4--,there was no answer to this question1 or1 rather1 he himself was the answer4 ,such a man is obviously outside the pale1 without hope of redemption4 ,if such a story1 told by such a raconteur1 could not touch him1 he is hopeless4 ,in his spiritual landscape there are no undulations1 but it reveals itself as a monotonous dead-level without stream or verdure4 ,he eats1 and sleeps1 and walks about1 but he walks in a spiritual daze4 ,to him life must seem a somber1 drab affair4 ,if he were a teacher in a traditional school1 he would chill and depress1 but he might be tolerated because a sense of humor is not one of the qualifications of the teacher4 ,but1 in the vitalized school1 he would be intolerable4 ,if children should go to such a teacher for spiritual refreshment1 they would return thirsty4 ,he has nothing to give them1 no bubbling water of life1 no geniality1 no such graces of the spirit as appeal to buoyant childhood4 ,he lacks a sense of humor1 and that lack makes arid the exuberant sources of life4 ,he may solve problems in arithmetic1 but he cannot compass the solution of the problem of life4 ,the children pity him1 and no greater calamity can befall a teacher than to deserve and receive the pity of a child4 ,he might1 in a way1 teach anatomy1 but not physiology4 ,he might be able to deal with the analytic4 ,he might succeed as curator in a museum of mummies1 but he will fail as a teacher of children4 ,story of a boy4--,a seven-year-old boy who was lying on his back on the floor asked his father the question1 ,how long since the world was born8 ,the father replied1 ,oh1 about four thousand years4 ,in a few moments the child said in a tone of finality1 ,that isn't very long4 ,then after another interval1 he asked1 ,what was there before the world was born8 ,to this the father replied1 ,nothing4 ,after a lapse of two or three minutes the child gave vent to uncontrollable laughter which resounded throughout the house4 ,when1 at length1 the father asked him what he was laughing at1 he could scarcely control his laughter to answer4 ,but at last he managed to reply1 ,i was laughing to see how funny it was when there wasn't anything4 ,the child's imagination4--,the philosopher could well afford to give the half of his kingdom to be able to see what that child saw4 ,out of the gossamer threads of fancy his imagination had wrought a pattern that transcends philosophy4 ,the picture that his imagination painted was so extraordinary that it produced a paroxysm of laughter4 ,that picture is far beyond the ken of the philosopher and he will look for it in vain because he has grown away from the child in power of imagination and has lost the child's sense of humor4 ,what that child saw will never be known1 for the pictures of fancy are ephemeral1 but certain it is that the power of imagination and a keen sense of humor are two of the attributes of childhood whose loss should give both his father and his teacher poignant regrets4 ,the little girl and her elders4--,the little girl upon the beach invests the tiny wavelets not only with life and intelligence1 but1 also1 with a sense of humor as she eludes their sly advances to engulf her feet4 ,she laughs in glee at their watery pranks as they twinkle and sparkle1 now advancing1 now receding1 trying to take her by surprise4 ,she chides them for their duplicity1 then extols them for their prankish playfulness4 ,she makes them her companions1 and they laugh in chorus4 ,if she knows of sprites1 and gnomes1 and nymphs1 and fairies1 she finds them all dancing in glee at her feet in the form of rippling wavelets4 ,and while she is thus refreshing her spirit from the brimming cup of life1 her matter-of-fact elders are reproaching her for getting her dress soiled4 ,to the parent or the teacher who lacks a sense of humor and cannot enter into the little girl's conception of life1 a dress is of more importance than the spirit of the child4 ,but the teacher or the parent who has the aptitude for vicariousness that enables her to enter into the child's life in her fun and frolic with the playful water1 and can feel the presence of the nymphs among the wavelets1--such a teacher or parent will adorn the school or the home and endear herself to the child4 ,lincoln's humor4--,the life of ,abraham ,lincoln affords a notable illustration of the saving power of humor4 ,reared in conditions of hardship1 his early life was essentially drab and prosaic4 ,in temperament he was serious1 with an inclination toward the morbid1 but his sense of humor redeemed the situation4 ,when clouds of gloom and discouragement lowered in his mental sky1 his keen sense of humor penetrated the darkness and illumined his pathway4 ,he was sometimes the object of derision because men could not comprehend the depth and bigness of his nature1 and his humor was often accounted a weakness4 ,but the ,gettysburg speech rendered further derision impossible and the wondrous alchemy of that address transmuted criticism into willing praise4 ,humor betokens deep feeling4--,laughter and tears issue from the same source1 we are told1 and the ,gettysburg speech revealed a depth and a quality of tenderness that men had not1 before1 been able to recognize or appreciate4 ,the absence of a sense of humor betokens shallowness in that it reveals an inability to feel deeply4 ,people who feel deeply often laugh in order to forestall tears4 ,lincoln was a great soul and his sense of humor was one element of his greatness4 ,his apt stories and his humorous personal experiences often carried off a situation where cold logic would have failed4 ,whether his sense of humor was a gift or an acquisition1 it certainly served the nation well and gave to us all an example that is worthy of emulation4 ,the teacher of ,english4--,many teachers could1 with profit to themselves and their schools1 sit at the feet of ,abraham ,lincoln1 not only to learn ,english but also to imbibe his sense of humor4 ,nothing is more pathetic than the efforts of a teacher who lacks a sense of humor to teach a bit of ,english that abounds in humor1 by means of the textual notes4 ,the notes are bad enough1 in all conscience1 but the teacher's lack of humor piles ,ossa upon ,pelion4 ,the solemnity that pervades such mechanical teaching would be farcical were it not so pathetic4 ,the teacher who cannot indulge in a hearty1 honest1 ringing laugh with her pupils in situations that are really humorous is certain to be laughed at by her pupils4 ,in her work1 as in ,lincoln's1 a sense of humor will often save the day4 ,mark ,twain as philosopher4--,mark ,twain will ever be accounted a very prince of humorists1 and so he was4 ,but he was more than that4 ,upon the current of his humor were carried precious cargoes of the philosophy of life4 ,his humor is often so subtle that the superficial reader fails to appreciate its fine quality and misses the philosophy altogether4 ,to extract the full meaning from his writing one must be able to read not only between the lines but also beneath the lines4 ,the subtle quality of his humor defies both analysis and explanation4 ,if it fails to tell its own story1 so much the worse for the reader4 ,to such humor as his1 explanation amounts to an impertinence4 ,people can either appreciate it or else they cannot1 and there's the end of the matter4 ,in the good time to come when the school teaches reading for the purpose of pleasure and not for examination purposes1 we shall have ,mark ,twain as one of our authors2 and it is to be hoped that we shall have editions devoid of notes4 ,the notes may serve to give the name of the editor a place on the title page1 but the notes cannot add to the enjoyment of the author's genial humor4 ,mark ,twain reigns supreme1 and the editor does well to stand uncovered in his presence and to withhold his pen4 ,a ,twain story4--,one of ,mark ,twain's stories is said to be one of the most humorous stories extant4 ,the story relates how a soldier was rushing off the battlefield in retreat when a companion1 whose leg was shattered1 begged to be carried off the field4 ,the appeal met a willing response and soon the soldier was bearing his companion away on his shoulder1 his head hanging down the soldier's back4 ,unknown to the soldier a cannon ball carried away the head of his companion4 ,accosted by another soldier1 he was asked why he was carrying a man whose head had been shot away4 ,he stoutly denied the allegation and1 at length1 dropped the headless body to prove the other's hallucination4 ,seeing that the man's head was1 in truth1 gone1 he exclaimed1 ,why1 the durn fool told me it was his leg4 ,humor defies explanation4--,the humor of this story is cumulative4 ,we may not parse it1 we may not analyze it1 we may not annotate it4 ,we can simply enjoy it4 ,and1 if we cannot enjoy it1 we may pray for a spiritual awakening1 for such an endowment of the sense of humor as will enable us to enjoy1 that we may no longer lead lives that are spiritually blind4 ,bill ,nye wrote3 ,the autumn leaves are falling1 ,they are falling everywhere2 ,they are falling through the atmosphere ,and likewise through the air4 ,woe betide the teacher who tries to explain6 ,there is no explanation--there is just the humor4 ,if that eludes the reader1 an explanation will not avail4 ,a teacher of ,latin read to his pupils ,the ,house-,boat on the ,styx in connection with their reading of the ,a,eneid4 ,it was good fun for them all1 and never was ,virgil more highly honored than in the assiduous study which those young people gave to his lines4 ,they were eager to complete the study of the lesson in order to have more time for the ,house-,boat4 ,the humor of the book opened wide the gates of their spirits through which the truths of the regular lesson passed blithely in4 ,,questions ,,and ,,exercises #a4 ,what is the source of humor in a humorous story8 #b4 ,when should the teacher laugh with the school8 ,when should she not do so8 #c4 ,how does the response of the school to a laughable incident reflect the leadership of the teacher8 #d4 ,what can be done to bring more or better humor into the school8 #e4 ,compare as companions those whom you know who exhibit a sense of humor with those who do not4 #f4 ,compare their influence on others4 #g4 ,what can be done to bring humor into essays written by the students8 #h4 ,distinguish between wit and humor4 ,does wit or humor cause most of the laughter in school8 #i4 ,what is meant by an aptitude for vicariousness8 #aj4 ,how did ,lincoln make use of humor8 ,is there any humor in the ,gettysburg speech8 ,why8 #aa4 ,what is the relation of pathos to humor8 #ab4 ,give an example from the writings of ,mark ,twain that shows him a philosopher as well as a humorist4 #ac4 ,what books could you read to the pupils to enliven some of the subjects that you teach8 ,,chapter ,,xx ,the ,element of ,human ,interest ,yearning toward betterment4--,much has been said and written in recent times touching the matter and manner of vitalizing and humanizing the studies and work of the school4 ,the discussions have been nation-wide in their scope and most fertile in plans and practical suggestions4 ,no subject of greater importance or of more far-reaching import now engages the interest of educational leaders4 ,they are quite aware that something needs to be done1 but no one has announced the sovereign remedy4 ,the critics have made much of the fact that there is something lacking or wrong in our school procedure1 but they can neither diagnose the case nor suggest the remedy4 ,they can merely criticize4 ,we are having many surveys1 but the results have been meager and inadequate4 ,we have been working at the circumference of the circle rather than at the center4 ,we have been striving to reform our educational training1 hoping for a reflex that would be sufficient to modify the entire school regime4 ,we have added domestic science1 hoping thereby to reconstruct the school by inoculation4 ,we have looked to agriculture and other vocational studies as the magnetic influences of our dreams4 ,something has been accomplished1 to be sure1 but we are still far distant from the goal4 ,the best that writers can do in their books or educational conferences can do in their meetings1 is to report progress4 ,the obstacle of conservatism4--,one of the greatest obstacles we have to surmount in this whole matter of vitalizing school work is the habitual conservatism of the school people themselves4 ,the methods of teaching that obtained in the school when we were pupils have grooved themselves into habits of thinking that smile defiance at the theories that we have more recently acquired4 ,when we venture out from the shore we want to feel a rope in our hands4 ,the superintendent speaks fervently to patrons or teachers on the subject of modern methods in teaching1 then retires to his office and takes intimate and friendly counsel with tradition4 ,in sailing the educational seas he must needs keep in sight the buoys of tradition4 ,this matter of conservatism is cited merely to show that our progress1 in the very nature of the case1 will be slow4 ,schools of education4--,another obstacle in the way of progress toward the vitalized school is the attitude and teaching of many who are connected with colleges of education and normal schools4 ,we have a right to look to them for leadership1 but we find1 instead1 that their practices lag far in the rear of their theories4 ,they teach according to such devitalized methods and in such an unvitalized way as to discredit the subjects they teach4 ,it is only from such of their students as are proof against their style of teaching that we may hope for aid4 ,one such teacher in a college of education in a course of eight weeks on the subject of ,school ,administration had his students copy figures from statistical reports for several days in succession and for four and five hours each day4 ,the students confessed that their only objective was the gaining of credits1 and had no intimation that the work they were doing was to function anywhere4 ,the machine teacher4--,such work is deadening and disheartening4 ,it has in it no inspiration1 no life1 nothing1 in short1 that connects with real life4 ,such a teacher could not maintain himself in a wide-awake high school for a half year4 ,the boys and girls would desert him even if they had to desert the school4 ,and yet teachers and prospective teachers must endure and not complain4 ,those who submit supinely will attempt to repeat in their schools the sort of teaching that obtains in his classes1 and their schools will suffer accordingly4 ,his sort of teaching proclaims him either more or less than a human being in the estimation of normal people4 ,such a teacher drones forth weary platitudes as if his utterances were oracular4 ,the only prerequisite for a position in some schools of education seems to be a degree of a certain altitude without any reference to real teaching ability4 ,statistics versus children4--,such teaching palliates educational situations without affording a solution4 ,it is so steeped in tradition that it resorts to statistics as it would consult an oracle4 ,we look to see it establishing precedents only to find it following precedents4 ,when we would find in it a leader we find merely a follower4 ,to such teaching statistical numbers mean far more than living children4 ,indeed1 children are but objects that become useful as a means of proving theories4 ,it lacks vitality1 and that is sad2 but1 worst of all1 it strives unceasingly to perpetuate itself in the schools4 ,real teaching power receives looks askance in some of these colleges as if it bore the mark of ,cain in not being up to standard on the academic side4 ,and yet these colleges are teaching the teachers of our schools4 ,teaching power4--,hence1 the work of vitalizing the school must begin in our colleges of education and normal schools1 and this beginning will be made only when we place the emphasis upon teaching power4 ,the human qualities of the teachers must be so pronounced that they become their most distinguished characteristics4 ,it is a sad commentary upon our educational processes if a man must point to the letters of his degree to prove that he is a teacher4 ,his teaching should be of such a nature as to justify and glorify his degree4 ,as the preacher receives his degree because he can preach1 so the teacher should receive his degree because he can teach1 even if we must create a new degree by which to designate the real teacher4 ,degrees and human qualities4--,there is no disparagement of the academic degree in the statement that it proves absolutely nothing touching the ability to teach4 ,it proclaims its possessor a student but not a teacher4 ,yet1 in our practices1 we proceed upon the assumption that teacher and student are synonymous4 ,we hold examinations for teachers in our schools1 but not for teachers in our colleges of education4 ,his degree is the magic talisman that causes the doors to swing wide open for him4 ,besides1 his very presence inside seems to be prima facie evidence that he is a success1 and all his students are supposed to join in the general chorus of praise4 ,life the great human interest4--,the books are eloquent and persistent in their admonitions that we should attach all school work to the native interests of the child4 ,to this dictum there seems to be universal and hearty assent4 ,but we do not seem to realize fully1 as yet1 that the big native interest of the child is life itself4 ,we have not1 as yet1 found the way to enmesh the activities of the school in the life processes of the child so that these school activities are as much a part of his life as his food1 his games1 his breathing1 and his sleep4 ,we have been interpreting some of the manifestations of life as his native interests but have failed thus to interpret his life as a whole4 ,the child is but the aggregate of all his inherent interests1 and we must know these interests if we would find the child so as to attach school work to the child himself4 ,the child as a whole4--,here is the crux of the entire matter1 here the big problem for the vitalized school4 ,we have been taking his pulse1 testing his eyes1 taking his temperature1 and making examinations for defects--and these things are excellent4 ,but all these things combined do not reveal the child to us4 ,we need to go beyond all these in order to find him4 ,we must know what he thinks1 how he feels as to people and things1 what his aspirations are1 what motives impel him to action1 what are his intuitions1 what things he does involuntarily and what through volition or compulsion4 ,with such data clearly before us we can proceed to attach school work to his native interests4 ,we have been striving to bend him to our preconceived notion instead of finding out who and what he is as a condition precedent to intelligent teaching4 ,three types of teachers4--,the three types of teachers that have been much exploited in the books are the teacher who conceives it to be her work to teach the book1 the one who teaches the subject1 and the one who teaches the child4 ,the number of the first type is still very large in spite of all the books that inveigh against this conception4 ,it were easy to find a teacher whose practice indicates that she thinks that all the arithmetic there is or ought to be is to be found in the book that lies on her desk4 ,it seems not to occur to her that a score of books might be written that would be equal in merit to the one she is using1 some of which might be far better adapted to the children in her particular school4 ,if she were asked to teach arithmetic without the aid of a book1 she would shed copious tears1 if1 indeed1 she did not resign4 ,the first type4--,to such a teacher the book is the ,ultima ,thule of all her endeavors1 and when the pupils can pass the examination she feels that her work is a success4 ,if the problem in the book does not fit the child1 so much the worse for the child1 and she proceeds to try to make him fit the problem4 ,it does not occur to her to construct problems that will fit the child4 ,when she comes to the solution of the right triangle1 the baseball diamond does not come to her mind4 ,she has the boy learn a rule and try to apply it instead of having him find the distance from first base to third in a direct line4 ,in her thinking such a proceeding would be banal because it would violate the sanctity of the book4 ,she must adhere to the book though the heavens fall1 and the boy with them4 ,the book supreme4--,she seems quite unable to draw upon the farm1 the grocery1 the store1 or the playground for suitable problems4 ,these things seem to be obscured by her supreme devotion to the book4 ,she lacks fertility of resources1 nor does she realize this lack1 because her eyes are fastened upon the book rather than upon the child4 ,were she as intent upon the child as she is upon the book1 his interests would direct attention to the things toward which his inclinations yearn and toward which his aptitudes lure him4 ,in such a case1 her ingenuity and resourcefulness would roam over wide fields in quest of the objects of his native interests and she would return to him laden with material that would fit the needs of the child far better than the material of the book4 ,the child supreme4--,the teacher whose primary consideration is the child and who sees in the child the object and focus of all her activities1 never makes a fetish of the book4 ,it has its use1 to be sure1 but it is subordinate in the scheme of education4 ,it is not a necessity1 but a mere convenience4 ,she could dispense with it entirely and not do violence to the child's interests4 ,no book is large enough to compass all that she teaches1 for she forages in every field to obtain proper and palatable food for the child4 ,she teaches with the grain of the child and not against the grain4 ,if the book contains what she requires in her work1 she uses it and is glad to have it2 but1 if it does not contain what she needs1 she seeks it elsewhere and does not return empty-handed4 ,illustrations4--,she places the truth she hopes to teach in the path of the child's inclination1 and this is taken into his life processes4 ,life does not stop at way-stations to take on supplies1 but absorbs the supplies that it encounters as it moves along4 ,this teacher does not stop the ball game to teach the right triangle1 but manages to have the problem solved in connection with or as a part of the game4 ,she does not taboo the morning paper in order to have a lesson in history1 but begins with the paper as a favorable starting point toward the lesson4 ,she does not confiscate the contents of the boy's pocket as contraband1 but is glad to avail herself of all these as indices of the boy's interests1 and1 therefore1 guides for her teaching4 ,attitude toward teaching materials4--,when the boy carries a toad to school1 she does not shudder1 but rather rejoices1 because she sees in him a possible ,agassiz4 ,when he displays an interest in plant life1 she sees in him another ,burbank4 ,when she finds him drawing pictures at his desk1 she smiles approval1 for she sees in him another ,raphael4 ,she does not disdain the lowliest insect1 reptile1 or plant when she finds it within the circle of the child's interests4 ,she is willing1 nay eager1 to ransack the universe if only she may come upon elements of nutrition for her pupils4 ,from every flower that blooms she gathers honey that she may distill it into the life of the child4 ,she does not coddle the child2 she gives him nourishment4 ,history4--,her history is as wide as human thought and as high as human aspiration4 ,it includes the ,rosetta stone and the morning paper4 ,it travels back from the clothing of the child to the cotton gin4 ,the stitch in the little girl's dress is the index finger that points to the page that depicts the invention of the sewing machine4 ,every engine leads her back to ,watt1 and she takes the children with her4 ,every foreign message in the daily paper revives the story of ,field and the laying of the ,atlantic cable4 ,every mention of the ,president's cabinet gives occasion for reviewing the cabinets of other ,presidents with comparisons and contrasts4 ,at her magic touch the libraries and galleries yield forth rich treasures for her classroom4 ,life is the textbook of her study1 and the life of the child is the goal of her endeavors4 ,the child's native interests4--,in brief1 she is teaching children and not books or subjects1 and the interests of the children take emphatic precedence over her own4 ,she enters into the life of the child and makes excursions into all life according to the dictates of his interests4 ,the child is the big native interest to which she attaches the work of the school4 ,the program is elastic enough to encompass every child in her school4 ,her program is a garden in which something is growing for each child1 and she cultivates every plant with sympathetic care4 ,she considers it no hardship to learn the plant1 the animal1 the place1 or the fact in which the child finds interest4 ,because of the child and for the sake of the child she invests all these things with the quality of human interest4 ,the school and the home4--,arithmetic1 language1 history1 and geography touch life at a thousand points1 and we have but to select the points of contact with the life of each pupil to render any or all of these a vital part of the day's work and the day's life4 ,they are not things that are detached from the child's life4 ,the child's errand to the shop involves arithmetic1 and the vitalized teacher makes this fact a part of the working capital of the school4 ,the dinner table abounds in geography1 and the teacher is quick to turn this fact to account in the school4 ,her fertility of resources1 coupled with her vital interest in human beings and human affairs1 soon establishes a reciprocal relation between the home and the school4 ,similarly1 she causes the language of the school to flow out into the home1 the factory1 and the office4 ,the skill of the teacher4--,history is not a school affair merely4 ,it is a life affair1 and through all the currents of life it may be made to flow4 ,the languages1 ,latin1 ,german1 ,french1 ,spanish1 are expressions and interpretations of life1 and they may be made to appear what they really are if the teacher is resourceful enough and skillful enough to attach them to the life of the pupil by the human ligaments that are ever at hand4 ,chemistry1 physics1 botany1 and physiology all throb with life if only the teacher can place the fingers of the pupils on their pulses4 ,given the human teacher1 the human child1 and the humanized teaching1 the vitalized school is inevitable4 ,,questions ,,and ,,exercises #a4 ,what agencies have been employed with the expectation that they would improve the school8 #b4 ,what are the reasons why some of these have not accomplished more8 #c4 ,give instances in which the conservatism of teachers seems to have stood in the way of utilizing the element of human interest4 #d4 ,what do you think of a teacher who asserts that no important advance has been made in educational theory and practice since1 say1 #aiaj8 #e4 ,make an outline of what you think a college of education should do for the school4 #f4 ,what would you expect to gain from a course in school administration8 #g4 ,the president of at least one ,ohio college personally inspects and checks up the work of the professors from the standpoint of proper teaching standards1 and has them visit one another's classes for friendly criticism and observation4 ,he reports improvement in the standard of teaching4 ,how is his plan applicable in your school8 #h4 ,a city high school principal states that it is not his custom to visit his teachers' classes2 that he knows what is going on and that he interferes only if something is wrong4 ,what do you think of his practice8 ,how is the principle applicable in your school8 #i4 ,do the duties of a superintendent have to do only with curriculum and discipline1 or have they to do also with teaching power8 #aj4 ,what are some of the ways in which you have known superintendents successfully to increase the teaching power of the teachers8 #aa4 ,what things do we need to know about a child in order to utilize his interests8 #ab4 ,distinguish three types of teachers4 #ac4 ,what are the objections to teaching the book8 #ad4 ,what are the objections to teaching the subject8 #ae4 ,what are some items of school work upon which some teachers spend time that they should devote to finding materials suited to the child's interests8 #af4 ,can one teacher utilize all of the interests of a child within a nine-month term8 ,what is the measure of how far she should be expected to do so8 ,,chapter ,,xxi ,,behavior ,behavior in retrospect4--,the caption of this chapter implies the behavior of human beings1 as a matter of course1 and the study of this subject is1 at once1 both alluring and illusive4 ,no sooner has the student arrived at deductions that seem conclusive than exceptions begin to loom up on his speculative horizon that disintegrate his theories and cause him to retrace the steps of his reasoning4 ,such a study affords large scope for introspection1 but too few people incline to examine their own behavior in any mental attitude that approaches the scientific4 ,the others seem to think that things just happen1 and that their own behavior is fortuitous4 ,they seem not to be able to reason from effect back to cause1 or to realize that there may be any possible connection between what they are doing at the present moment and what they were doing twenty years ago4 ,environment4--,in what measure is a man the product of his environment8 ,to what extent is a man able to influence his environment8 ,these questions start us on a line of inquiry that leads toward the realm of1 at least1 a hypothetical solution of the problem of behavior4 ,after we have reached the conclusion1 by means of concrete examples1 that many men have influenced their environment1 it becomes pertinent1 at once1 to inquire still further whence these men derived the power thus to modify their environment4 ,we may not be able to reach final or satisfactory answers to these questions1 but it will1 none the less1 prove a profitable exercise4 ,we need not trench upon the theological doctrine of predestination1 but we may1 with impunity1 speculate upon the possibility of a doctrine of educational predestination4 ,queries4--,was ,mr4 ,george ,goethals predestined to become the engineer of the ,panama ,canal from the foundation of the world1 or might he have become a farmer1 a physician1 or a poet8 ,could ,julius ,caesar have turned back from the ,rubicon and refrained from saying1 ,the die is cast8 ,could ,abraham ,lincoln have withheld his pen from the ,emancipation ,proclamation and permitted the negro race to continue in slavery8 ,could any influence have deterred ,walter ,scott from writing ,kenilworth8 ,was ,robert ,fulton's invention of the steamboat inevitable8 ,could ,christopher ,columbus possibly have done otherwise than discover ,america8 ,does education have anything whatever to do in determining what a man will or will not do8 ,antecedent causes4--,here sits a man1 let us say1 who is writing a musical selection4 ,he works in a veritable frenzy1 and all else seems negligible for the time4 ,he well-nigh disdains food and sleep in the intensity of his interest4 ,is this particular episode in his life merely happening1 or does some causative influence lie back of this event somewhere in the years8 ,did some influence of home1 or school1 or playground give him an impulse and an impetus toward this event8 ,or1 in other words1 are the activities of his earlier life functioning on the bit of paper before him8 ,if this is an effect1 what and where was the cause8 ,in the case of any type of human behavior can we postulate antecedent causes8 ,if a hundred musicians were writing musical compositions at the same moment1 would they offer similar explanations of their behavior8 ,leadership4--,as a working hypothesis1 it may be averred that ability to influence environment betokens leadership4 ,with such a measuring-rod in hand we may go out into the community and determine1 with some degree of accuracy1 who are leaders and who are mere followers4 ,then we should need to go further and discover degrees of leadership1 whether small or large1 and1 also1 the quality of the leadership1 whether good or bad1 wise or foolish1 selfish or altruistic1 noisy or serene1 and all the many other variations4 ,having done all this1 we are still only on the threshold of our study1 for we must reason back from our accumulated facts to their antecedent causes4 ,if we score one man's leadership fifty and another's eighty1 have we any possible warrant for concluding that the influences in their early life that tend to generate leadership were approximately as five to eight8 ,restricted concepts4--,this question is certain to encounter incredulity1 just as it is certain to raise other questions4 ,both results will be gratifying as showing an awakening of interest1 which is the most and the best that the present discussion can possibly hope to accomplish4 ,very many1 perhaps most1 teachers in the traditional school do their teaching with reference to the next examination4 ,they remind their pupils daily of the on-coming examination and remind them of the dire consequences following their failure to attain the passing grade of seventy4 ,they ask what answer the pupil would give to a certain question if it should appear in the examination4 ,if they can somehow get their pupils to surmount that barrier of seventy at promotion time1 they seem quite willing to turn their backs upon them and let the teacher in the next grade make what she can of such unprofitable baggage4 ,each lesson a prophecy4--,and we still call this education4 ,it isn't education at all1 but the merest hack work1 and the tragedy of it is that the child is the one to suffer4 ,the teacher goes on her complacent way happy in the consciousness that her pupils were promoted and1 therefore1 she will retain her place on the pay roll4 ,it were more logical to have the same teacher continue with the pupil during his entire school life of twelve years1 for1 in that case1 her interest in him would be continuous rather than temporary and spasmodic4 ,but the present plan of changing teachers would be even better than that if only every teacher's work could be made to project itself not only to graduation day1 but to the days of mature manhood and womanhood4 ,if only every teacher were able to make each lesson a vital prophecy of what the pupil is to be and to do twenty years hence1 then that lesson would become a condition precedent to the pupil's future behavior4 ,outlook4--,groping about in the twilight of possibilities we speculate in a mild and superficial way as to the extent to which heredity1 environment1 and education either singly or in combination are determining factors in human behavior4 ,but when no definite answer is forthcoming we lose interest in the subject and have recourse to the traditional methods of our grandfathers4 ,we lose sight of the fact that in our quest for the solution of this problem we are coming nearer and nearer to the answer to the perennial question1 ,what is education8 ,hence1 neither the time nor the effort is wasted that we devote to this study4 ,we may not understand heredity2 we may find ourselves bewildered by environment2 we may not apprehend what education is2 but by keeping all these closely associated with behavior in our thinking we shall be the gainers4 ,long division ramified4--,we are admonished so to organize the activities of the school that they may function in behavior4 ,that is an admonition of stupendous import as we discover when we attempt to compass the content of behavior4 ,one of the activities of the school is ,long ,division4 ,this is relatively simple1 but the possible behavior in which it may function is far less simple4 ,in the past1 this same ,long ,division has functioned in the ,brooklyn ,bridge1 in the ,hoosac ,tunnel1 and ,washington ,monument1 in the ,simplon ,pass1 and in ,eiffel ,tower4 ,it has helped us to travel up the mountain side on funicular railways1 underneath rivers and cities by means of subways1 under the ocean in submarines1 and in the air by means of aircraft1 and over the tops of cities on elevated railways4 ,only the prophet would have the temerity to predict what further achievements the future holds in store4 ,but all that has been done and all that will yet be done are only a part of the behavior in which this activity functions4 ,behavior amplified4--,human behavior runs the entire gamut1 from the bestial to the sublime1 with all the gradations between4 ,it has to do with the mean thief who pilfers the petty treasures of the little child1 and with the high-minded philanthropist who walks and works in obedience to the behests of altruism4 ,it includes the frowzy slattern who offends the sight and also the high-born lady of quality whose presence exhales and1 therefore1 inspires to1 refinement and grace4 ,it has to do with the coarse boor who defiles with his person and his speech and the courtly1 cultured gentleman who becomes the exemplar of those who come under his influence4 ,it touches the depraved gamin of the alley and the celebrated scholar whose pen and voice shed light and comfort4 ,it concerns itself with the dark lurking places of the prowlers of the night who prey upon innocence1 virtue1 and prosperity and with the cultured home whose members make and glorify civilization4 ,its scope4--,it swings through the mighty arc1 from the anarchist plotting devastation and death up to ,socrates inciting his friends to good courage as he drinks the hemlock4 ,it takes cognizance of the slave in his cabin no less than of ,lincoln in his act of setting the slaves free4 ,it touches the extremes in ,mrs4 ,grundy and ,clara ,barton4 ,it concerns itself with ,medea scattering the limbs of her murdered brother along the way to delay her pursuers and with ,antigone performing the rites of burial over the body of her brother that his soul might live forever4 ,it has to do with ,circe1 who transformed men into pigs1 and with ,frances ,willard1 who sought to restore lost manhood4 ,it includes all that pertains to ,lucrezia ,borgia and ,mary ,magdalene2 ,nero and ,phillips ,brooks2 ,john ,wilkes ,booth and ,nathan ,hale2 ,becky ,sharp and ,evangeline2 ,goneril and ,cordelia2 and ,benedict ,arnold and ,george ,washington4 ,behavior in history4--,before the teacher can win a starting-point in her efforts to organize the activities of her school in such a manner that they may function in behavior1 she must have a pretty clear notion as to what behavior really is4 ,to gain this comprehensive notion she must review in her thinking the events that make up history4 ,in the presence of each one of these events she must realize that this is the behavior in which antecedent activities functioned4 ,then she will be free to speculate upon the character of those activities1 what modifications1 accretions1 or abrasions they experienced in passing from the place of their origin to the event before her1 and whether like activities in another place or another age would function in a similar event4 ,she need not be discouraged if she finds no adequate answer1 for she will be the better teacher because of the speculation1 even lacking a definite answer4 ,machinery4--,she must challenge every piece of machinery that meets her gaze with the question ,whence camest thou8 ,she knows1 in a vague way1 that it is the product of mind1 but she needs to know more4 ,she needs to know that the machine upon which she is looking did not merely happen1 but that it has a history as fascinating as any romance if only she cause it to give forth a revelation of itself4 ,she may find in tracing the evolution of the plow that the original was the forefinger of some cave man1 in the remote past4 ,for a certainty1 she will find1 lurking in some machine1 in some form1 the multiplication table1 and this fact will form an interesting nexus between behavior in the form of the machine and the activities of the school4 ,she will be delighted to learn that no machine was ever constructed without the aid of the multiplication table1 and when she is teaching this table thereafter she does the work with keener zest1 knowing that it may function in another machine4 ,art4--,when she looks at the ,captive ,andromache by ,leighton she is involved in a network of speculations4 ,she wonders by what devious ways the mind of the artist had traveled in reaching this type and example of behavior4 ,she wonders whether the artistic impulse was born in him or whether it was acquired4 ,she sees that he knew his ,homer and she would be glad to know just how his reading of the ,iliad had come to function in this particular picture4 ,she further wonders what lessons in drawing and painting the artist had had in the schools that finally culminated in this masterpiece1 and whether any of his classmates ever achieved distinction as artists4 ,she wonders1 too1 whether there is an embryo artist in her class and what she ought to do in the face of that possibility4 ,again she wonders how geography1 grammar1 and spelling can be made to function in such a painting as ,rosa ,bonheur's ,the ,plough ,oxen1 and her wonder serves to invest these subjects with new meaning and power4 ,shakespeare4--,in the school at ,stratford they pointed out to her the desk at which ,shakespeare sat as a lad1 with all its boyish hieroglyphics1 and her thought instinctively leaped across the years to ,the ,tempest1 ,king ,lear1 and ,hamlet4 ,she pondered deeply the relation between the activities of the lad and the behavior of the man1 wondering how much the school had to do with the plays that stand alone in literature1 and whether he imbibed the power from associations1 from books1 from people1 or from his ancestors4 ,she wondered what magic ingredient had been dropped into the activities of his life that had proven the determining factor in the plays that set him apart among men4 ,she realizes that his behavior was distinctive1 and she fain would discover the talisman whose potent influence determined the bent and power of his mind4 ,and she wonders1 again1 whether any pupil in her school may ever exemplify such behavior4 ,history4--,when she reads her history she has a keener1 deeper1 and wider interest than ever before1 for she now realizes that every event of history is an effect1 whose inciting causes lie back in the years1 and is not fortuitous as she once imagined4 ,she realizes that the historical event may have been the convergence of many lines of thinking emanating from widely divergent sources1 and this conception serves to make her interest more acute4 ,in thus reasoning from effect back to cause she gains the ability to reason from cause to effect and1 therefore1 her teaching of history becomes far more vital4 ,she is studying the philosophy of history and not a mere catalogue of isolated and unrelated facts4 ,history is a great web1 and in the events she sees the pattern that minds have worked4 ,she is more concerned now with the reactions of her pupils to this pattern than she is with mere names and dates1 for these reactions give her a clew to tendencies on the part of her pupils that may lead to results of vast import4 ,poetry4--,in every poem she reads she finds an illustration of mental and spiritual behavior1 and she fain would find the key that will discover the mental operations that conditioned the form of the poem4 ,she would hark back to the primal impulse of each bit of imagery1 and she analyzes and appraises each word and line with the zeal and skill of a connoisseur4 ,she would estimate justly and accurately the activities that functioned in this sort of behavior4 ,she seeks for the influences of landscapes1 of sky1 of birds1 of sunsets1 of clouds1--in short1 of all nature1 as well as of the manifestations of the human soul4 ,thus the teacher gains access into the very heart of nature and life and can thus cause the poem to become a living thing to her pupils4 ,in all literature she is ever seeking for the inciting causes2 for only so can she prove an inspiring guide and counselor in pointing to them the way toward worthy achievements4 ,attitude of teacher4--,in conclusion1 then1 we may readily distinguish the vitalized teacher from the traditional teacher by her attitude toward the facts set down in the books4 ,the traditional teacher looks upon them as mere facts to be noted1 connoted1 memorized1 reproduced1 and graded1 whereas the vitalized teacher regards them as types of behavior1 as ultimate effects of mental and spiritual activities4 ,the traditional teacher knows that seven times nine are sixty-three1 and that is quite enough for her purpose4 ,if the pupil recites the fact correctly1 she gives him a perfect grade and recommends him for promotion4 ,for the vitalized teacher the bare fact is not enough4 ,she does not disdain or neglect the mechanics of her work1 but she sees beyond the present4 ,she sees this same fact merging into the operations of algebra1 geometry1 trigonometry1 calculus1 physics1 and engineering1 until it finally functions in some enterprise that redounds to the well-being of humanity4 ,conclusion4--,to her every event of history1 every fact of mathematics and science1 every line of poetry1 every passage of literature is pregnant with meaning1 dynamic1 vibrant1 dramatic1 and prophetic4 ,nothing can be dull or prosaic to her electric touch4 ,all the facts of the books1 all the emotions of life1 and all the beauties of nature she weaves into the fabric of her dreams for her pupils4 ,the goal of her aspirations is far ahead1 and around this goal she sees clustered those who were her pupils4 ,in every recitation this goal looms large in her vision4 ,she can envisage the viewpoint of her pupils1 and thus strives to have them envisage hers4 ,she yearns to have them join with her in looking down through the years when the activities of the school will be functioning in worthy behavior4 ,,questions ,,and ,,exercises #a4 ,discuss the relative importance of environment as a factor in the behavior of plants2 animals2 children2 men4 #b4 ,how may an understanding of the mutual reaction of the child and his environment assist the teacher in planning for character building in pupils8 #c4 ,make specific suggestions by which children may influence their environment4 #d4 ,discuss the vitalized teacher's contribution to the environment of the child4 #e4 ,after reading this chapter give your definition of behavior4 #f4 ,discuss the author's idea of leadership4 #g4 ,define education in terms of behavior1 environment1 and heredity4 #h4 ,account for the difference in behavior of some of the characters mentioned in the chapter4 #i4 ,how may the vitalized teacher be distinguished from the traditional teacher in her attitude toward facts8 #aj4 ,discuss the doctrine of educational predestination4 ,,chapter ,,xxii ,,bond ,,and ,,free ,spiritual freedom4--,there is no slavery more abject than the bondage of ignorance4 ,john ,bunyan was not greatly inconvenienced by being incarcerated in jail4 ,his spirit could not be imprisoned1 but the imprisonment of his body gave his mind and spirit freedom and opportunity to do work that1 otherwise1 might not have been done4 ,if he had lived a mere physical life and had had no resources of the mind upon which to draw1 his experience in the jail would have been most irksome4 ,but1 being equipped with mental and spiritual resources1 he could smile disdain at prison bars1 and proceed with his work in spiritual freedom4 ,had he been dependent solely1 or even mainly1 upon food1 sleep1 drink1 and other contributions to his physical being for his definition of life1 then his whole life would have been restricted to the limits of his cell2 but the more extensive and expansive resources of his life rendered the jail virtually nonexistent4 ,illustrations4--,it is possible1 therefore1 so to furnish the mind that it can enjoy freedom in spite of any bondage to which the body may be subjected4 ,indeed1 the whole process of education has as its large objective the freedom of the mind and spirit4 ,knowledge of truth gives freedom2 ignorance of truth is bondage4 ,a man's knowledge may be measured by the extent of his freedom2 his ignorance1 by the extent of his bondage4 ,in the presence of truth the man who knows stands free and unabashed1 while the man who does not know stands baffled and embarrassed4 ,in a chemical laboratory the man who knows chemistry moves about with ease and freedom1 while the man who does not know chemistry stands fixed in one spot1 fearing to move lest he may cause an explosion4 ,to the man who knows astronomy the sky at night presents a marvelous panorama full of interest and inspiration1 to the man who is ignorant of astronomy the same sky is merely a dome studded with dots of light4 ,rome4--,the man who lacks knowledge of history is utterly bewildered and ill at ease in the ,capitoline ,museum at ,rome4 ,all about him are busts that represent the men who made ,roman history1 but they have no meaning for him4 ,nero and ,julius ,caesar are mere names to him and1 as such1 bear no relation to life4 ,cicero and ,caligula might exchange places and it would be all one to him4 ,he takes a fleeting glance at the statue of the ,dying ,gaul1 but it conveys no meaning to him4 ,he has neither read nor heard of ,byron's poem which this statue inspired4 ,he sees near by the celebrated ,marble ,faun1 but he has not read ,hawthorne's romance and therefore the statue evokes no interest4 ,in short1 he is bored and uncomfortable1 and importunes his companions to go elsewhere4 ,when he looks out upon the ,forum he says it looks the same to him as any other stone quarry1 and he roundly berates the shiftlessness of the ,romans in permitting the ,coliseum to remain when the stone could be used for building purposes1 for bridges1 and for paving4 ,the ,tiber impresses him not at all for1 as he says1 he has seen much larger rivers and1 certainly1 many whose water is more clear4 ,in the ,sistine ,chapel he cannot be persuaded to give more than a passing glance at the ceiling because it makes his neck ache to look up4 ,the ,laocooen and ,apollo ,belvedere he will not see1 giving as a reason that he is more than tired of looking at silly statuary4 ,he feels it an imposition that he should be dragged around to such places when he cares nothing for them4 ,his evident boredom is pathetic1 and he repeatedly says that he'd far rather be visiting in the corner grocery back home1 than to be spending his time in the ,vatican4 ,contrasts4--,in this1 he speaks but the simple truth4 ,in the grocery he has comfort while1 in the ,vatican1 he is in bondage4 ,his ignorance of art1 architecture1 history1 and literature reduces him to thralldom in any place that exemplifies these4 ,in the grocery he has comfort because he can have a share in the small talk and gossip that obtain there4 ,his companions speak his language and he feels himself to be one of them4 ,were they1 by any chance1 to begin a discussion of history he would feel himself ostracized and would leave them to their own devices4 ,if they would retain him as a companion they must keep within his range of interests and thinking4 ,to go outside his small circle is to offer an affront4 ,he cannot speak the language of history1 or science1 or art1 and so experiences a feeling of discomfort in any presence where this language is spoken4 ,history4--,in this concrete illustration we find ample justification for the teaching of history in the schools4 ,history is one of the large strands in the web of life1 and to neglect this study is to deny to the pupil one of the elements of freedom4 ,it is not easy to conceive a situation that lacks the element of history in one or another of its phases or manifestations4 ,whether the pupil travels1 or embarks upon a professional life1 or associates1 in any relation1 with cultivated people1 he will find a knowledge of history not only a convenience but a real necessity1 if he is to escape the feeling of thralldom4 ,the utilitarian value of school studies has been much exploited1 and that phase is not to be neglected2 but we need to go further in estimating the influence of any study4 ,we need to inquire not only how a knowledge of the study will aid the pupil in his work1 but also how it will contribute to his life4 ,restricted concepts4--,we lustily proclaim our country to be the land of the free1 but our notion of freedom is much restricted4 ,in the popular conception freedom has reference to the body4 ,a man can walk the streets without molestation and can vote his sentiments at the polls1 but he may not be able to take a day's ride about ,concord and ,lexington with any appreciable sense of freedom4 ,he may walk about the ,congressional ,library and feel himself in prison4 ,he may desert a lecture for the saloon in the interests of his own comfort4 ,he may find the livery stable more congenial than the drawing-room4 ,his body may experience a sort of freedom while his mind and spirit are held fast in the shackles of ignorance4 ,a ,burroughs1 an ,edison1 a ,thoreau1 might have his feet in the stocks and still have more freedom than such a man as this4 ,he walks about amid historic scenes with his spiritual eyes blindfolded1 and that condition of mind precludes freedom4 ,real freedom4--,we shall not attain our high privileges as a free people until freedom comes to mean more than the absence of physical restraint4 ,our conception of freedom must reach out into the world of mind and spirit1 and our educational processes must esteem it their chief function to set mental and spiritual prisoners free4 ,we have only to read history1 science1 and literature to realize what sublime heights mind can attain in its explorations of the realms of truth1 and1 since the boys and girls of our schools are to pass this way but once1 every effort possible should be made to accord to them full freedom to emulate the mental achievements of those who have gone before4 ,they have a right to become the equals of their predecessors1 and only freedom of mind and spirit can make them such4 ,every man should be larger than his task1 and only freedom of mind and spirit can make him so4 ,the man who works in the ditch can revel among the sublime manifestations of truth if only his mind is rightly furnished4 ,spelling4--,the man who is deficient in spelling inevitably confines his vocabulary to narrow limits and so lacks facility of expression and nicety of diction4 ,accordingly1 he suffers by comparison with others whose vocabulary is more extensive and whose diction is1 therefore1 more elegant4 ,the consciousness of his shortcomings restricts the exuberance of his life1 and he fails of that sense of large freedom that a knowledge of spelling would certainly give4 ,so that even in such an elementary study as spelling the school has an opportunity to generate in the pupils a feeling of freedom1 and this feeling is quite as important in the scheme of life as the ability to spell correctly4 ,in this statement1 there is no straining for effects4 ,on the contrary1 many illustrations might be adduced to prove that it is but a plain statement of fact4 ,a cultured lady confesses that she is thrown into a panic whenever she has occasion to use the word ,tuesday because she is never certain of the spelling4 ,the switchboard4--,life may be likened to an extensive electric switchboard1 and only that man or woman has complete freedom who can press the right button without hesitation or trepidation4 ,the ignorant man stands paralyzed in the presence of this mystery and knows not how to proceed to evoke the correct response to his desires4 ,it has been said that everything is infinitely high that we cannot see over4 ,hence1 to the man who does not know1 cube root is infinitely high and1 as such1 is as far away from his comprehension as the fourth dimension or the precession of the equinoxes4 ,in the presence of even such a simple truth as cube root he stands helpless and enthralled4 ,he lives in a small circle and cannot know the joy of the man whose mind forgathers with the big truths of life4 ,comparisons4--,the ignorant man cannot accompany this man upon his mighty excursions1 but must remain behind to make what he can of his feeble resources4 ,the one can penetrate the mysteries of the planets and bring back their secrets2 the other must confine his thinking to the weather and the crops4 ,the one can find entertainment in the ,bible and ,shakespeare2 the other seeks companionship among the cowboys and ,indians of the picture-films4 ,the one sits in rapt delight through an evening of grand opera1 reveling on the sunlit summits of harmony2 the other can rise no higher in the scale of music than the raucous hand organ4 ,the one finds keen delight among the masterpieces of art2 the other finds his definition of art in the colored supplement4 ,the one experiences the acme of pleasure in communing with historians1 musicians1 artists1 scientists1 and philologists2 the other finds such associations the very acme of boredom4 ,the one finds freedom among the big things of life2 the other finds galling bondage4 ,three elements of freedom4--,there are three elements of freedom that are worthy of emphasis4 ,these are self-reliance1 self-support1 and self-respect4 ,these elements are the trinity that constitute one of the major ultimate aims of the vitalized school4 ,the school that inculcates these qualities must prove a vital force in the life of the pupil2 and the pupil who wins these qualities is well equipped for the work of real living4 ,these qualities are the golden gateways to freedom1 nor can there be a full measure of freedom if either of these qualities be lacking4 ,moreover1 these qualities are cumulative in their relations to one another4 ,self-reliance leads to and engenders self-support1 and both these underlie and condition self-respect4 ,or1 to put the case conversely1 there cannot be self-respect in the absence of self-reliance and self-support4 ,self-reliance4--,it would not be easy to over-magnify the influence of the school that is rightly conducted in the way of inculcating the quality of self-reliance and in causing it to grow into a habit4 ,every problem that the boy solves by his own efforts1 every obstacle that he surmounts1 every failure that he transforms into a success1 and every advance he makes towards mastery gives him a greater degree of self-reliance1 greater confidence in his powers1 and greater courage to persevere4 ,it is the high privilege of the teacher to cause a boy to believe in himself1 to have confidence in his ability to win through4 ,to this end1 she adds gradually to the difficulties of his work1 always keeping inside the limits of discouragement1 and never fails to give recognition to successful achievements4 ,in this way the boy gains self-reliance and so plumes himself for still loftier flights4 ,day after day he moves upward and onward1 until at length he exemplifies the sentiment of ,virgil1 ,they can because they think they can4 ,this quality in practice4--,the self-reliance that becomes ingrained in a boy's habits of life will not evaporate in the heat of the activities and competition of the after-school life4 ,on the contrary1 it will be reenforced and crystallized by the opportunities of business or professional life1 and1 in calm reliance upon his own powers1 he will welcome competition as an opportunity to put himself to the test4 ,he is no weakling1 for in school he made his independent way in spite of the lions in his path1 and so gained fiber and courage for the contests of daily life4 ,and because he has industry1 thrift1 perseverance1 and self-reliance the gates of success swing wide open and he enters into the heritage which he himself has won4 ,the sterling man4--,his career offers an emphatic negation to the notion that obtains here and there to the effect that education makes a boy weak and ineffective1 robbing him of the quality of sterling elemental manhood1 and fitting him only for the dance-hall and inane social functions4 ,the man who is rightly trained has resources that enable him to add dignity and character to social functions in that he exhales power and bigness4 ,people recognize in him a real man1 capable1 alert1 and potential1 and gladly pay him the silent tribute that manhood never fails to win4 ,he can hold his own among the best1 and only the best appeal to him4 ,self-respect4--,and1 just as he wins the respect of others1 so he wins the respect of himself1 and so the triumvirate of virtues is complete4 ,having achieved self-respect he disdains the cheap1 the bizarre1 the gaudy1 and the superficial4 ,he knows that there are real values in life that are worthy of his powers and best efforts1 and these real values are the goal of his endeavors4 ,moreover1 he has achieved freedom1 and so is not fettered by precedent1 convention1 or fads4 ,he is free to establish precedents1 to violate the conventions when a great principle is at stake1 and to ignore fads4 ,he can stand unabashed in the presence of the learned of the earth1 and can understand the heartbeats of life1 because he has had experience both of learning and of life4 ,and being a free man his life is fuller and richer1 and he knows when and how to bestow the help that will give to others a sense of freedom and make life for them a greater boon4 ,,questions ,,and ,,exercises #a4 ,account for the production of some of our greatest religious literature in prison or in exile4 ,give other instances than the one mentioned by the author4 #b4 ,give your idea of the author's concept of the terms bondage and freedom4 #c4 ,add to the instances noted in this chapter where ignorance has produced bondage4 #d4 ,defend the assertion that the cost of ignorance in our country exceeds the cost of education4 ,the total amount spent for public education in #aiae slightly exceeded #ejj1jjj1jjj4 #e4 ,how do the typical recitations of your school contribute to the happiness of your pupils8 ,be specific4 #f4 ,how may lack of thoroughness limit freedom8 ,illustrate4 #g4 ,how may education give rise to self-reliance8 ,self-respect8 #h4 ,show that national and religious freedom depend upon education4 ,,chapter ,,xxiii ,,examinations ,prelude4--,when the vitalized school has finally been achieved there will result a radical departure from the present procedure in the matter of examinations4 ,a teacher in the act of preparing a list of examination questions of the traditional type is not an edifying spectacle4 ,he has a text-book open before him from which he extracts nuts for his pupils to crack4 ,it is a purely mechanical process and only a mechanician could possibly debase intelligence and manhood to such unworthy uses4 ,were it not so pathetic it would excite laughter4 ,but this teacher is the victim of tradition4 ,he knows no other way4 ,he made out examination questions in accordance with this plan fifteen years ago and the heavens didn't fall2 then why1 pray1 change the method8 ,besides1 men and women who were thus examined when they were children in school have achieved distinction in the world's affairs1 and that1 of itself1 proves the validity of the method1 according to his way of thinking4 ,mental atrophy4--,it seems never to occur to him that children have large powers of resistance and that some of his pupils may have won distinction in spite of his teaching and his methods of examination and not because of them4 ,his trouble is mental and spiritual atrophy4 ,he thinks and feels by rule of thumb1 without variableness or shadow of turning4 ,in the matter of new methods he is quite immune4 ,he settled things to his complete satisfaction years ago1 and what was good enough for his father1 in school methods1 is quite good enough for him4 ,his self-satisfaction would approach sublimity1 were it not so extremely ludicrous4 ,he has a supercilious sneer for innovations4 ,how he can bring himself to make concessions to modernity to the extent of riding in an automobile is one of the mysteries4 ,self-complacency4--,his complacency would excite profound admiration did it not betoken deadline inaction4 ,he became becalmed on the sea of life years ago1 but does not know it4 ,when the procession of life moves past him he thinks he is the one who is in motion1 and takes great unction to himself for his progressiveness--and not a wave of trouble rolls across his peaceful breast4 ,so he proceeds to copy another question from the text-book1 solemnly writing it on a bit of paper1 and later copying on the blackboard with such a show of bravery and gusto as would indicate that some great truth had been revealed to him alone4 ,in an orotund voice he declaims to his pupils the mighty revelations that he copied from the book4 ,his examination regime is the old offer of a mess of pottage for a birthright4 ,remembering and knowing4--,in our school practices we have become so inured to the question-and-answer method of the recitation that we have made the examination its counterpart4 ,as teachers we are constantly admonishing our pupils to remember1 as if that were the basic principle in the educational process4 ,in reality we do not want them to remember--we want them to know2 and the distinction is all-important4 ,the child does not remember which is his right hand2 he knows4 ,he does not remember the face of his mother2 he knows her4 ,he does not remember which is the sun and which is the moon2 he knows4 ,he does not remember snow1 and rain1 and ice1 and mud2 he knows4 ,questions and answers4--,but1 none the less1 we proceed upon the agreeable assumption that education is the process of memorizing1 and so reduce our pupils to the plane of parrots2 for a parrot has a prodigious memory4 ,hence1 it comes to pass that1 in the so-called preparation of their lessons1 the pupils con the words of the book1 again and again1 and when they can repeat the words of the book we smile approval and give a perfect grade4 ,it matters not at all that they display no intelligent understanding of the subject so long as they can repeat the statements of the book4 ,it never seems to occur to the teacher that the pupil of the third grade might give the words of the binomial theorem without the slightest apprehension of its meaning4 ,we grade for the repetition of words1 not for intelligence4 ,court procedure4--,in our school practices we seem to take our cue from court procedure and make each pupil who recites feel that he is on the witness stand experiencing all its attendant discomforts1 instead of being a cooeperating agent in an agreeable enterprise4 ,we suspend the sword of ,damocles above his head and demand from him such answers as will fill the measure of our preconceived notions4 ,he may know more of the subject1 in reality1 than the teacher1 but this will not avail4 ,in fact1 this may militate against him4 ,she demands to know what the book says1 with small concern for his own knowledge of the subject4 ,we proclaim loudly that we must encourage the open mind1 and then by our witness-stand ordeal forestall the possibility of open-mindedness4 ,rational methods4--,when we have learned wisdom enough1 and humanity enough1 and pedagogy enough to dispense with the quasi-inquisition type of recitation1 the transition to a more rational method of examination will be well-nigh automatic4 ,let it not be inferred that to inveigh against the question-and-answer type of recitation is to advocate any abatement of thoroughness4 ,on the contrary1 the thought is to insure greater thoroughness1 and to make evident the patent truth that thoroughness and agreeableness are not incompatible4 ,experience ought to teach us that we find it no hardship to work with supreme intensity at any task that lures us2 and1 in that respect1 we are but grown-up children4 ,we have only to generate a white-heat of interest in order to have our pupils work with intensity4 ,but this sort of interest does not thrive under compulsion4 ,analysis and synthesis4--,the question-and-answer method evermore implies analysis4 ,but children are inclined to synthesis1 which shows at once that the analytic method runs counter to their natural bent4 ,they like to make things1 to put things together1 to experiment along the lines of synthesis4 ,hence the industrial arts appeal to them4 ,but constructing problems satisfies their inclination to synthesis quite as well as constructing coat-hangers or culinary compounds1 if only the incitement is rational4 ,the writers of our text-books are coming to recognize this fact1 and it does them credit4 ,in time1 we may hope to have books that will take into account the child's natural inclinations1 and the schools will be the beneficiaries4 ,thinking4--,in the process of synthesis the pupil is free to draw upon the entire stock of his accumulated resources1 whereas in the question-and-answer method he is circumscribed4 ,in the question-and-answer plan he is encouraged to remember2 in the other he is encouraged to think4 ,in our theories we exalt thinking to the highest pinnacle1 but in our practice we repress thinking and exalt memory4 ,we admonish our pupils to think1 sometimes with a degree of emphasis that weakens our admonition1 and then bestow our laurel wreaths upon those who think little but remember much4 ,our inconsistency in this respect would be amusing if the child's interests could be ignored4 ,but seeing that the child pays the penalty1 our inconsistency is inexcusable4 ,penalizing4--,the question-and-answer regime1 in its full application1 is not wholly unlike a punitive expedition1 in that the teacher asks the question and sits with pencil poised in air ready to blacklist the unfortunate pupil whose memory fails him for the moment4 ,the child is embarrassed1 if not panic-stricken1 and the teacher seems more like an avenging nemesis than a friend and helper4 ,just when he needs help he receives epithets and a condemning zero4 ,he sinks into himself1 disgusted and outraged1 and becomes wholly indifferent to the subsequent phases of the lesson4 ,he feels that he has been trapped and betrayed1 and days are required for his redemption from discouragement4 ,traditional method4--,in the school where this method is in vogue the examination takes on the color and character of the recitation4 ,at the close of the term1 or semester1 the teacher makes out the proverbial ten questions which very often reflect her own bias1 or predilections1 and in these ten questions are the issues of life and death4 ,a hundred questions might be asked upon the subjects upon which the pupils are to be tested1 but these ten are the only ones offered--with no options4 ,then the grading of the papers ensues1 and1 in this ordeal1 the teacher thinks herself another ,atlas carrying the world upon her shoulders4 ,the boy who receives sixty-seven and the one who receives twenty-seven are both banished into outer darkness without recourse4 ,the teacher may know that the former boy is able to do the work of the next grade1 but the marks she has made on the paper are sacred things1 and he has fallen below the requisite seventy4 ,hence1 he is banished to the limbo of the lost1 for she is the supreme arbiter of his fate4 ,no allowance is made for nervousness1 illness1 or temperamental conditions1 but the same measuring-rod is applied to all with no discrimination1 and she has the marks on the papers to prove her infallibility4 ,if a pupil should dare to question the correctness of her grades1 he would be punished or penalized for impertinence4 ,her grades are oracular1 inviolable1 and therefore not subject to review4 ,she may have been quite able to grade the pupils justly without any such ordeal1 but the school has the examination habit1 and all the sacred rites must be observed4 ,in that school there is but one way of salvation1 and that way is not subject either to repeal or amendment4 ,it is via sacra and must not be profaned4 ,time and long usage have set the seal of their approval upon it and woe betide the vandal who would dare tamper with it4 ,testing for intelligence4--,this emphatic1 albeit true1 representation of the type of examinations that still obtains in some schools has been set out thus in some detail that we may have a basis of comparison with the other type of examinations that tests for intelligence rather than for memory4 ,for children1 not unlike their elders1 are glad to have people proceed upon the assumption that they are endowed with a modicum of intelligence4 ,they will strive earnestly to meet the expectations of their parents and teachers4 ,many wise mothers and teachers have incited children to their best efforts by giving them to know that much is expected of them4 ,it is always far better to expect rather than to demand4 ,coercion may be necessary at times1 but coercion frowns while expectation smiles4 ,hence1 in every school exercise the teacher does well to concede to the pupils a reasonable degree of intelligence and then let her expectations be commensurate with their intelligence4 ,concessions4--,it is an affront to the intelligence of a child not to concede that he knows that the days are longer in the summer than in winter4 ,we may fully expect such a degree of intelligence1 and base our teaching upon this assumption4 ,in our examinations we pay a delicate compliment to the child by giving him occasion for thinking4 ,we may ask him why the days are longer in summer than in winter and thus give him the feeling that we respect his intelligence4 ,our examinations may always assume observed facts4 ,even if he has never noted the fact that his shadow is shorter in summer than in winter1 if we assume such knowledge on his part and ask him why such is the case1 we shall stimulate his powers of observation along with his thinking4 ,if the teacher asks a boy when and by whom ,america was discovered1 he resents the implication of crass ignorance2 but if she asks how ,columbus came to discover ,america in #adib1 he feels that it is conceded that there are some things he knows4 ,illustrations4--,if we ask for the width of the zones1 we are placing the emphasis upon memory2 but1 if we ask them to account for the width of the zones1 we are assuming some knowledge and are testing for intelligent thinking4 ,if we ask why the sun rises in the east and sets in the west we are1 once again1 assuming a knowledge of the facts and testing for intelligence4 ,if we ask for the location of the ,suez1 ,kiel1 and ,welland canals1 we are testing for mere memory2 but1 if we ask what useful purpose these canals serve1 we are testing for intelligence4 ,when we ask pupils to give the rule for division of fractions1 we are testing again for mere memory2 but when we ask why we invert the terms of the divisor1 we are treating our pupils as rational beings4 ,our pedagogical sins bulk large in geography when we continually ask pupils to locate places that have no interest for them4 ,such teaching is a travesty on pedagogy and a sin against childhood4 ,intelligence of teacher4--,if the teacher is consulting her own ease and comfort1 then she will conduct the examination as a test for memory4 ,it requires but little work and less thinking to formulate a set of examination questions on this basis4 ,she has only to turn the pages of the text-book and make a check-mark here and there till she has accumulated ten questions1 and the trick is done4 ,but if she is testing for intelligence1 the matter is not so simple4 ,to test for intelligence requires intelligence and a careful thinking over the whole scope of the subject under consideration4 ,to do this effectively the teacher must keep within the range of the pupil's powers and still stimulate him to his best efforts4 ,major and minor4--,she must distinguish between major and minor1 and this is no slight task4 ,her own bias may tend to elevate a minor into a major rank1 and this disturbs the balance4 ,again1 she must see things in their right relations and proportions1 and this requires deliberate thinking4 ,in ,king ,lear she may regard the ,fool as a negligible minor1 but some pupil may have discovered that ,shakespeare intended this character to serve a great dramatic purpose1 and the teacher suffers humiliation before her class4 ,if she were testing for memory1 she would ask the class to name ten characters of the play and like hackneyed questions1 so that her own intelligence would not be put to the test4 ,accurate scholarship and broad general intelligence may be combined in the same person and1 certainly1 we are striving to inculcate and foster these qualities in our pupils4 ,books of questions and answers4--,when the examinations for teachers shall become tests for intelligence and not for memory1 we may fully expect to find the same principle filtering into our school practices4 ,it is a sad travesty upon education that teachers1 even in this enlightened age1 still try to prepare for examinations by committing to memory questions and answers from some book or educational paper4 ,but the fault lies not so much with the teachers themselves as with those who prepare the questions4 ,the teachers have been led to believe that to be able to recall memorized facts is education4 ,there are those1 of course1 who will commercialize this misconception of education by publishing books of questions and answers4 ,of course weak teachers will purchase these books1 thinking them a passport into the promised land4 ,the reform must come at the source of the questions that constitute the examination4 ,when examiners have grown broad enough in their conception of education to construct questions that will test for intelligence1 we shall soon be rid of such an incubus upon educational progress as a book of questions and answers4 ,the field is wide and alluring4 ,history1 literature1 the sciences1 and the languages are rich in material that can be used in testing for intelligence1 and we need not resort to petty chit-chat in preparing for examinations4 ,the way of reform4--,we must take this broader view of the whole subject of examinations before we can hope to emerge from our beclouded and restricted conceptions of education4 ,and it can be done1 as we know from the fact that it is being done4 ,here and there we find superintendents1 principals1 and teachers who are shuddering away from the question-and-answer method both in the recitation and in the examination4 ,they have outgrown the swaddling-clothes and have risen to the estate of broad-minded1 intelligent manhood and womanhood4 ,they have enlarged their concept of education and have become too generous in their impulses to subject either teachers or pupils to an ordeal that is a drag upon their mental and spiritual freedom4 ,,questions ,,and ,,exercises #a4 ,what purposes are actually achieved by examinations8 #b4 ,what evils necessarily accompany examinations8 ,what evils usually accompany them8 #c4 ,outline a plan by which these purposes may be achieved unaccompanied by the usual evils4 #d4 ,is memory of facts the best test of knowledge8 ,suggest other tests by which the value of a pupil's knowledge may be judged4 #e4 ,experts sometimes vary more than #gj per cent in grading the same manuscript4 ,the same person often varies #bj per cent or more in grading the same manuscript at different times4 ,an experiment with your own grading might prove interesting4 #f4 ,do you and your pupils in actual practice regard examinations as an end or as a means to an end8 ,as corroborating evidence or as a final proof of competence8 #g4 ,how may examinations test intelligence8 #h4 ,suggest methods by which pupils may be led to distinguish major from minor and to see things in their right relations4 #i4 ,is it more desirable to have the pupils develop these powers or to memorize facts8 ,why8 #aj4 ,why are question and answer publications antagonistic to modern educational practice8 ,why harmful to students8 ,,chapter ,,xxiv ,,world-,,building ,an outline4--,education is the process of world-building4 ,every man builds his own world and is confined1 throughout life1 to the world which he himself builds4 ,he cannot build for another1 nor can another build for him4 ,neither can there be an exchange of worlds4 ,moreover1 the process of building continues to the end of life4 ,in building their respective worlds all men have access to the same materials1 and the character of each man's world1 then1 is conditioned by his choice and use of these materials4 ,if one man elects to build a small world for himself1 he will find1 at hand1 an abundant supply of petty materials that he is free to use in its construction4 ,but1 if he elects to build a large world1 the big things of life are his to use4 ,if he chooses to spend his life in an ugly world1 he will find ample materials for his purpose4 ,if1 however1 he prefers a beautiful world1 the materials will not be lacking1 and he will have the joy and inspiration that come from spending a lifetime amid things that are fraught with beauty4 ,exemplifications4--,this conception of education is not a figment of fancy but a reality whose verification can be attested by a thousand examples4 ,we have only to look about us to see people who are living among things that are unbeautiful and who might be living in beautiful worlds had they elected to do so4 ,others are spending their lives among things that are trivial and inconsequential1 apparently blind to the great and significant things that lie all about them4 ,some build their worlds with the minor materials1 while others select the majors4 ,some select the husks1 while others choose the grain4 ,some build their worlds from the materials that others disdain and seem not to realize the inferiority of their worlds as compared with others4 ,their supreme complacency in the midst of the ugliness or pettiness of their worlds seems to accentuate the conclusion that they have not been able to see1 or else have not been able to use1 the other materials that are available4 ,flowers4--,to the man who would live in a beautiful world flowers will be a necessity4 ,to such a man life would be robbed of some of its charm if his world should lack flowers4 ,but unless he has subjective flowers he cannot have objective ones4 ,he must have a sensory foundation that will react to flowers or there can be no flowers in his world4 ,there may be flowers upon his breakfast table1 but unless he has a sensory foundation that will react to them they will be nonexistent to him4 ,he can react to the bacon1 eggs1 and potatoes1 but not to the flowers1 unless he has cultivated flowers in his spirit before coming to the table4 ,lily-of-the-valley civilization4--,all the flowers that grow may adorn his world if he so elects4 ,he may be content with dandelions and sunflowers if he so wills1 or he may reach forth and gather about him for his delight the entire gamut of roses from the ,maryland to the ,american ,beauty1 the violet and its college-bred descendant the pansy1 the heliotrope1 the gladiolus1 the carnation1 the primrose1 the chrysanthemum1 the sweet pea1 the aster1 and the orchid4 ,but1 if he can reach the high plane of the lily-of-the-valley1 in all its daintiness1 delicacy1 chastity1 and fragrance1 he will have achieved distinction4 ,when society shall have attained to the lily-of-the-valley plane1 life will be fine1 fragrant1 and beautiful4 ,intemperance will be no more1 and profanity1 vulgarity1 and coarseness will disappear4 ,such things cannot thrive in a lily-of-the-valley world1 but shrink away from the presence of beauty and purity4 ,music4--,again1 the man who is building such a world will elect to have music as one of the elements4 ,but here1 again1 we find that he must have a sensory foundation or there will be no music for him4 ,moreover1 the nature of this sensory foundation will determine the character of the music to be found in his world4 ,he may be satisfied with ,tipperary or he may yearn for ,handel1 ,haydn1 ,mozart1 ,beethoven1 ,melba1 and ,schumann-,heink4 ,he may not be able to rise above the plane of ragtime1 or he may attain to the sublime plane of ,the ,dead ,march in ,saul4 ,he has access to all the music from the discordant hand organ to the oratorio and grand opera4 ,in his introduction of a concert company1 the chairman said3 ,ladies and gentlemen1 the artists who are to favor us this evening will render nothing but high-grade selections4 ,if any of you are inclined to be critical and to say that their music is above your heads1 ,i beg to remind you that it will not be above the place where your heads ought to be4 ,in substance he was saying that the nature of the music depended not so much upon the singers as upon the sensory foundation of the auditors4 ,music and life4--,having a sensory foundation capable of reacting to the best music1 this man opens wide the portals of his world for the reception of the orchestra1 the concert1 the opera1 and the choir1 and his spirit revels in the concord of sweet sounds4 ,through the toil of the day he anticipates the music of the evening1 and the next day he goes to his work buoyant and rejuvenated by reason of the musical refreshment4 ,he has music in anticipation and music in retrospect1 and thus his world is regaled with harmony4 ,his world cannot be a dead level or a desert1 for it is diversified by the alluring undulations of music and made fertile by the perennial fountains of inspiring harmony1 and his world shall be filled with music ,and the cares that infest the day ,shall fold their tents like the ,arabs1 ,and as silently steal away4 ,children4--,again1 this man elects to have children in his world1 for he has come to know that there is no sweeter music on earth than the laughter of a child4 ,were he sojourning five hundred miles away from the abode of children he would soon be glad to walk the entire distance that he might again hear the prattle1 the laughter1 or even the crying of a child4 ,cowboys on the plains have been thrown into a frenzy of delight at the sight of a little child4 ,full well the man knows that1 if he would have children in his world1 he must find these children for himself2 for this task may not be delegated4 ,if he would bring ,paul and ,florence ,dombey into his world1 he must win them to himself by living with them throughout all the pages of the book4 ,in order to lure ,pollyanna into his world to imbue it with the spirit of gladness1 he must establish a community of interests with her by imbibing her spirit as revealed in the book4 ,characterizations4--,he may not have ,little ,joe in his world unless his spirit becomes attuned to the pathos of ,bleak ,house4 ,and he both wants and needs ,little ,joe4 ,echoing and reechoing through his soul each day are the words of the little chap1 ,he wuz good to me1 he wuz1 and acting vicariously for the little fellow he touches the lives of other unfortunates as the hours go by and brings to them sunshine and hope and courage4 ,and he must needs have ,tiny ,tim1 also1 to banish the cobwebs from his soul with his fervent ,god bless us every one4 ,the day cannot go far wrong with this simple prayer clinging in his memory4 ,it permeates the perplexities of the day1 gives resiliency to his spirit1 and encourages and reenforces all the noble impulses that come into his consciousness4 ,wherever he goes and whatever he is doing he feels that ,tiny ,tim is present to bestow his childish benediction4 ,lessons from childhood4--,in ,laddie he finds a whole family of children to his liking and feels that his world is the better for their presence4 ,to ,old ,curiosity ,shop and ,silas ,marner he goes and brings thence ,little ,nell and ,eppie1 feeling that in their boon companionship they will make his world more attractive to himself and others by their gentle graces of kindness and helpfulness4 ,in his quest for children of the right sort he lingers long with ,dickens1 the apostle and benefactor of childhood1 but passes by the colored supplement4 ,for all the children in his world he would have the approval and blessing of the ,master4 ,he would know1 when he hears the words ,except ye become as little children1 that reference is made to such children as he has about him4 ,at the feet of these children he sits and learns the lessons of sincerity1 guilelessness1 simplicity1 and faith1 and through their eyes he sees life glorified4 ,stars4--,nor must his world lack stars4 ,he needs these to draw his thoughts away from sordid things out into the far spaces4 ,he would not spend a lifetime thinking of nothing beyond the weather1 the ball-score1 his clothes1 and his ailments4 ,he wants to think big thoughts1 and he would have stars to guide him4 ,he knows that a man is as high1 as broad1 and as deep as his thoughts1 and that if he would grow big in his thinking he must have big objects to engage his thoughts4 ,he would explore the infinite spaces1 commune with the planets in their courses1 attain the sublime heights where the masters have wrought1 and discover1 if possible1 the sources of power1 genius1 and inspiration4 ,he would find delight in the colors of the rainbow1 the glory of the morning1 and the iridescence of the dewdrop4 ,he would train his thoughts to scan the spaces behind the clouds1 to transcend the snow-capped mountain1 and to penetrate the depths of the sea4 ,he would visualize creation1 evolution1 and the intricate processes of life4 ,so he must have stars in his world4 ,books4--,in addition to all these he must have books in his world1 and he is cognizant of the fact that his neighbors judge both himself and his world by the character of the books he selects4 ,he may select ,mrs4 ,wiggs or ,les ,miserables4 ,if he elects to have about him books of the cabbage patch variety1 he condemns himself to that sort of reading for a whole lifetime4 ,nor is any redemption possible from such standards save by his own efforts4 ,neither men nor angels can draw him up to the plane of ,victor ,hugo if he elects to abide in the cabbage patch4 ,if he prefers ,graustark to ,macbeth1 all people1 including his dearest friends1 will go on their way and leave him to his choice4 ,if he says he cannot read ,shakespeare1 ,massinger1 ,milton1 or ,wordsworth1 he does no violence to the reputation of these writers1 but merely defines and classifies himself4 ,authors as companions4--,having learned or sensed these distinctions1 he elects to consort with ,burns1 ,keats1 ,shelley1 ,southey1 ,homer1 ,dante1 ,virgil1 ,hawthorne1 ,scott1 ,maupassant1 ,goethe1 ,schiller1 and ,george ,eliot4 ,in such society he never has occasion to explain or apologize for his companions4 ,he reads their books in the open and gains a feeling of elation and exaltation4 ,when he would see life in the large1 he sits before the picture of ,jean ,valjean4 ,when he would see integrity and fidelity in spite of suffering1 he sits before the portrait of ,job4 ,when he would see men of heroic size1 he has the characters of ,homer file by4 ,if he would see the panorama of the emotions of the human soul1 he selects ,hugo as his guide4 ,if he would laugh1 he reads ,tam ,o',shanter2 if he would weep1 he reads of the death of ,little ,nell4 ,if he would see real heroism1 he follows ,sidney ,carton to the scaffold1 or ,esther into the presence of the ,king4 ,he goes to ,shelley's ,skylark to find beauty1 ,burns's ,highland ,mary to find tenderness1 ,hawthorne's ,scarlet ,letter to find tragedy1 and the ,book of ,job to find sublimity4 ,through his books he comes to know ,quasimodo and ,sir ,galahad2 ,becky ,sharp and ,penelope2 ,aaron ,burr and ,enoch ,arden2 and ,herodias and ,florence ,nightingale4 ,people4--,but his world would be incomplete without people1 and here1 again1 he is free to choose4 ,and1 since he wants people in his world who will be constant reminders to him of qualities that he himself would cultivate1 he selects ,ruth and ,jephthah's daughter to represent fidelity4 ,when temptation assails him he finds them ready to lead him back and up to the plane of high resolves4 ,to remind him of indomitable courage and perseverance he selects ,william the ,silent1 ,christopher ,columbus1 and ,moses4 ,when his courage is waning and he is becoming flaccid and indolent1 their very presence is a rebuke1 and a survey of their achievements restores him to himself4 ,as examples of patriotic thinking and action he invites into his world ,samuel ,adams1 ,thomas ,jefferson1 and ,alexander ,hamilton4 ,they remind him that he is a product of the past and that it devolves upon him to pass on to posterity without spot or blemish the heritage that has come to him through the patriotic service and sacrifice of his progenitors4 ,influence of people4--,that he may never lose sight of the fact that it is cowardly and degrading to recede from high ideals he opens the doors of his world for ,milton1 ,beethoven1 and ,michael ,angelo4 ,their superb achievements1 considered in connection with their afflictions and hardships1 are a source of inspiration to him and keep him up to his best4 ,as a token of his appreciation of these exemplars he strives to excel himself1 thus proving himself a worthy disciple4 ,they need not chide him1 for in their presence he cannot do otherwise than hold fast to his ideals and struggle upward with a courage born of inspiration4 ,living among such goodly people1 he finds his world resplendent with the virtues that prove a halo to life4 ,with such people about him he can be neither lonely nor despondent4 ,if the cares of life fret him for the moment1 he takes counsel with them and his equilibrium is restored4 ,in their company he finds life a joyous experience1 for their very presence exhales the qualities that make life worth while4 ,as an inevitable result of all the influences that constitute his world he finds himself yearning for meliorism as the crownpiece4 ,drinking from the fount of inspiration that gushes forth at the behest of all these wholesome influences1 he longs for betterment4 ,good as he finds the things about him1 he feels that they are not yet good enough4 ,so he becomes the eloquent apostle of meliorism1 proclaiming his gospel without abatement4 ,the roads are not good enough1 and he would have better ones4 ,our houses are not good enough1 and he would have people design and build better ones4 ,our music is not good enough as yet1 and he would encourage men and women to write better4 ,our books are not good enough1 and he would incite people to write better ones4 ,our conduct of civic affairs is not good enough1 and he would stimulate society to strive for civic betterment4 ,our municipal government is not good enough1 and he proclaims the need to make improvement4 ,our national government is not all that it might be1 and he would have all people join in a benevolent conspiracy to make it better4 ,influence of the school4--,thus day by day this man continues the building of a world for himself4 ,and day by day he strives to make his world better1 not only as an abiding place for himself but also as an example for others4 ,in short1 this man is a product of the vitalized school1 and is weaving into the pattern of his life the teachings of the school4 ,in exuberance of spirit and in fervent gratitude he looks back to the school that taught him to know that education is the process of world-building4 ,and to the school he gives the credit for the large and beautiful world in which he lives4 ,,questions ,,and ,,exercises #a4 ,show how the world that one builds depends upon one's own choosing4 #b4 ,do people seem to realize this truth when they do not build their world as they might8 ,if pupils fail to realize it1 what can the teacher do to help them8 #c4 ,suppose a pupil is interested in petty things2 the school must utilize his interests4 ,how can this be done8 ,how can he be led to larger aims8 #d4 ,to what extent does the richness of our lives depend on the way we react to stimuli8 #e4 ,explain how each of the influences alluded to in this chapter helps the teacher4 #f4 ,why does the character of the books one reads most serve as an index of one's own character8 #g4 ,what do you think of a person who prefers new books8 #h4 ,what do you think of one who prefers sensational books8 #i4 ,why is it especially important for a teacher to be thoroughly acquainted with the great characters of history8 #aj4 ,does acquaintance with the great in history tend to produce merely a good static character1 or does it do more8 ,,chapter ,,xxv ,a ,,typical ,,vitalized ,,school ,the school an expression of the teacher4--,the vitalized school may be a school of one room or of forty rooms2 it may be in the city1 in the village1 in the hamlet1 or in the heart of the country2 it may be a kindergarten1 a grade school1 a high school1 or a college4 ,the size or the location of the school does not determine its vital quality4 ,this1 on the contrary1 is determined by the character of its work and the spirit that obtains4 ,in general it may be said that the vitalized teacher renders the school vital4 ,this places upon her a large measure of responsibility1 but she accepts it with equanimity1 and rejoices in the opportunity to test out her powers4 ,it needs to be oft repeated that if the teacher is static1 the school will be static2 but if the teacher is dynamic1 the school will be dynamic4 ,the teacher can neither delegate1 abrogate1 abate1 nor abridge her responsibility4 ,the school is either vitalized or it is not1 according to what the teacher is and does1 and what the teacher does depends upon what she is4 ,in short1 the school is an expression of the teacher1 and1 if the school is not vitalized1 the reason is not far to seek4 ,a centralized school4--,for the purpose of illustration we may assume that the typical vitalized school is located in the country1 and is what is known as a centralized school4 ,the grounds comprise about ten acres1 and the building contains1 all told1 not fewer than twenty rooms1 large and small4 ,this building was designed by a student of school problems1 and is not merely a theory of the architect4 ,each room1 and each detail1 articulates with every other room in harmony with a general scheme of which the child and his interests are the prime considerations4 ,the well-being of the child takes precedence over the reputation of the architect4 ,every nook of the building has its specific function1 and this function has vital reference to the child4 ,the location of each piece of furniture can be explained from the viewpoint of the child1 and the architectural scheme is considered subsidiary4 ,the seats conform to the child1 and not the reverse4 ,the scheme of lighting concerns itself with the child's welfare rather than with the external appearance4 ,integrity in construction and decoration4--,the decorations throughout the building are all chaste and artistic4 ,nothing below this standard can win admission4 ,no picture is admitted that does not represent art4 ,the theory is that the school has a reflex influence upon the homes that attracts them to its standards1 and experience reveals the fact that the decorations in the homes are constantly rising in artistic tone4 ,the standards of the school become the standards of the pupils1 and the pupils1 in turn1 modify and improve the standards of the homes4 ,there is a degree of simplicity and dignity throughout the building that banishes from the homes the ornate and the bizarre4 ,there is integrity in every detail of construction1 and the absence of veneer gives to the pupils a definition of honesty and sincerity4 ,there is nothing either in the building or in the work of the school that savors of the show element4 ,the teachers of history and mathematics cannot display the products of their teaching and1 therefore1 there is no display of her products by the teacher of drawing4 ,this school believes in education but not in exhibition4 ,words of commendation may be dispensed in the classrooms1 but there is no exhibit of any department in the halls4 ,the teachers are too polite and too considerate to sanction any such display4 ,simplicity and sincerity4--,the library is notable for the character of the books1 but not for the number4 ,the teachers and pupils are too genuine ever to become thrasonical1 and no teacher or pupil is ever heard to boast of anything pertaining to the school4 ,they neither boast nor apologize1 but leave every visitor free to make his own appraisement of their school and its belongings4 ,the teachers are too truly cultured and the pupils are too well trained ever to exploit themselves1 their school1 or their work4 ,the pictures1 the statuary1 the fittings1 and the equipment are all of the best1 and1 hence1 show for themselves without exploitation4 ,to teachers and pupils it would seem a mark of ill-breeding to expatiate upon their own things4 ,such a thing is simply not done in this school4 ,the auditorium is a stately1 commodious1 and beautiful room1 and everybody connected with the school accepts it as a matter of course with no boastful comment4 ,anything approaching braggadocio would prove a discordant note in this school1 and1 in this respect1 it represents the ,american ideal that is to be4 ,rooms are phases of life4--,the home economics room1 the industrial arts room1 the laboratories1 the dining room1 the rest rooms1 and the hospital room are all supplied with suitable fittings and equipment and all represent phases of life4 ,at luncheon each pupil is served a bowl of soup or other hot dish to supplement his own private lunch1 and this food is supplied at public expense4 ,the school authorities have the wisdom to realize that health is an asset of the community and is fundamental in effective school work4 ,the pupils serve their schoolmates in relays1 wash the dishes1 and restore them to their places4 ,the boys do not think they demean themselves by such service1 but enter into it in the true spirit of democracy4 ,a teacher is present to modify and chasten the hurry and heedlessness of childhood1 and there is decorum without apparent repression4 ,industrial work4--,in connection with the industrial arts department there is a repair shop where all the implements that are used in caring for the school farm1 gardens1 orchards1 and lawns are kept in repair4 ,here the auto trucks in which the pupils are brought to the school are repaired by the drivers1 assisted by the boys4 ,in this shop the boys gain the practical knowledge that enables them to keep in repair the tools and machinery1 including automobiles1 at their homes4 ,the farmers who have no sons in school avail themselves of the skill and fidelity that obtain in the shop1 bringing in their tools1 their harness1 and their automobiles for needed repairs4 ,the money thus earned is expended for school equipment4 ,the products of the orchards1 farm1 and garden are the property of the school and are all preserved for use in the home economics department for school lunches4 ,the man in charge of the farm is employed by the year and is a member of the teaching staff4 ,the farm1 gardens1 orchard1 and lawn are integral parts of the school1 and perform the functions of laboratories4 ,school a life enterprise4--,there are all grades in the school1 from the kindergarten through the high school4 ,there is but slight disparity in the size of the classes1 for the parents instinctively set apart thirteen years of the time of their children for life in the school4 ,to these parents school and life are synonymous1 and when a child enters the kindergarten he enlists in the enterprise for a term of thirteen years4 ,the homes as well as the school are arranged on this basis1 and this plan of procedure is ingrained in the social consciousness4 ,deserting the school is no more thought of than any other form of suicide4 ,if1 by any chance1 a boy should desert the school1 he would be a pariah in that community and could not live among the people in any degree of comfort4 ,he would be made to feel that he had debased himself and cast aspersion upon society4 ,the looks that the people would bestow upon him would sting more than flagellation4 ,he would be made to feel that he had expatriated himself1 and neither himself nor his parents would be in good standing in the community4 ,they would be made to feel that their conduct was nothing short of sacrilege4 ,public sentiment4--,in view of the school sentiment that obtains in the community the eighth grade is practically as populous as the first grade4 ,attendance upon school work is a habit of thinking both with the children and with their parents1 and school is taken for granted the same as eating and sleeping4 ,if a boy should1 for any cause1 fail to graduate from the high school1 every patron of the school would regard it as a personal calamity4 ,they would feel that he had1 somehow1 been dropped off the train before he reached his destination1 and the whole community would be inclined to wear badges of mourning4 ,every parent is vitally interested in each child of the community1 whether he has children in school or not1 and thus school taxes are paid with pride and elation4 ,the school is regarded as a safe investment that pays large dividends4 ,patrons rally to the calls of the school with rare unanimity and heartiness4 ,differences in politics and religion evaporate in their school1 for the school is the high plane upon which they meet in fraternal concord4 ,the course of study4--,the course of study is flexible1 and because of its resiliency it adapts itself easily and gracefully to the native dispositions and the aptitudes of the various pupils4 ,if the boy has a penchant for agriculture1 provision is made for him1 both in the theory and in the practical applications of the subject4 ,if he inclines to science1 the laboratories accord him a gracious welcome4 ,the studies are adapted to the boy and not the boy to the studies4 ,no boy need discontinue school to find on the outside something that is congenial1 for1 within the school1 he may find work that represents life in all its phases4 ,if he yearns for horticulture1 then this study is made his major and1 all in good time1 he is made foreman of the group who care for the gardens4 ,if the course of study lacks the element which he craves and for which he has a natural aptitude1 this branch is added to the course4 ,the economy of life demands the conservation of childhood and youth and the school deems it the part of wisdom as well as civic and social economy to provide special instruction for this boy1 as was done in the case of ,helen ,keller4 ,this school1 in theory and in practice1 is firm in its opposition to wasting boys and girls4 ,hence1 ample provision is made for the child of unusual inclinations4 ,electives4--,the pupils do not elect a study because it is easy1 but because their inclinations run in that direction4 ,indeed1 there are no easy courses1 no snap courses in the school4 ,diligent1 careful1 thorough work is the rule1 and there can be found no semblance of approval for loafing or dawdling4 ,the school stands for purposes that are clear in definition and for work that is intense4 ,there are no prizes offered for excellent work1 but the approbation of parents1 teachers1 and schoolmates1 in the estimation of the pupils1 far transcends any material or symbolic prizes that could be offered4 ,in school work and in conduct the pupils all strive to win this approval4 ,there is no coarseness nor boorishness1 for that would forfeit this approval4 ,the cigarette is under ban1 for public sentiment is against it2 and1 after all1 public sentiment is the final arbiter of conduct4 ,hence1 no boy will demean himself by flying in the face of public sentiment through indulging in any practice that this sentiment proclaims unclean or enervating4 ,the school the focus of community life4--,this school is the focus of the community4 ,hither come the patrons for music1 for lectures1 for art1 for books and magazines1 for social stimulus1 and1 in short1 for all the elements of their avocational life4 ,indeed1 in educational matters1 the community is a big wholesome family and the school is the shrine about which they assemble for educational and cultural communion4 ,it is quite a common practice for mothers to sit in the classrooms engaged in knitting or sewing while their children are busy with their lessons4 ,for1 in their conception of life1 geography and sewing are cooerdinate elements1 and so blend in perfect harmony in the school regime4 ,at the luncheon period these mothers go to the dining room with their children in the same spirit of cooeperation that gives distinction to the school and to the community4 ,there is an interflow of interests between the school and the homes that makes for unity of purpose and practice4 ,there is freedom in the school but not license4 ,people move about in a natural way but with delicate consideration for the rights and sentiments of others4 ,the atmosphere of the school interdicts rudeness4 ,there is a quiet dignity1 serenity1 and intensity1 with no abatement of freedom4 ,in this school it is not good form for a boy to be less than a gentleman or for a girl to be less than a lady4 ,the teachers4--,the atmosphere in which the pupils live is1 mainly1 an exhalation from the spirit of the teachers4 ,they live and work together in a delightful spirit of concord and cooeperation4 ,they are magnanimous and would refuse to be a part of any life that would decline from this high plane4 ,in this corps there are no hysterics1 no heroics1 no strain1 no stress4 ,they are1 first of all1 successful human beings2 and their expert teaching is an expression of their human qualities4 ,their teaching is borne along on the tones of conversation4 ,they know that well-modulated tones of voice contribute to the culture and well-being of the school4 ,should a teacher ever indulge in screeching1 nagging1 hectoring1 badgering1 or sarcasm1 she would find herself ostracized4 ,such things are simply not done in this school4 ,hence1 she would soon realize that this school is no place for her and would voluntarily resign4 ,the school is simply above and beyond her kind4 ,unity of purpose4--,among the teachers there are no jealousies1 because each one is striving to exalt the others4 ,they are so generous in their impulses1 and have such exalted conceptions of life1 that they incline to catalogue their colleagues among the very elect4 ,the teacher in the high school and the teacher in the primary grade hold frequent conversations concerning each other's work1 and no teacher ever loses interest in the pupils when they advance to the next grade4 ,to such teachers1 education is not parceled out in terms of years but is a continuous process1 even as life itself4 ,they use the text-book merely as a convenience1 but never as a necessity4 ,if all the text-books in the school should be destroyed overnight1 the work would proceed as usual the next day1 barring mere inconvenience4 ,they respect themselves and others too highly ever to assume a patronizing air toward their pupils4 ,on the contrary1 they treat them as cooerdinates and confederates in the noble and exhilarating game of life4 ,the vitalized school4--,they have due regard to their personal appearance1 but1 once they have decided for the day1 they dismiss the matter from their thinking and devote their attention to major considerations4 ,neither in dress1 in manner1 nor in conversation do they ever bring into the school a discordant note4 ,school hours are not a detached portion of life but1 rather1 an integral part of life1 and to them life is quite as agreeable during these hours as before and after4 ,such as they cannot do otherwise than render the school vital4 ,and when such teachers and patrons as these join in such a benevolent conspiracy1 then shall we realize not only a typical school but the vitalized school4 ,,questions ,,and ,,exercises #a4 ,upon what does the vitalization of a school mainly depend8 ,upon what else does it depend in part8 #b4 ,what suggestion is made in this chapter in regard to the planning of school buildings8 #c4 ,why should care be taken in choosing the decorations of a school8 #d4 ,why is it unwise for teacher or pupils to boast of the achievements of the school8 #e4 ,why has the question of school lunches gained so much prominence recently8 #f4 ,how should the industrial work in a school be linked with that in the community8 #g4 ,why are there fewer students in the higher than in the lower grades of most schools8 ,make a careful analysis of the situation in this respect in your school4 #h4 ,why is it a calamity to a community for a boy to fail to graduate from the high school8 #i4 ,what may be done to prevent a child going outside the school to find something congenial8 #aj4 ,what should be a student's motive in choosing a course8 #aa4 ,how do you make your school a center for community life8 ,how can you make it more of a center than it is8 #ab4 ,how is the spirit of jealousy among teachers injurious to our school system8 ,what usually makes one teacher disparage the work of another8 #ac4 ,what is essential in vitalizing a school8 ,,index ,absorbing standards1 #afj4 ,acquisitiveness1 #eb4 ,advantages of socialized recitation1 #agh4 ,agriculture2 a typical study1 #aib2 its rapid development1 #aic2 relation to geology1 #aid2 the source of life1 #bjb4 ,altruism1 #abd4 ,ambition1 #bbf4 ,american restaurants1 #hf4 ,american story1 #bca4 ,analysis and synthesis1 #bic4 ,anarchy1 #gc4 ,ancestor1 child as a future1 #cd4 ,ancestors1 attitude of1 #ca4 ,answers1 repetition of1 #aci4 ,antecedent causes1 #bfa4 ,art1 #aig1 #bfh2 teaching as an1 #adc4 ,aspiration1 #bbd2 and worship1 #adi4 ,aspirations1 #ei4 ,attitude of teacher1 #aa1 #bgb4 ,attitude towards work1 #adh4 ,authors1 #caa4 ,automobile1 #aje2 factory1 #dg4 ,beauty1 desire for pastoral1 #eh4 ,behavior1 amplified1 #bfe2 in history1 #bfg2 in retrospect1 #bei2 scope of1 #bef4 ,betterment1 #bdd4 ,body subject to the mind1 #abj4 ,books1 #caa2 as exponents of life1 #ad2 of questions and answers1 #cjj2 of life1 #bbh2 supreme1 #beb4 ,botany1 importance of1 #aie4 ,boy1 story of a1 #bcf4 ,bread1 #bjj4 ,centralized school1 #cah4 ,characterizations1 #cjh4 ,child2 as a future ancestor1 #cd2 as a whole1 #bej2 as the objective1 #bjj2 and teacher1 quest of1 #ajd2 as the center in school procedure1 #ah2 imagination of1 #bf2 supreme1 #beb2 right to express himself1 #be2 play instinct of1 #bd2 relation of to school work1 #bg2 life1 #ba2 rights of1 #bj4 ,child's2 conception of truth1 #aji2 conception1 #ajc2 need of ideals1 #afi2 viewpoint of teacher1 #afh2 experiences1 #bg2 native tendencies1 #bd2 right to the best1 #bc2 native interests1 #bee2 imagination1 #bcf4 ,childhood curtailed1 #bb4 ,children1 #cjg2 parental attitude towards1 #ai2 common interests1 #baf2 should have school privileges1 #ai2 real interests1 #bag2 vs4 statistics1 #bdg4 ,cigarettes1 #aag4 ,circus day1 #aah4 ,civilization1 #cje4 ,clean living1 #cg4 ,college influences1 #aa4 ,columbus1 voyage of1 #aeb4 ,commerce1 #ee4 ,common from commonplace1 #aea4 ,comparison of life and living1 #a4 ,comparison of two teachers1 #abi4 ,complacency of teacher1 #ace4 ,complete living defined1 #aab4 ,complexity of life1 #d4 ,concepts restricted1 #bfb1 #bgi4 ,concessions1 #big4 ,conclusion1 #bgb4 ,conduct of teacher1 #aga4 ,conflict1 #fe4 ,conservation1 #bde4 ,contrasted methods1 #dd4 ,contrasts1 #bgh4 ,cooeperation1 #ge4 ,course of study1 #cbd4 ,court procedure1 #bia4 ,curtailment of childhood1 #bb4 ,definition2 of complete living1 #aab2 of poetry1 #bbb2 of politician1 #dj2 of socialized recitation1 #agf2 of teaching1 #b4 ,degrees and human qualities1 #bdh4 ,democracy2 foreign concept of1 #ff2 the vitalized school a1 #fi4 ,democratic spirit1 manifestations of1 #ga4 ,democratic teacher1 #ge4 ,desire is fundamental1 #fj4 ,desires for things intangible1 #ec4 ,domestic science1 #aii4 ,dynamic qualities1 #adf4 ,economic articulation1 #ei4 ,education1 #aja1 #cjc2 and substitution1 #dc2 by absorption1 #afj2 schools of1 #bdf2 unconsciously gained1 #afd4 ,efficiency1 #hj4 ,electives1 #cbe4 ,english1 teacher of1 #bci4 ,enthusiasm1 element of1 #aej4 ,environment1 #bei4 ,etymology1 #ajf4 ,examinations1 #bhh2 traditional method1 #bid2 testing for intelligence1 #bif2 way of reform1 #cja4 ,expertness1 appraisal of teaching1 #aca4 ,faith1 #bjc1 #bbg4 ,filtration plant and a vitalized school1 #bjf4 ,flowers1 #cjd4 ,food and life1 #bja4 ,foreign concept of democracy1 #ff4 ,formalities1 meaningless1 #abh4 ,freedom1 #abj1 #bge2 elements of1 #bhc2 real1 #bhj4 ,function of the school1 #gj1 #baj4 ,gang element1 #agi4 ,generations1 rights of the coming1 #cj4 ,girl and her elders1 #bcg4 ,grammar1 #bab4 ,great ,stone ,face1 #afb4 ,habit1 persistency of1 #ib4 ,history1 #gi1 #bed1 #bgj1 #bgh2 behavior in1 #bfg2 meaning of1 #ad4 ,home and the school1 #bee4 ,hospitals cited1 #cb4 ,house of ,parliament1 #ee4 ,human interest1 #aee4 ,human qualities1 degrees of1 #bdh4 ,humor1 #bcb2 betokens deep feeling1 #bci2 defies explanation1 #bdb2 lack of1 #bce2 of ,lincoln1 #bch4 ,ideal2 of the school1 #bae2 role of1 #aff4 ,idealist1 #di4 ,ideals1 a perpetual influence1 #afi4 ,imagination of children1 #bf1 #bcf4 ,imitation1 politician worthy of1 #dc4 ,incomplete living1 #aac4 ,individual1 responsibility of the1 #fi4 ,industrial work1 #cba4 ,influence2 of people1 #cac2 of the school1 #cae2 upon pupils1 #ahe4 ,influences of college1 #aa4 ,initial statement1 #ajj4 ,innate tendencies1 #fa4 ,intelligence of teacher1 #bih4 ,intensity1 life measured by1 #b4 ,interest in practice1 #ahj4 ,interest1 life the great human1 #bdi4 ,joy in work of artist teacher1 #ade4 ,language1 #baa2 a social study1 #baa2 and vitality1 #ae4 ,leadership1 #db1 #bfa4 ,learning democracy1 #bfh4 ,lesson a prophecy1 #bfc4 ,lessons from childhood1 #cji4 ,life2 and living compared1 #a2 and music1 #cjg2 and reading1 #ab2 as subject matter in teaching1 #f2 books as exponents of1 #ad2 book of1 #bbh2 complexity of1 #d2 every subject invested with1 #aee2 how the poet learns1 #bbc2 in literature1 #f2 quality of1 #bai2 manifestations of1 #e2 measured by intensity1 #b2 sea as1 #ajd2 teachers' influx of1 #bbh2 the great human interest1 #bdi2 transfusion of1 #bbd4 ,life and food1 #bja4 ,lincoln's humor1 #bch4 ,literature2 life in1 #f2 pedagogy in1 #afc4 ,long division ramified1 #bfd4 ,machine teacher1 #bdf4 ,machinery1 #bfh4 ,major and minor1 #bii4 ,man1 #bhe4 ,manifestations of life1 #e4 ,mark ,twain as a philosopher1 #bdj4 ,mathematics vitalized1 #aj4 ,meanderings1 #aci4 ,melting pot1 #fg4 ,mental atrophy1 #bhi4 ,methods1 #bib2 contrasted1 #dd2 potency of right1 #acb2 of the politician1 #da4 ,michael ,angelo1 #ajh4 ,military training1 #aah4 ,minor and major1 #bii4 ,misconceptions1 #ce1 #ff4 ,misfits1 #baf4 ,mistakes1 #bad4 ,monuments1 #eh4 ,mulberry ,bend1 #hc4 ,music1 #cjf2 and life1 #cjg4 ,native land1 #bbf4 ,needs of society1 #bab4 ,outlook1 #bfd4 ,ownership1 potency of1 #aha4 ,parental attitude towards children1 #ai4 ,parliament1 ,house of1 #ee4 ,patriot1 a typical1 #hb4 ,patriotism2 a determining motive1 #gh2 as a working principle1 #gg2 conclusions1 #hi2 in daily life1 #he2 thrift as1 #hg4 ,pedagogy in literature1 #afc4 ,penalizing1 #bid4 ,people1 #cab2 influence of1 #cac4 ,perseverance1 #bbe4 ,personal efficiency1 #aae4 ,physical training1 #aaf4 ,physics and ,chemistry1 #aif4 ,physiology1 #aif4 ,poetry1 #bga2 defined1 #bbb4 ,poet learns life how1 #bbc4 ,politician defined1 #dj2 methods of1 #da2 worthy of imitation1 #dc4 ,possibilities1 #acd4 ,potency of right methods1 #acb4 ,power of understanding1 #ac4 ,problem of the teacher1 #ih4 ,proprietary interests1 #ahj4 ,public sentiment1 #cbc4 ,pupil teacher1 #agg4 ,question stated1 #abg4 ,questions and answers1 #bij2 books of1 #cjj4 ,rational methods1 #bib4 ,reading and life1 #ab4 ,recitation1 example of socialized1 #ahg4 ,reflex influence1 #ahd4 ,remembering and knowing1 #bij4 ,repeating answers1 #aci4 ,resourcefulness1 #aec4 ,responsibility of the school1 #cf4 ,restricted concepts1 #bfb4 ,resultants1 #ahc4 ,rights of the child1 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colonies1 #aed4 ,three types of teachers1 #bej4 ,thrift as patriotism1 #hg4 ,time element1 basic considerations1 #abi4 ,time1 waste of1 #acc4 ,tom ,sawyer1 #ia4 ,trained minds1 #abb2 achievements of1 #abc4 ,transfusion of life1 #bbd4 ,travel instinct1 #eg4 ,truth1 child's conception of1 #aji4 ,twain story1 #bda4 ,two teachers compared1 #abi4 ,typical patriot1 #hb4 ,understanding1 power of1 #ac4 ,unity of purpose1 #cbh4 ,variety in excellence1 #fc4 ,vitalized mathematics1 #aj4 ,vitalized ,school1 #cbi2 a democracy1 #fi2 an exemplification of complete living1 #aac2 filtration plant1 #bjf4 ,voluble teacher1 #acf4 ,waste of time1 #acc4 ,weaknesses transmitted1 #cj4 ,westminster ,abbey1 #ed4 ,word automobile1 #aje4 ,word in use1 #ajg4 ,work2 a blessing1 #if2 as a privilege1 #ib2 and enjoyment1 #ig2 of the school1 #aaj2 potency of mental1 #ie2 misconceptions of1 #ic4 ,world-building1 #cjc4 ,the following pages contain advertisements of ,macmillan books on kindred subjects4 ,,modern 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,children 4#ej ,sachs ,the ,american ,secondary ,school #a4aj ,sisson ,essentials of ,character #a4jj ,smith ,all the ,children of ,all the ,people 7,teachers' ,edition7 #a4aj ,sneath and ,hodges ,moral ,training in the ,school and ,home 4#hj ,starch ,educational ,measurements #a4be ,experiments in ,educational ,psychology #a4jj ,strayer ,a ,brief ,course in the ,teaching ,process #a4be ,strayer and ,norsworthy ,how to ,teach #a4dj ,strayer and ,thorndike ,educational ,administration ,quantitative ,studies #b4jj ,taylor ,handbook of ,vocational ,education #a4jj ,principles and ,methods of ,teaching ,reading 4#ij ,thorndike ,education3 ,a ,first ,book #a4be ,vandewalker ,kindergarten1 ,the1 in ,american ,education #a4be ,ward ,the ,montessori ,method and the ,american ,school #a4be ,wayland ,how to ,teach ,american ,history #a4aj ,the ,mac,millan ,company ,boston ,new ,york ,atlanta ,chicago ,san ,francisco ,dallas