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 EFFECTIVE TEACHING 
 
 An Efficiency Test for Teachers 
 
 For the Use of 
 
 TEACHERS AND SUPERVISORS 
 
 by 
 M H. DUNCAN 
 
 -»_.+ 
 
. . . . .— .. • * 
 
 EFFECTIVE TEACHING 
 
 A MANUAL 
 
 i j 
 
 TEACHERS AND SUPERVISORS 
 
 bj 
 
 M. H DUNCAN, M. A.. (Ye 
 
 Superintendent . .t tUe Amarillo Publii Scl Is 
 
 Amarjllo I 
 
 COPYRIGHT 191B. BV M H- DUNCAN 
 PUBLISHED BY RUSSELL a COCKRELL AMARILLO TEXAS 
 
 A 
 
 I 
 

 AUG 14 1318 
 
 ©a, 
 
 
 
PREFACE 
 The teacher can not do effective teaching without 
 having, either consciously or unconsciously, a stand- 
 ard by winch to measure her work. Hie experts 
 have made some progress towards giving her stand- 
 ards by which to measure the objective result-, of her 
 work, but they have done but little towards giving a 
 standard by which to test the personal equipment, 
 ideals, and methods necessary to the attainment oi 
 such results. They have set before the teacher a de 
 finite task without telling her how to accomplish it. 
 They have given her no adequate standards by which 
 she can reduce wastes, economize time and energy. 
 and feel the inspiration of the ideals of the leaders in 
 her profession. An attempt has been made here to 
 formulate such a standard. Xo perfection is claimed 
 fcr this standard; but it is believed that it is based on 
 the fundamental laws of teaching and that it has been 
 shown bv experience to be adequate to the attainment 
 of the ideals here set forth. 
 
 A standard is also as necessary to the work of 
 the supervisor as it is to that of the teacher. The 
 average supervisor deals too much in generalities and 
 fails to give the teacher definite aid because he lacks 
 standards by which to estimate her work. The sup- 
 ervisor need:, some definite standard which will enable 
 bmi to do something more than merely commend or 
 condemn. The standard here suggested is intended 
 
to supply this need by giving t lie supervisor a definite 
 means of estimating the teacher's work and of point- 
 ing out to her clearly where she may improve it. 
 
 It will he understood that this work is merely a 
 standard fur the measurement of the efficiency of the 
 teacher, and lavs no claim to being a treatise on 
 pedagogy. Some of the topics most essential to the 
 t?acher's success are very closely related and there 
 may seem to be unnecessary repetition. It will be 
 observed, however, on closer study that there can be 
 no accurate standard of the teacher's efficiency where 
 all topics are given equal prominence, for all are not of 
 equal importance. It is believed that the more funda- 
 mental elements are given sufficient prominence and 
 those not so essential are kept sufficiently in the back- 
 ground to make the test a pretty accurate measure of 
 the qualifications and work of the teacher. 
 
 — 4- 
 
s 
 
 HOW TO USE THE EFFICIENCY CARD 
 
 The teacher will read very carefully the following 
 pages and endeavor to get a clear conception of the 
 standards upheld with reference to the several items. 
 She will then go over each item on the Efficiency < ard 
 and try to make an honest estimate of her work in 
 the light of these standards. Before finally grading 
 herself, -he will go over the card with her supervisor 
 in or der to get the benefit of his judgment, and, in 
 case of a difference of opinion between teacher and 
 supervisor, the grading should be deferred until fur- 
 ther opportunity is given for stwh and observation. In 
 grading the items, place 10 in the space opposite, it it 
 ?s decided that the teacher lives up to the standard 
 completely, if she does not measure up to it at all, 
 and the numbers between and 10 for the correspond- 
 ing degrees of merit in living up to the standard. The 
 teacher's efficiency is the sum of all the grades divid- 
 ed by 5. 
 
 The card should be made out in duplicate- one 
 for the teacher and one for the supervisor. The teach- 
 er will alwavs keep her card accessible and study it 
 with a view to improving in the items where she falls 
 below the standard The supervisor will keep his 
 card on file, become familiar with it. and. when visit- 
 ing the teacher, will Study her work with a view to 
 helping her strengthen her weak places. 
 
 It will be observed that there are to be four 
 grades during the school year— one each quarter. 
 The first should not be made before the end of the 
 
TEACHER S EFFICIENCY CARD 
 
 I General Conditions: 
 
 1. Light 
 
 2 Heat 
 
 3. Ventilation 
 
 4. Cleanliness of floors 
 
 5. Appearance of room 
 
 6. Tone of room 
 
 II. Pupils : 
 
 7. Properly seated 
 
 S. Take proper position 
 
 9. In good physical condition 
 
 10. Care for school property - - - - - 
 
 11. Respectful to teacher 
 
 12. Considerate of each other 
 
 13 Observe good order and decorum .... 
 
 14. Use time advantageously 
 
 15. Regular in attendance 
 
 III. Teacher: 
 
 16. Enthusiastic 
 
 17- Patient and sympathetic 
 
 18. Self-confident 
 
 1!». I >rpendabU 
 
 20. Courageous in face of difficulties 
 
 21. Sensitive to conditions in the room 
 
 22. Takes interest in the pupils' outside activities 
 
 23. Believes in pupils 
 
 21 Does not find fault 
 
 25. Praises good work 
 
 26. Knows the subject 
 
 27 Plans lessons ahead 
 
 28 [nformed as to best methods 
 
 29. Cooperates with other teachers 
 
 30. Cooperates with general plans of school 
 
 rv. Teaching: 
 
 31. Based on pupil's past experiences 
 
 32. Based on pupil's present needs 
 
 33 Reaches each child 
 
 34. Goes beyond inert- information .... 
 
 35. Provides for frequent reviews .... 
 
 36. Requires unity in recitation 
 
 37. Standards high; only pupil's best efforts 
 
 accepted 
 
 38 Avoids lifeless formalities 
 
 39. Tests preparation of lesson 
 
 40. Makes haste slowly 
 
 41. Fulfills lesson plans 
 
 42. Arouses and sustains interest 
 
 43. Assignment arouses effort-evoking interest 
 
 44. Develops self control ... .... 
 
 V. Pupils' Response: 
 
 45. All take part in recitation 
 
 46. Do most of the talking 
 
 47 Have proper attitude towards work 
 
 48. Prompt in bringing up work 
 
 19. Show independence of thought .... 
 50 Make good when they leave supervision 
 
 Efficiency: 
 
 Second quarter.. 
 
 Fourth quarter.. 
 
 .Grade. 
 
 Fi rst quarter.. 
 rhird quarter. 
 
 —6— 
 
first month and not until teacher and supervisor have 
 had ample opportunity to study tin il items and 
 
 to estimate the teacher's daily work with them in view. 
 The test will possess no value unless teacher and sup- 
 ervisor take it serioush and give some time to it. 
 
 If the teacher has no supervisor -he will hi 
 depend vvholl) on her own judgment in grading. Il 
 is believed, however, even in such a case, that the 
 teacher who makes an honest estimate of her ability 
 ]i\ the standards here set forth and endeavors to mi 
 prove her work will be abundantly repaid tor her 
 effort^. 
 
 
Effcrtto (foarhmg 
 
 INTRODUCTION 
 
 Teachers succeed or fail in teaching- for the same 
 reasons that men and women succeed or fail in other 
 business. Men and women fail in business because 
 they do not observe the laws of business success, and 
 teachers fail in teaching because they do not observe 
 the laws of teaching success. There is a personal 
 element, of course, in teaching as there is in business 
 which enters very largely into the success of men and 
 women in this profession, but this personal element 
 does not count as much as we usually think, and the 
 great majority of teachers can increase the effective- 
 ness of their teaching more than 100 per cent by a 
 conscientious observation of the laws of success 
 which govern their work. In fact, we are told that 
 the average business man is not more than 40 per 
 cent efficient, and, if this be true of the average busi- 
 ness man, it is also true of the average teacher, and 
 mure than likely, if the full truth were known, the 
 efficiency of the average teacher would not measure 
 up to 40 per cent of her possibilities, for the reason 
 that the results of the teacher's work are not so tang- 
 ible and there is not the same incentive to effort. The 
 results of the efforts of the business man show in his 
 profits; his work has been standardized and we know 
 what to expect of him, but this is not true of the work 
 of the teacher. She must continue, for a time at least, 
 without evident results and there is during this inter- 
 val, to say the least, a temptation to shirk to which 
 many teachers yield. Seeing the chips fly from day 
 to day is a great incentive to more strenuous effort in 
 any business, anil the teacher who can not see such 
 daily results frequentlv comes to the conclusion that 
 
a little shirking won't make much difference. It is 
 for this reason that in determining the efficiency of 
 the teacher, we must go beyond the tangible results 
 of her work to those elements of her personality, pro- 
 fessional preparation and spirit which the science of 
 teaching has taught us must be present if she succeeds 
 in her work. It the teacher can be induced to regard 
 these persona] and professional elements as funda- 
 mental in the success of her business, she will cer- 
 tainly see more clearly the meaning of greater effort. 
 She will see that the spirit which leads her to shirk 
 is the spirit that destrov; her possibilities and closes 
 to her the door of opportunity in her profession. 
 
 In this discussion, it is our purpose to help the 
 teacher measure the effectiveness of her work by 
 pointing out the chief elements in effective teaching 
 and by giving her a standard l>v which she may be able 
 to determine her weak and strong points. The aver- 
 age teacher dues nol improve herself because she 
 does not, in the first place, know where her chief 
 weaknesses are. and, in the second place, if she does 
 know them, she dues not know how to correct them. 
 She ma\ know that her work is not as effective as it 
 should be. but she frequently does not know just why 
 it is not. She needs some means by which she can 
 measure wdiat she is in the light of what she may be. 
 
 Some one has said that a position is worth not 
 what it pays, but what it teaches. Where the teacher 
 takes one dollar for her services from her position, she 
 should take five dollars worth of instruction and ex- 
 perience. She should constantly use it as a means of 
 improvement, and when she comes to the point where 
 she can not learn more from a position, it is time for 
 her to leave that position for another. Most fre- 
 quently when she comes to that point, if she comes to 
 it by study — and that is the only way she can really 
 come to it — another position with greater remunera- 
 
 — 'j- 
 
tion will be waiting for her. No teacher should be 
 content to go on day after day without learning some 
 valuable lessons from her position. Frequently teach- 
 ers seem to feel that their services become more 
 valuable each year they teach. However, this does not 
 follow in every case. It is not the amount of exper- 
 ience the teacher has had that gives her work value; 
 : t is the kind. The teacher who has taught but one 
 \ear may he worth far mure than the one who has 
 taught ten. In fact, it is very frequently the case 
 that the teacher descends into a deadening routine in 
 her work which from year to year detracts from its 
 effectiveness and her worth as a teacher. 
 
 In the teacher's profession, traditionalism and con- 
 ventionality count for so much that she is likely to 
 become a mere machine to grind out her work day 
 after day without making any effort to improve 
 herself. She is likely to get into a rut and become 
 self-satisfied. It is only the progressive, wide-awake 
 teacher wdio will study her work and make effort to 
 increase its effectiveness. Such a teacher will throw 
 traditionalism and conventionality to the winds and 
 make every method she uses answer to the test of 
 reason and common sense. She will lie on the alert 
 for new and more effective ways of doing her work 
 and when she finds a method that she believes will 
 increase her efficiency, she will not hesitate to use it. 
 She will keep her eyes open to the best books and 
 magazines that bear on her work, and she will read 
 them carefully, jotting down in a note-book any point 
 that she believes will help her. She never reads just 
 for the sake of reading and to no purpose, but she 
 reads in answer to a felt need that has arisen from a 
 close study of her work and a deep dissatisfaction with 
 the way she is doing it. The burning question with 
 her is, "Why do I do my work as I do and how can I 
 do it better?" 
 
 —10- 
 
The writer knows a business man who will go 
 across the continent to learn a point that will improve 
 his business. This business man reads all the books 
 and journals he can get that hear on his business, and 
 he has ■-pent hundreds ..f dollars traveling to find 
 opportunity to talk with those who have information 
 about his business which they are not giving out for 
 publication. This man is efficient and his business is 
 a success, because he has spared no pains to master 
 it. However, his course is quite a contrast to that 
 of the average teacher who goes on from year to year 
 making no effort to improve herself. She does not 
 read the hooks that hear on her work, and if she reads 
 a journal, it is in a perfunctory way to satisfy tran- 
 sient needs that may arise in her work from day to 
 day, and not because her study of her work has shown 
 her her weaknesses and made her feel the need of 
 more knowledge. She complains because she has to 
 attend the teacher's meetings and even when an ex- 
 pert in her line is invited to address the meeting, she 
 will remain at In ime if there is any excuse she can gi\ e 
 for so doing. Teachers' salaries should be twice what 
 they are, but the fact that she is poorly paid and not 
 properly appreciated should not cause the teacher to 
 fail to improve every opportunity to increase her effi- 
 ciency as a teacher, and, perhaps, one of the main 
 reasons why she is not better paid is because she lacks 
 the professional spirit to master her work and make it 
 more effective. The call of the educational world of 
 today is to the men ami women who know their work. 
 For them the outlook was never more promising than 
 it is at present, both as to the opportunities for service 
 and the material rewards to be gained. Let the 
 teacher show herself a master and it will not be long 
 before she will be receiving a master's wages. 
 
 Like other business men and women, the teacher 
 is going either forward or backward. There is no such 
 
 —11— 
 
thing as standing still. Each day finds her either im- 
 proving or retrograding. No teacher leaves the 
 school at the end of her day's work quite the same as 
 she was when she began in the morning. She has 
 gained or she has lost something. If she is not 
 studying to add to the spirit of her work and to be- 
 come mure proficient in training the children in her 
 care, she is descending into a deadening routine that 
 is slowly sapping away her professional vitality; and 
 to say nothing of the welfare of her children, her sense 
 of business pride and her desire to succeed even in a 
 material way should be a sufficient incentive to spur 
 her <m in greater efforts. When she considers that 
 the future lives and destinies of her pupils depend 
 largely on how well ^he does her work, she will cer- 
 tainly not be satisfied with anything less than the very 
 best it is possible for her to be. 
 
 In the business world, it is pretty safe to act on 
 the principle that a method old enough to be inherited 
 is old enough to be laid aside, and the teacher will not 
 go far wrong to act on the same principle. At least 
 she should never accept a method just because it has 
 been handed down to her from former teachers. She 
 should apply the test of common sense to every meth- 
 od she uses ami adapt it to her own peculiar situation. 
 Not only are the methods of teaching being constant- 
 ly improved, but conditions in the school room are 
 constantly changing and methods that would succeed 
 in the past may not succeed today. The fundamental 
 natures of children remain the same, but they acquire 
 new interests as conditions about them change, as 
 thev are constantly doing today; hence the teacher 
 who uses methods handed down to her from her eld- 
 ers is not likelv to meet with much success. The 
 task of the teachers' training school is not to give the 
 teacher specific methods of work; it is to give her 
 such an insight into her work, such a knowledge of 
 
 —13- 
 
the child and the various subjects that she is to teach 
 as well as of the world she is to prepare him for, as 
 will enable her to work out her own methods. 
 
 B) teaching the teacher special methods and by 
 failing to give her that insight into her work no 
 sary to independent judgment, the training scho 
 frequently do more harm than good. They often 
 teach methods that will not apply to the special situa- 
 tion into which the teacher comes when she leaves 
 school, and. as a result, she must either take time 
 change her methods or go on with methods that 
 will turn out disastrously for the children. One of 
 the rules most fundamental to business success is that 
 a thing should be learned right from the beginning. 
 Emp frequently prefer in their business young 
 
 a to old oin because they have less to unlearn. 
 
 >rld famed violinist has been spoiled by his 
 
 not learning to use his bow right in the beginning. 
 
 Man} - a surgeon has remained at the bottom of the 
 
 ladder because he got into the habit in the beginning 
 
 holding his knife incorrectly. Many a Joe Jackson 
 has remained in the minor leagues because as a boj 
 he fade I to master the correct technique of his art. 
 
 Many a m ister in the scl I room has been unheralded 
 
 and unsung because she failed to use her head and 
 depended upon methods handed down to her from 
 past ages. The teacher should study methods, even 
 special methods, both those that are current and 
 those that have been laid aside, for thereby she may 
 he able to get some idea that she can adapt to her own 
 situation; but she should newer use a method without 
 applying to it the test of common sense. She should 
 know- that every method she uses is the best possible 
 one for the particular conditions in her own school. 
 Let the teacher remember that the best education 
 is self-education, and that while she maj not have 
 been able to have the superior advantages offered by 
 
 -13- 
 
our normal schools and colleges and may not be able 
 to attend the summer schools and chautauquas, she 
 may improve herself and be counted among the mas- 
 ters of her profession, if she is willing to pay the 
 price. Some one has said that we can be what we 
 want to be, if we want to hard enough. The teacher 
 can rise above the common place to a position of 
 eminence in the profession of teaching, if she wants to 
 hard enough. Her success does not depend upon 
 where she was educated or the number of degrees she 
 holds — although all these things are good if they are 
 not permitted to get in her way — but upon her ability 
 to "deliver the goods" in the particular position she is 
 trying to fill. Teachers may be able to get good posi- 
 tions through friends and because of their diplomas, 
 but they cannot hold them by such means, and they 
 can not, by such means, rise to better positions. There 
 was never in the history of teaching such a demand as 
 there is today for trained teachers, not especially for 
 those from the normal schools and colleges, for they 
 may not have been trained properly at all, but for 
 those who have been trained through their own exper- 
 iences, through their own hard work, and through 
 their own thorough preparation of heart to solve the 
 complex problems of modern education. 
 
 In the following discussion, it is our purpose to 
 make as clear as we can the several items in the 
 Teacher's Efficiency Test given above and to show 
 the teacher how to apply them to the conditions in 
 her own room. 
 
 — n- 
 
I GENERAL CONDITIONS 
 
 Too many teachers fail, or are less efficient than 
 they might be, because they do not give adequate at- 
 tention to these general conditions. These items are 
 of extreme importance and the teacher can not neglect 
 them without greatly lowering the effectiveness of 
 her work. 
 
 1. Light. — There are many problems of lighting 
 over which the teacher has no control and for which 
 >he is of eom>c, not responsible, hut, accepting con- 
 ditions as she finds them, she can yet do much to 
 miake the lighl of her room what it should be. She 
 may adjust the shades from time to time so as to make 
 the light agreeable to the eyes of the children in the 
 different parts of the room — not too strong or too 
 dun. She may arrange the children so that they will 
 gel the light they individually need. Some children 
 need more light than others and should be placed 
 where the light is best; while those who do not need 
 so much light may he placed in the darker parts of the 
 room. The teacher may also see that the janitor 
 keeps the shades properly hung, and she may adjust 
 the work of the children from day to day to the light 
 conditions in the room. On cloudy days when the 
 light is bad and it is impossible to adjust the shades 
 so as to let in an adequate amount, she may shorten 
 the study periods si, as not to tax the eyes of her 
 pupils. 
 
 In all cases the light should come into the room 
 from one side and it should never fall into the faces 
 of the children. If the teacher finds that the desks 
 are sitting so that the light falls so as to injure the 
 pupil's eyes, she should have them changed at once. 
 The eye is a very delicate organism and the teacher 
 should always be extremely careful to permit no in- 
 jury to come to it because of the work or conditions 
 in the school room. 
 
 — 15— 
 
2. Heat. — The teacher exercises also only a par- 
 tial control over the heating of her room, but even 
 with this partial control she can do much to make it 
 what it should be. She can make it such as to be con- 
 ducive to study or she can make study impossible. 
 As a rule, the temperature of the room should be kept 
 at about ii s degrees Fahrenheit. However, the num- 
 ber of degrees depends largely on climatic conditions 
 and on the general humidity. If the climate is moist 
 and the temperature is moderate most of the time, 65 
 degrees is a sufficient maximum ; hut in a dry climate 
 where the winters are long and severe, it will require 
 6S i <v 7*i degrees. 
 
 The teacher can do much to keep her room at 
 about the required temperature by turning off and on 
 the heat, by regulating the ventilating system, or by 
 raising and lowering the windows, whichever in her 
 judgment will get the desired results. The teacher 
 who neglects the proper heating of her room will very 
 likely render void her efforts along other lines and 
 greatly lower the effectiveness of her work. Children 
 will neither study nor enter into the recitation when 
 they are t( o hot or too cold. 
 
 3. Ventilation. — The average school building i^ 
 not constructed with a view to proper ventilation. 
 
 I'i'» frequently the only means of ventilation is the 
 raised or lowered windows and this is not at all ade- 
 quate. When the windows arc either raised or low- 
 ered, the children next to them feel the draft too 
 much, while those on the opposite side of the room 
 do not get the benefit i if it at :dl. 
 
 However, with all these difficulties to overcome. 
 the teacher can do much to keep a supply of fresh air 
 i:i the room without making it uncomfortable for the 
 children. She can do this by constantly shifting the 
 windows, raising and lowering them in different parts 
 of the room. She will have to be the iudsre as to 
 
 -IG— 
 
which one to r; I which one to lower, and 
 should base such judgment on a careful stud} of con- 
 ditions. The position of the room and tl i tion 
 of the wind will have much to do with these things. 
 Frequently it is a good plan to raise all the windows 
 and give the room a g 1 airing at the recesses; how- 
 ever, sometimes the heating plant is poor and 
 do this would render the room uncomfortable for the 
 r c^t ol the day. The teacher must be her own judge 
 in such cases, and when there is any doubt as to 
 best thing to be done, she should consult her prin- 
 cipal. Here, as everywhere else, when she does not 
 know what to do, she will not go far wrong to e 
 just gi ii id ci minion sense. 
 
 4. Cleanliness of floors. — When you find papers 
 and dirt scattered over the floor of a room, you i 
 
 he prett) sure that there is something wrong. The 
 children in such an environment mav be learning 
 something, but the} are not living up to their possibil- 
 ities. They are not entering into their work as thev 
 should be doing and the teacher is not awake to the 
 possibilities of her work' or doing her best. The littered 
 floor is not so bad in itself, but it is an indication of an 
 evil more deeph seated. It is an indication that the 
 children are not having instilled in them correct hab- 
 its as to cleanliness, order, etc. These habits mean 
 far more to their success in the world than what they 
 learn from their text books and their formation should 
 lie regarded of paramount importance. 
 
 5. Appearance of room. — School rooms like 
 homes vary greatlv in their appearance and attrac- 
 tiveness. Some of them are attractive and afford a 
 most inviting place for study and reflection; while 
 others are unattractive, barren, coid, uninviting and 
 chill the spirits SO that stud} is impossible. 
 
 The teacher who neglects to make her room at- 
 tractive is thereby taking the most direct course to- 
 
 -17 — 
 
ward lowering the general effectiveness of her work. 
 The appearance of a room is one of the little things 
 that has most to do with the work of the children. 
 Learning is a spiritual process, and it cannot be done 
 properly unless spiritual conditions are right. The 
 room with clean walls, attractive pictures, clean 
 floors, pot plants, and where everything is kept in 
 order is the room where you will most likely see 
 happy faces, and these happy faces are but an out- 
 ward sign of better things that are going on within. 
 Whatever the cost let the teacher make her room at- 
 tractive and the surroundings such as to make the 
 children happy. 
 
 6. Tone of room. — The tone of the room is the 
 product of all the conditions we have been discussing 
 before and of some other things that we can feel bet- 
 ter than we can define. It includes respectfulness, 
 decorum, studionsness, contentment, happiness and 
 confidence on the part of both pupils and teacher, 
 ^ood tone in the room is absolutely indispensable to 
 good work, or rather it is an evidence that good work 
 is being done, and when it does not exist, the teacher 
 should center all her efforts on bringing it about. If 
 die finds that she can not bring about such a tone, she 
 is not the teacher for the place and she owes it to her- 
 self and the children to get out of the way. The 
 teacher who can not produce the proper tone does 
 more harm than good, and she commits a crime 
 against herself and the children every day she re- 
 mains in the school room. Children may mechani- 
 cally absorb a few things where the spiritual condi- 
 tions of the room are not right, but we may be sure 
 that they are not being educated in the true sense of 
 the term — they are not growing from within. 
 
 -18- 
 
II PUPILS 
 
 7. Properly seated. — Desks should not only be 
 adjusted to the sizes of the pupils, but they should 
 he arranged compactly so that all th< pupils will be 
 as near a-- possible to tin' teacher. The teacher should 
 take her position in front oi the pupih where sh< 
 look each one in the face. The seats should bi 
 ranged so that the light will conn from the reai or 
 from the left- -preferably from the hit -and so ; 
 make provision for the stove, if then must be i 
 
 the room. When these essentials have been met, the 
 next thing most important is i< have the pupils as 
 near the teacher as possible. There r a silent !■ 
 that goes out from the teacher to the pupils, -w 
 gives her an indefinable influence ovet them when she 
 is near them and can look them in tin lace. Foi 
 reason, the teacher who takes . position in front i i 
 pupils is better able to hold then atti ntion that I 
 
 she moves about or takes a position . I the side oi 
 1 1 n mi or in the rear, 
 
 8. Take proper position. — I he physic; 
 
 oi the pupil is indicative of his mental attitude ' i 
 fact, the two are interdependent i teache i 
 
 not if ford to neglect the physical attitude of the puj il, 
 if she would have a wholesom< i tfluence over his 
 mental and moral attitude. Pupib should not be 
 forced to sit up like statues all in- time, but ,vhen 
 keen mental effort is required, tin . should sit e t 
 and in a proper position. This I their n 
 
 to work, rivet their attention on vvhal is being done 
 and greatly stimulate the learnn < ss. 
 
 PupiK should also he requin I take a pn i 
 position in the recitation, The} should stand erect 
 when making a discussion, hold their hooks pro \y 
 when reading, and when at tin rd the) si : i 
 
 use a pointer in making their ex] lanations and -.;; nd 
 where a'l ma\ see their work. It -sir; nge that 5 ■ ie 
 
 — 19- 
 
teachers - so forgetful of these so-called little 
 things as to permit the pupil to stand at his desk and 
 explain a problem on the board across the room, or 
 to permit him when at the board to stand between the 
 problem and 'he majority of the class. We wouldn't 
 give much for such explanations, nor would we count 
 much on the results of the teacher's work, who per- 
 mits such i thing to be done. It is an indication that 
 she has not arisen to the demands of her work and 
 that she d >es not see clearly the problems involved 
 in it. 
 
 It is necessary to have pupils go to the front 
 
 every tim \ read, for it takes too much time; but 
 
 when they have something special they want read to 
 the class ir when the teacher wants to especially em- 
 phasize- a point, it is well to have pupils read from the 
 front of i »om. The position of the pupil in his 
 stud) and ecitation is more important than the av- 
 erage te nnks, and it is a pretty good indication 
 of the results that are being obtained in an intellectual 
 and moral \ \ 
 
 9. [n c.ood physical condition. — The learning 
 proces-- remely responsive to the physical condi- 
 
 tion of ilp/ pupil, and, for this reason, the teacher 
 should not ;nly maintain conditions as to light, heat, 
 ventilation the general appearance of the room, the 
 arrangei and adjustment of desks, etc., but she 
 
 should - ■ that the pupil is in a good physical condi- 
 tion. Tii'- teacher may claim that she hasn't the 
 knowledge necessary to such work and that it is not 
 properly in her sphere; but when she realizes the ex- 
 tent to Airch the effectiveness of her teaching de- 
 pends on such knowledge, she will make every effort 
 to acquit it. There are a number of good books on 
 health m he teacher can easily become familiar 
 with two three of them. Besides, the up-to-date 
 health series prepared for school use, such as the Gu- 
 
 —20- 
 
lick, the Ritchie, and the O'Shea-Kellogg, contain 
 enough information for all ordinary purposes, and, 
 certainly, it is not asking too much of the teacher to 
 .ecome familiar with these. How the child lives has 
 i vital bearing on how lie studies and how he conducts 
 limself m school, and the teacher must help to get 
 hini i,, live right, if she would have him think and act 
 eight. Every child should he taught how to eat. 
 sire]., breathe, bathe, dress, stand and walk. These 
 are the things out of which life is made and the 
 teacher can not neglect them if she would make life 
 what it should be. Some teachers feel that tl 
 things are out of their sphere and beneath their dig- 
 nity. They feel that they ar» engaged in the loftier 
 wo 'rk of feeding the minds and hearts of the children, 
 and they have been too prone to take a proper physical 
 basis for their work as a matter of course. I [owever, 
 a deeper insight into the real life of the child in caus 
 iu- the teacher to see that a physical basis in the child 
 i- not a thm- of minor importance and that it can not 
 be neglected without greatly lowering the effective- 
 ness , if her w < >rk. 
 
 The teacher should also become familiar with the 
 indexes of the commoner physical defects among 
 children, such as defective vision, defective hearing, 
 defective teeth, adenoids, enlarged tonsils, malnutri- 
 tion, nervousness, etc.. and she should do her part to 
 see that such defects have the proper treatment at the 
 hand of a skilled medical man. The child suffering 
 from any one of these defects will fall below normal in 
 his school work, and, if he suffers from more than one 
 of them, he is frequently wholly incapacitated for 
 doin- his work. The teacher who really wants to in- 
 crease the effectiveness of her work and thus her use 
 fulness as a teacher has here a ferine field of labor. 
 10. Care for school property. — The child is edu- 
 ated more bv the environment of the school than he 
 
is by what he learns from books, and it is a pretty 
 good sign of the ineffectiveness of the work of a 
 school or a room, if the children do not take the 
 proper care of school property. In the school or 
 school room, where you find the children defacing 
 and destroying property, you may be pretty sure that 
 they are not being educated, but dis-educated, if such 
 a term may be used. They are building wrong habits 
 instead of right ones. The tone of the school should 
 be such as to inculcate respect for school property, 
 and where there is not such respect, it is because the 
 tone of the school is not what it should be, and the 
 tone is not what it should be, more than likely, 
 because the teaching is not what it should be. 
 Children should be taught to take care of their 
 books, not to mark or mutilate them. There is no 
 better indication of indifference to school work, 
 carelessness, and slovenliness among children than 
 the failure to properly care for their text books. 
 The care of school property is a result; it is also a 
 cause. It is the result of the pupil's habits and atti- 
 tudes of mind, and it has much to do with making 
 these habits and attitudes what they are. 
 
 11. Respectful to teacher. — A proper respect 
 on the part of the pupils toward the teacher is one 
 of the essential elements of a proper tone in the 
 school room and the general bearing of the teacher 
 has much to do with bringing about such an attitude. 
 The teacher must prove herself worthy of respect 
 before her pupils will respect her. She must at all 
 times conduct herself with dignity, grace and poise, 
 and she must prove to her pupils that she knows her 
 business. 
 
 When the teacher finds that a pupil is getting 
 away from her, she should make every effort to win 
 him back. She should seek to prove to him by her 
 words and actions that she is his friend. If she 
 
fails to win the pupil more than likely it is because 
 the attitude of the parents is not what it should he 
 and she should endeavor to bring about a proper atti- 
 tude on the part of the parents by proving to them 
 that she has the good of their child at heart. The 
 teacher should always be willing to do more than her 
 part to win and retain the good will of her pupils 
 and patrons. She should not sacrifice principle to 
 do tin-, nor do that which will ultimately work evil 
 to the child, but she should be willing to sacrifice her 
 own feelings occasionally; for she can accomplish 
 but little with the pupil unless she possesses his good 
 will and that of his parents. Then when one pupil 
 becomes estranged, his disaffection soon spreads to 
 Others, and if the teacher does not meet the situation 
 she will find her power and influence passing away 
 from her. 
 
 12. Considerate of each other. — This topic is 
 largely the counterpart of the one discussed before. 
 Pupils who are respectful to their teacher will usually 
 he considerate of each other; especially will this be 
 the case, if the respect for the teacher is a wholesome 
 respect and founded on true worth. Respect for 
 each other is not so fundamental in itself, but it is an 
 indicator of things more essential to the real welfare 
 of the school. It shows whether the work of the 
 school is going home to the lives of the pupils or 
 whether it is merely on the surface. Pupils in 
 school are not preparing for life; they are then living. 
 They are building up those habits and attitudes that 
 will determine their habits of thought and conduct 
 is men and women, and if as boys and girls in a school 
 they are considerate of each other, they will be con- 
 siderate of each other as men and women when they 
 leave school, and surely in a great democratic com- 
 monwealth like our own this is one of the things most 
 essential. Such a habit can not be built up by teach- 
 
ing alone; here, as elsewhere the pupil must learn to 
 do by doing. He must learn to he considerate of his 
 neighbors when he leaves school by being considerate 
 of his fellow students in school. 
 
 13. Observe good order and decorum. — School 
 discipline depends very largely on the hearing of the 
 teacher and how she conducts her work. Instruction 
 and discipline are very intimately related, and most 
 frequently where there is bad order in the room, it is 
 because the teaching is poor. Bail order is at least 
 a sign that the instruction is not having the desired 
 effect and the thing for the teacher to do, in such a 
 case, is to improve her instruction. When the in- 
 struction is what it should he, the discipline will take 
 care of itself. 
 
 Good order does not mean absolute quiet. It 
 does not mean submission brought about by the iron 
 hand of the teacher. It means unity of purpose in 
 the room and a blending of the will of the pupil and 
 the teacher. It means that all have a common pur- 
 pose in view ami that all are working together in 
 harmony to accomplish a certain end. This may be 
 done in quietness or it may require some seeming 
 contusion. However, the spirit that pervades the 
 work and the goal in view are the important things, 
 and the teacher should never lose sight of them. 
 
 14. Use time advantageously. — It is said that 
 the average good business man loses two hours' work 
 every day because he does not know how to use time 
 advantageously. He does not know how to get into 
 his work and he does not know how to economize time 
 after he does get into it. He makes many useless 
 steps and many useless motions that could be avoid- 
 ed if he knew how to arrange his work with a view- 
 to efficiency. 
 
 One of the things every pupil should learn in 
 school is the right use of time. His geography, arith- 
 
 -24— 
 
mctic, and grammar will mean but litt im, if he 
 
 is permitted to get into the habit of v by 
 
 idling in the school room. The teachi il I study 
 
 every movement, every motion of t! ery 
 
 change from study to study and from '. t.ation to 
 recitation, and arrange his work so • nculcate 
 
 in him the habit of saving time. Sli< Id teach 
 
 him in every possible way the value oi hat it is 
 
 the stuff lives are made of, and that every man and 
 woman who has achieved fame has 
 right use of time. 
 
 15. Regular in attendance. — One _ r< Mem 
 
 of the teacher i- to secure regularity in tin (tendance 
 of her pupils. Attendance is a good e of the 
 
 pupil's interest in the work oi the s< t is a 
 
 pretty good indication under normal conditions, of 
 the effectiveness of the teacher's work n ;ipils are 
 actually sick main' times, of course, and are kept out 
 of school for other good reasons; hut they will remain 
 out on a more trivial excuse from a sch" i in which 
 they are not interested than from oni Inch they 
 
 are. Slight indisposition will make no ifiere ii 
 
 the child 1< ives the w i irk i if the school an., hi: lea< her , 
 bul lie will he glad of any excuse to re: , i home 
 
 if the work is unpleasant or the teacher disagreeable. 
 
 Most of the poor attendance in sch< oi however, 
 is due to the fact that parents do not te the 
 
 importance of their children's being in school and 
 they keep them out for almost any ;■ ' ! cause. 
 The teacher has an opportunity here to dc some effec- 
 tive work in bringing about a right attitude ami a 
 right understanding' among patrons should 
 
 make them feel that the school is the child - : ashless 
 and it suffers just as much when he is away from it 
 as the father's business doss when he ■ Par- 
 
 ent? should be made to understand that even one day's 
 absence is likely to prove disastrous to the work of 
 
the child and that he should not be kept out of school 
 if there is any possible way to avoid it. 
 
 The teacher should not be satisfied unless every 
 pupil is present every day and on time. She should 
 realize that poor attendance and tardiness are in part 
 a reflection on her, and that it is in part, at least, her 
 duty to see that the child is in school. She, should 
 not feel that she has done her duty when she has 
 taught just those who happen to be present, without 
 realizing that il is her business to see that all are 
 present. \\ henever a pupil is out of school, the 
 teacher should know the reason, and. in case of sick- 
 ness, she should either phone the parents or write 
 them a note, expressing her regrets and a wish that 
 the child may speedily recover and return to school. 
 At such a time a little token from the teacher to the 
 child will have a most salutary effect in bringing both 
 the parent and the child closer to her, and a hundred 
 chances to one it will cause the child to return to 
 school a day or two earlier than he otherwise would 
 have done. The teacher's taking advantage of every 
 opportunity to show to the parents her interest in the 
 child and the outcome of his work will have a whole- 
 some effect on his attendance. 
 
 -26— 
 
[II. THE TEACHER 
 
 16. Enthusiastic— One of the firsl essentials in 
 the life of a successful teacher is enthusiasm. Boys and 
 
 -nls .in- like the metals in that they can not he mold- 
 ed without heat, ami to undertake to instruct a room 
 full of them without enthusiasm will end about as 
 disastrously as trying to hammer a piece oi iron into 
 shape without heating it. For this reason the teach 
 er should be full of her subject and afire with a zeal 
 to make her pupils feel it as she herseU does. She 
 should live the subject before she goes to the reci- 
 tation ami then she should he >o full ol enthusiasm 
 for it as to cause her pupils to live it. We may be 
 prettj sure that where there is no feeling there 
 no learning. There may be an accumulation of facts, 
 Inn such facts will lie in the mind and heart like tin 
 digested food in the stomach. Enthusiasm is the 
 digestive fluid that causes them to he assimilated and 
 transformed into mental and moral bum and muscle 
 Cheerfulness is closely akin to enthusiasm; in 
 fact, it is an essential element of it and the SOUi 
 laced, morose, unhappy teacher can noi be enthusi 
 astic. Many teachers are unhappy because they 
 worry over their work. Such teacher- should know, 
 however, that worry not only never dues any good, 
 hut that it saps away their vitality an renders them 
 power'ess to do good work. \ «m man has said 
 that there are two things people should not worry 
 oxer — things they can help and things they can't 
 help. l.mco'n once said. "I do the very best I can, 
 the ver\ bet 1 know how. and I intend to keep on 
 doing so until the end ; if the etui bring; me out righl 
 what is said againsl me won't amount to anything, 
 but if the end brings me out wrong, ten angels swell- 
 ing that 1 was right would make no difference. 
 
 The teacher above every one else lias reason for 
 being optimistic. She is doing the greatest work 
 
 —27— 
 
that was ever intrusted to mortal hands — shaping 
 the eternal destiny of little children. To the teacher 
 God has given the raw materials of his most wonder- 
 ful creation and it is her task to shape it to a destiny 
 worthy of its Creator, and 
 
 "Ever, evermore shall it be thine 
 To mark the growing meaning in their eyes, 
 And catch vith fresh surprise and joy. 
 Their dawning recognition of the world." 
 The thing that stands more than anything else 
 in the way oi the teacher's happiness is poor health, 
 and for this reason she owes it to herself and to her 
 pupils to us.- ■ ery means in her power to keep in 
 good physical ondition. Nine-tenths of the teacher's 
 ills are caused by improper eating, and she is not true 
 to herself and her work, if she does not study her food 
 needs and religiously adhere to that regimen that 
 will produce in her the best physical and mental vigor. 
 There are a number of good books on correct eating 
 and the teachei should carefully study them and fol- 
 1 their directions, or that part of them necessary to 
 her good health The teacher who cares for her 
 work and her -access in the school room will make 
 every effort to build up correct habits also as to sleep- 
 in--, breathing, dressing, working, playing, and 
 thinking. Each >ne of these is vitally related to good 
 health and the readier can not neglect them, if she 
 would do effecti i teaching. 
 
 And not only should the teacher keep well physi- 
 cally, but she should endeavor to live in an environ- 
 ment that will produce vitality, vigor and optimism. 
 Her living room should be cheerful, with plenty of 
 fresh air and sunshine; it should be properly heated 
 and ventilated She should be surrounded by those 
 who are congenial and who will do what they can to 
 make her happy She should make friends of her 
 patrons, visit them in their homes, and let them feel 
 
that she takes a real interest in their children. If 
 they are patrons of the right kind, they will appreciate 
 her friendship ami will reciprocate in many ways by 
 making life more pleasant for her. These are the 
 things that we seldom think of, hut they are neces- 
 sary to the spirit of the teacher and. hence, vital to 
 the well-being of the school. If patrons could only 
 realize what happiness on the part of the teacher 
 means to the progress of their children, they would 
 he more thoughtful than many of them are to keep 
 her always happy and cheerful. The)' would never 
 cast a cloud across her sky. 
 
 17. Patient and sympathetic. — The great trouble 
 wfth many teachers is that they expect results too 
 soon. They plant the grain of corn today and go out 
 tomorrow expecting to reap the harvest. They have 
 learned to labor, hut they have not learned to wait. 
 They are not satisfied with nature's slow progress, 
 hut expect the flowers to bloom at untimely seasons. 
 Let the teacher remember, however, that patience is 
 the most kingly of virtues and absolutely indispen- 
 sable to success m her work. She should he sure 
 that she has done her part and then patiently wait for 
 results. 
 
 Many children are not quick to grasp a point. 
 They do not read readily; the) are slow in their num- 
 ber work, in their laguage and other studies; 
 ever, in most instances, if the teacher patiently and 
 intelligently plods ahead, keeping up her faith and 
 courage, she will one day he surprised at how well 
 they take hold of their work. She will find many 
 "times, at the end of the term, that these slow plod- 
 ders are not >,i very far behind their classmates after 
 all. 
 
 Frequently a whole class will fail to take hold of 
 a subject readily, and seem impervious to every effort 
 of the teacher. At such times, much depends on the 
 
teacher's being patient and manifesting common 
 sense and judgment in dealing with her pupils. When 
 things are going well there is no demand for patience, 
 it is only when the trying time comes that the teach- 
 er's strength is tested. All depends at such times on 
 how well she has learned the art of waiting and keep- 
 ing cool. If she goes to pieces and shows her pupils 
 that she has lost confidence in them, the battle is lost 
 so far as she is concerned. 
 
 Sympathy for the child means the ability to enter 
 into his feelings, to think about his work as he does, 
 and to see it from his viewpoint. Other things 
 being equal, she is the best teacher who is able to live 
 over again her life of childhood; and the teacher who 
 can not do this is at a great disadvantage in dealing 
 with little children. Pretended sympathy is not 
 enough ; the child is quick to see through such pre- 
 tensions, and he is driven away rather than drawn 
 closer to the teacher. It takes real, heart-felt sym- 
 pathy to reach the lives of little children. 
 
 18. Self-confident. — The teacher should feel 
 that she is master of her subject and the methods of 
 instruction that will reach the child, and sh ould enter 
 into her duties in such a manner as to prove to all 
 concerned that she is master of the situation. Self- 
 confidence in teaching, as in other things, is three- 
 fourths of the battle, and the teacher who timidly and 
 fearfully takes hold of her work, feeling that she is 
 not. perhaps, doing it right and afraid of the criticisms 
 of others, has already lost the battle. The teacher 
 should take hold of her work as a master, feeling that 
 her methods are as good as any other, if they get 
 results as readily. Confidence should, of course, be 
 based on knowledge and the teacher who will not 
 study her work and inform herself as to the best 
 methods of doing it has no ground for confidence; 
 but where she knows her work and knows she knows 
 
 —30— 
 
it, there is no ground for fear. This is the kind of 
 confidence needed in the school room. 
 
 19. Dependable. — < )ne of the most important 
 characteristics of the good teacher is dependableness. 
 She will work as hard and conscientiously when she 
 is not being supervised as she does when she is. 
 When you have assigned her a task, you can go about 
 your business, feeling absolutely sure that she will 
 perform it. Yon can count on her doing the work in 
 her several subjects jnsi as it has been outlined for 
 her, and on her not shirking a task, even though she 
 thinks nobody will know il. When you have assigned 
 her to a place on the school grounds, you can expect 
 to find her there day after day, and you never have to 
 remind her of her duty after you have once told her 
 what it is. When there is any work to he done 
 common to all the teachers and necessary to the good 
 ol the schools, she is always ready to do her part and 
 the principal may go about his duties, feeling that she 
 will do it. Perhaps, one of the most vexing problems 
 oi the principal is that of getting teachers to perform 
 their part oi those duties common to the school as a 
 whole, and it a teacher wants to find a sure way to 
 the principal's heart, let her be willing to do her part, 
 and a little more than her part, of those common 
 duties. For the teacher to let the principal know that 
 she can be depended upon to do just what he assigns 
 her in the way of hall and ground duties, etc., will 
 cover up a multitude of shortcomings in other places. 
 The principal likes the teacher who is conscientious 
 m her attendance to the general duties about the 
 buildings and grounds. This is a little information 
 tiie wise teacher will profit by. 
 
 Dependableness is also important in the work of 
 the school room. The supervisor of a school or 
 school system likes to know that his instructions are 
 being carried out. and if they are not being carried 
 
 —31— 
 
out. lie wants to know the reason. Every well organ- 
 ized school or school system has some definite policy 
 and is working to the attainment of that policy by 
 certain well laid plans. Whenever a teacher accepts 
 a position in a school, she thereby pledges herself to 
 do all in her power to carry out those plans with the 
 ultimate policies of the school in view. The depend- 
 able teacher will be faithful to her pledges. She 
 will always be conscientious in the performance of 
 duties assigned her and in carrying out the instruc- 
 tions given her by the supervisor. This does not 
 mean that she will be a mere machine with no judg- 
 ment of her own. She will exercise her own wisdom 
 as to the best methods of doing her work, but she will 
 la- Mire that her methods are in harmony with the gen- 
 eral policies of the school. Whenever she finds that 
 it is impossible to carry out the instructions of her 
 supervisor in a particular instance without detriment 
 to the children, she will explain the situation to him, 
 before adopting other methods. The wise supervisor 
 always gives the teacher a wide latitude in her own 
 work and leaves the matter of method largely to her 
 own judgment, the only provision being that she get 
 results and carry out the general policies of the 
 scln iols. 
 
 1 lependableness also means that the teacher can 
 lie counted on to defend the plans and policies of the 
 school. It mean-; that she is loyal to the school or 
 school system and to every one connected with it. 
 The dependable teacher is not merely passively in 
 accord with what is being done; die is ready to defend 
 the school against those who would criticise its 
 methods or its general policies. The teacher who 
 will not defend the policies of the school against 
 tlios C who would criticise them is without the qual- 
 ities necessary to the co-operative effort essential to 
 the success of a school svstem. 
 
 - ::•.' 
 
20. Courageous in the face o: difficulties.— 
 When difficulties arise, all depends up< u the teacher's 
 remaining- courageous. Many teachers, however, 
 
 fail at this point. They do all righl at long as every- 
 thing goes well, but when a few thing! g > wrong, 
 they lose their poise and go to piei • Many a battle 
 
 lias been lost at the critical point becaust the teacher 
 lost her courage. The arithmetic class is plodding 
 along, making slow or seemingly n< progress at all, 
 the teacher loses her courage, comes ti the conclusion 
 that they can not get the work and that further effort 
 is useless, she drops to lower levels ol effort, and the 
 class fails, when, very likely, if she had held out a 
 little longer, she could have savei the situation. 
 The teacher can nol afford to give u] for she ne 
 knows just what the results of hi - are and it 
 
 may be that she is succeeding bettei than it seems. 
 The greater the difficulties, the hardei the fight, the 
 more determined she >hould be t< She should 
 
 remember that the success of her won depends u] i 
 her determination to win at any cosl 
 
 21. Sensitive to conditions in room — Sensit 
 ness to conditions in the room mean- thai the teacher 
 is in touch with every phase of the work and kno 
 what each one in the room is doing It means that 
 there is a spiritual communicatioi een her ; 1 
 each pupil which prevents such a situation as the 
 pupils' reading novels or playing dominoes when the 
 regular work is going on. Some teachers becomi 
 lost in their work, however, that they almost 
 sight of what is going on in the ro They Si 
 
 to forget that it is necessary to keep th< pupil in n I 
 as well as his work and to see that t lit pupil is gt 
 ing the work and responding to the efforts of the 
 teacher. If the teacher would succeed in the sc 1 
 room, she must make it a point to know what is going 
 on in the room and not onlv know il hut be able to 
 
 -:s:s— 
 
direct it so as to bring about unity of effort among the 
 pupils. Effective teaching demands the teacher's in- 
 timate touch with every condition in the room — -physi- 
 cal, mental and spiritual. It demands that she know 
 things are physically right, that the child is physically 
 fit. that he is mentally in touch with his work, and 
 that the spiritual atmosphere of the room is conducive 
 to concentration and mental effort. The teacher 
 must see after these conditions and make them right 
 before she will be able to bring all the pupils together 
 in unity of effort on the work at hand. If there is 
 lack of unity and co-operation in the room, the teacher 
 should know just where it is and the steps to take in 
 bringing all together in co-operation to a common 
 end. 
 
 22. Takes interest in the pupil's outside activi- 
 ties. — If boys and girls love the teacher, they will love 
 her work, and the best way for the teacher to gain 
 their confidence and esteem is to show them that she 
 is interested in their outside activities. Boys and 
 g'irls like for the teacher to be interested in something 
 more than their studies and their interest in their 
 studies will be largely in proportion to the teacher's 
 interest in their games and plays. For this reason, 
 the teacher should help the boys and girls plan their 
 g-ames, she should take part in them when she can, 
 and at least always be present to show her interest. 
 Many a teacher has saved a difficult situation and cov- 
 ered up a multitude of weaknesses along other lines 
 by being able to outplay her pupils in their games. 
 One teacher won a roomful of boys who were very 
 hostile to her in the beginning by going on a hike with 
 them and showing them that she could outwalk them. 
 /Vnother teacher won a very difficult situation by 
 coaching the boys in basket ball and showing them 
 that she knew more about the game than they did. 
 Another won the confidence of her pupils by showing 
 
 —34 — 
 
them that she understood music and by organizing 
 im orchestra; another by organizing a debating club, 
 ,,,,1 so on. Boys and girls do not esteem book 
 ibility very highly, but they reverence the teacher 
 who is pn.Ccient 'in baseball, basket ball, tennis, or 
 anv of the games or activities that they engage m on 
 (he outside Of school, and the teacher who really has 
 l.he good of her pupils at heart will plan their outside 
 activities just as she does their regular school work. 
 23. Believes in pupils.— Teachers should re- 
 member that the children in a room or class will con, 
 ,,:,,<■ pretty favorably with anv other room or class, 
 and that if they do not seem to do so for a time, it is 
 very probably because the teacher lias not approached 
 them in the right way. It is true there are problems 
 peculiar to every room and every class oi children. 
 Children have different home conditions, they have 
 had experiences different from the children of other 
 rooms and das.es, and what would appeal to others 
 will not appeal to them. These are some of the things 
 the teacher must find out. if she wants results, and if 
 the teacher goes ahead on the basis that all children 
 are alike, she may expect failure. 
 
 It is important, too, that the teacher know what 
 ,,, expect of her pupils, [t may be that the experiences 
 of the pupils in a certain room along certain lines 
 broader than those of pupils in other rooms or classes, 
 and that they can grasp principles based on these ex- 
 periences more readily. The teacher should know 
 the pupil well enough to know the extent of his 
 experiences and should build her faith accordingly. 
 She is sure to meet with disappointment if she expects 
 every fourth grade class, for instance, to be equally 
 proficient in all the studies. Some classes will do 
 some phases of the work better than others, while 
 some phases they will not do as well : it depends upon 
 their previous experience, and not so much, as the 
 
teacher sometimes too quickly says, on their normal- 
 ity. We may be pretty sure that the normality of one 
 room is about equal to that of another. There is 
 sure to be a variation, however, in the practical ability 
 of pupils as we go from room to room and from class 
 to class. The teacher should expect this, study how 
 to overcome it. and never let it cause her to doubt 
 her pupils. 
 
 The teacher's doubting is also fatal to her success 
 in the school room in that it causes the pupil to lose 
 confidence in himself. Self-confidence is one of the 
 elements of character the school should seek to culti- 
 vate, and the only way to cultivate it is through the in- 
 spiring touch of the teacher. Many a class has been 
 saved by the teacher's refusing to lose confidence in 
 it and many a life has been saved by its feeling that 
 there was at least one who believed in its ability to 
 hold on. The great Edison was saved to the 
 world by the confidence of his mother. His 
 teacher's confidence had failed and the boy 
 was ready to give up the fight, but his mother 
 knew what the t&acher did not know — that the appar- 
 ently dull, indifferent boy had in him the elements to 
 make the greatest man of his age. A history of the 
 world's illustrious men would show hundreds of other 
 examples similar to that of Edison. Many of them 
 were regarded as blockheads by teachers who did not 
 understand them nor know how to reach them, and 
 this fact should cause the teacher to realize that it 
 is not always the apparently brightest room, the 
 brightest pupil, that his the greatest possibilities and 
 that her love and sympathy should cause her to look 
 away down deep into the heart of her pupils and see 
 their hidden possibilities long before they are evident 
 to other less svmpathetic eves. 
 
 24. Does not find fault. — The tault-finding, 
 morose, headachy teacher is out of place in the school 
 
 —36— 
 
room with little children. The teacher should be 
 happy and cheerful, and she should look for good 
 rather than for had. She should not find fault with 
 the pupil or make him feel that she does not sympa- 
 thize with him. When she has to show him his 
 error, she should do so in love and kindness and in 
 such a manner as to make him feel that the correction 
 of such an error is but another forward step in his 
 progress, ami that he should not be discouraged by 
 it. but that he should rejoice that it was discovered 
 to him as soon as it was. No greater mistake can be 
 made by the teacher than to talk about the weaknesses 
 of her pupils in the presence of others, or about 
 them to others when they are likely to hear it. Even 
 little children can understand and they never feel the 
 same towards the teacher who whispers to the visitor 
 that this or that little fellow is not bright, or is not 
 doing well in school. If the teacher feels that the 
 pupil i- not doing hi-- best, she should tell him so 
 privately and never in such a manner as to wound his 
 feelings. The teacher should always deal with the 
 pupil --11 as to give him ambition for greater achieve- 
 ment and make him feel that he can do what he sets 
 his heart on. if he will but put forth the effort. 
 
 25. Praises good work. — This topic is the 
 positive side of tlie one discussed before. The way 
 for the teacher to get excellent work is to show her 
 appreciation for good work. When she feels that the 
 pupil Iris put forth real effort and has done a piece 
 
 of work that is g 1 for bun. even though it may not 
 
 lie good for some other pupil, she should tell him so. 
 The successful teacher makes the pupil feel that noth- 
 ing worthy of commendation ever goes by without her 
 notice. This does not mean that she is satisfied with 
 a poor grade of work. She ha- high standards and 
 always hold- them up to the pupils as the goal thev 
 ire ultimately to ittain, but she explains to them that 
 
 : 
 
such standards can not be attained at once, and that 
 she will be satisfied if there is each day a little nearer 
 approach to them. The good teacher has high stand- 
 ards and she praises every effort to approach them. 
 She makes the pupil feel that she is his friend, ready 
 to sympathize and co-operate with him in every real 
 effort that he makes. 
 
 26. Knows the subject. — The good teacher 
 knows the subject she is trying to teach. She knows 
 more than a text on the subject, she knows the subject 
 from beginning to end. She does not depend on the 
 daily preparation for the knowledge of the subject she 
 is to help the class consider, for she knows that such 
 a method would result in the subject's being cut up 
 into unrelated parts ami render impossible a grasp of 
 it as a whole; that it would mean an inadequate re- 
 view and thus only a partial insight into the subject. 
 The good teacher makes daily preparation for her 
 work ; she studies each lesson, but she has such a grasp 
 of the subject as a whole as to be able to let the pupil 
 r>ee more than one part of it at a time. 
 
 Good results in the school room demand that the 
 teacher be full of her subject and able to inspire the 
 pupils with a love for it. The teacher can not lead 
 i Ik- pupil to a clearer insight into the subject than she 
 herself has. She can not lead him to a greater appre- 
 ciation for a subject than she herself possesses, and 
 her appreciation for the subject will go no deeper than 
 her knowledge of it. 
 
 Many teachers fail at just this point. They have 
 no thorough, comprehensive grasp of the subject they 
 are trying to teach, and are unable to lead their pupils 
 to more than a hazy conception of it. They must de- 
 pend on the daily preparation for the information 
 necessary to do their work, and, as there are many 
 things to interfere with their daily plan for study, 
 they most frequently come to the recitation without 
 
 -38- 
 
being prepared, and fail to arouse the interest of their 
 classes. The teacher must have a thorough grasp of 
 her subject in order to appreciate it; she must appre- 
 ciate it herself before site can lead her pupils to 
 appreciate it; hence we are not surprised that many 
 teachers find it impossible to arouse interest in their 
 classes and are compelled to continue day alter day 
 with a deadening routine that becomes more and 
 more destructive of the educational possibilities of 
 her pupils the longer it is continued. Let the teacher, 
 however, be full of her subject and afire with a zeal 
 for it and she will have no trouble arousing the inter 
 est of her classes. 
 
 27. Plans lessons ahead.— The teacher should 
 never lose sight of the child in the mazes of the school 
 machinery, and she should always make him the cen- 
 ter of gravity in the school. She should study the 
 child, his needs and should carefully plan such a 
 pro-ram of work as will bring about his development. 
 She should use the subject as a means to that end and 
 she should have a deeper insight into her work than 
 to he satisfied to follow the pages of a text hook, or 
 a general program that. is. perhaps, unsuited to the 
 special conditions of her work. The good teacher 
 will plan each day's work ahead and this planning 
 will include something more than merely marking off 
 the pages in the text she is -0111- to assign. She will 
 know the present attainments of her pupils, what step 
 they should take next, and she will plan the lesson 
 that she believes will hest help them to take that 
 step. Bringing about the development of hoys and 
 girls is the most complicated task one can well con- 
 ceive of, and surely no teacher would try to do it 
 without plan and forethought. The teacher who 
 does not plan her lessons ahead may he able to get by. 
 and she may be able to make some people believe 
 she is accomplishing something, but her work will 
 
 -39- 
 
amount to but little so far as lasting results are con- 
 cerned. She may feel many times that she is so 
 crowded with other duties that she hasn't time for 
 planning her work ahead; however she can afford to 
 let the other duties go, for nothing can be more 
 essential to the structure she is trying to erect than 
 a well prepared plan. The teacher should make it 
 a rule to devote a part of her afternoons or evenings 
 to planning her work for the next day. She should 
 let nothing interfere with such a rule. 
 
 28. Keeps informed as to best methods. — It goes 
 without saying that the teacher who is really a 
 teacher, who really loves her children and is in her 
 school room fur the goal she can do, will make every 
 effort to become more proficient in her work. She 
 will not go on day after day with the same methods 
 regardless of result, but she will study each process 
 and constantly ask herself if she is conducting 
 such and such a recitation so as to get the best results. 
 She will constantly ask herself why she does her work 
 as she does and how she may do it better. She will 
 take nothing for granted, but will study every step 
 and she will follow no method just because it was 
 inherited from some former teacher. This study of 
 her own methods will cause her to look for help from 
 other sources and educational journals, and it will put 
 her in an attitude to get some real help from such 
 sources. You may be pretty sure that the teacher 
 will get but little help from a book or an educational 
 journal until she first feels the need of such by a study 
 of her own methods. Before she can get much help 
 from such sources, she must first understand really 
 what her problems are through an independent study 
 of her own situation and feel her own inability to solve 
 them. Fully ninety per cent of the reading of books 
 and educational journals done by teachers is almost 
 valueless because it is done in a perfunctory manner 
 
 — 10— 
 
and not in answer to a felt need. The teacher feels 
 that she must read the journals and educational books 
 now and then to keep up with the times; but she 
 seldom reads them to satisfy a felt need, and this is 
 the only way that she can get any real good from 
 them. If the teacher is not a student of her own 
 methods, we may feel pretty sure that she does not 
 feel this need and will get but meager results from her 
 
 ■ o.iks and journals. 
 
 Then this study done as a result of felt needs is 
 the only kind oi Study that will bring what the teacher 
 learns into direct touch with her own work. It dues 
 
 nil make so much difference about the teacher's be- 
 ing informed as to the best methods; the question is, 
 Does she use such methods m her daily work? In- 
 formation ami use are not identical, and most people 
 know better than they do. They do not make the 
 knowing result in doing because they have not gained 
 knowledge as a result of feeling the need <>i doing 
 their work better. 
 
 The teacher who will not read or study either to 
 satisfy felt needs or to lie informed is in the most 
 deplorable condition of all. Such a teacher needs to 
 become alive to her work and put her heart in it, or 
 get out of the business. She has no right to remain 
 in the school room ami sacrifice the lives of the chil- 
 dren to satisf} her ambitions along other lines She 
 has no right to remain in the school room and not 
 make every effort to improve herself. The good 
 teacher will have accessible the best honks and maga 
 zines bearing on her work, she will welcome the read- 
 ing circle and long fur the teachers' meeting hecause 
 she may through them gain some idea that will make 
 her more proficient in her work. 
 
 29. Co-operates with other teachers. — In the 
 school where there is more than one teacher, there are 
 duties common to all. Many teachers show srreat 
 
 -41 — 
 
ability in their own work, but are unable to enter 
 heartily into these common duties. They greatly 
 lower the value of their own work by not being able 
 to do team work. Ground duties, hall duties, the 
 preparation of special programs, and many other 
 things necessary to the success of the work of the 
 school as a whole must be done if the school does not 
 go to pieces, and no teacher has the right to remain 
 in her own room and fail to asume her part of such 
 duties. These common duties are the ground work 
 without which the work of her room would be impos- 
 sible, and the teacher has no right to share in their 
 benefits without also sharing in their burdens. 
 
 This spirit of co-operation is especially important 
 where there is departmental work, and the teacher 
 who fails to co-operate makes it impossible for such 
 work to be effective. The teacher should feel that 
 the aim of the work is not to cram into the head of the 
 pupil the facts of the special subject she happens to 
 be teaching, but to bring about his development, and, 
 if she is interested primarily in such development, she 
 will lose sight of her own subject or department and 
 co-operate with the other teachers for the pupil's 
 ultimate good. The teacher should not be willing 
 to sacrifice the child for the attainment of her own 
 self-interest or to succeed with her own subject. 
 She should be willing to fail in her own subject, if 
 such a failure would mean greater success to the work 
 as a whole. 
 
 30. Co-operates with the general plans of the 
 school. — This topic has a wider significance than the 
 one just preceding. It includes not only co-operation 
 with her fellow teachers, with her principal, but with 
 superintendent and the school board in carrying out 
 the general policies of the school system. A school 
 system that is worthy of the name has certain more 
 or less definitely defined aims. These aims should be 
 
 —42— 
 
made clear to the teachers and each one should feel 
 that it is her duty to do all she can to help carry them 
 out. She should do this even though such a course 
 might mem a temporary sacrifice on her part or a 
 temporary defeat of her own plans with reference to 
 her own room or classes. Tf she can not do this he- 
 cause of her lack of sympathy for the larger plans of 
 the schools, she should at once sever her relationship 
 with that school or school system. No teacher should 
 work in a school system where she is out of harmony 
 with its general policies. The teacher who wants to 
 do the right thing will not enter a school system 
 unless she has made up her mind to co-operate whole 
 heartedly in all its policies, and after sine has entered 
 it. she will newer by word or deed indicate that she is 
 not in full sympathy with what is being done. 
 
 —43- 
 
IV. TEACHING 
 
 31. Based on pupil's past experiences. — There is 
 no more fundamental law of pedagogy than that 
 teaching to be effective must be based on the pupil's 
 past experiences. This is the law of apperception, 
 and by it we know that only those facts that are in 
 some way related to the child's present stock of know- 
 ledge can be understood by him. In other words, 
 teaching to be effective must progress from the 
 known to the related unknown. It must go from the 
 simple to the complex. The child's present stock of 
 knowledge or the sum of his past experiences form a 
 basis upon which his future stock must be built. This 
 we call his apperceptive basis, and there can be no 
 learning without it. The teacher, then, can not do ef- 
 fective teaching without knowing the child, his past 
 experiences, the depth and meaning of these 
 experiences, and how to use the subject so as to make 
 it relate to such experiences. The teacher's task is a 
 much more complicated one than merely presenting 
 some facts as she comes to them in the text book. 
 It may be that the child has no apperceptive basis for 
 such facts and it will be necessary for her to go back 
 and build up such a basis. The teacher may be sure 
 that she will not reach the heart of the child and 
 bring about his real education unless she bases his 
 work on his past experiences. 
 
 32. Based on pupil's present needs.- -For a long 
 tune, the schools took no cognizance of the present 
 worth of the child. It regarded him, not because of 
 what he was as a child, but for what we would be 
 when he became a man. Boys and girls were regard- 
 ed as little men and women. They were thought to 
 have similar thoughts, feelings and emotions, and 
 -heir education consisted in giving them the informa- 
 tion that would be useful to them as men and women. 
 But thanks to the new conception of education that 
 
 — 44- 
 
we have today due to the teachings of Pestalozzi, 
 Herbart and Froebel, the child is no longer regarded 
 ils a little man or woman or as being good for what 
 lhe will grow to be after awhile. He is now regarded 
 ■ A complete being, with Ins own way oi looking a 
 ,hings. with his own feelings and emotions His 
 physical, mental and moral life is entirely different 
 rorn that of an adult, and he is actuated by different 
 not i v es He has needs peculiar to his childhood and 
 ■1 K . best way to make him a complete man is first to 
 make him a complete child. We destroy the possibil- 
 ties of manhood when we disregard the instincts and 
 tendencies of childhood. This is why the tendency 
 n education today is to adapt the work of the schools 
 
 to the present needs of the child. Nearly all modern 
 text books are built upon this conception of education 
 and the teacher will have but little difficulty m this 
 part of her task. However, when it comes to the 
 ^plication of the text to the needs of the child, her 
 task will be more difficult, and when we realize that 
 there are not only need, peculiar to childhood in gen- 
 eral but that each child has needs peculiar to himself 
 hat must be recognized in his training, the task of 
 the teacher looms ten-fold more difficult. 
 
 The child will not respond to a particular course 
 lf instruction until he feels the need of such instruc- 
 tion It will do hut little good, for instance, to trj to 
 teach him number facts, until the need o such num- 
 ber facts is felt in his daily life. ^ will make bu 
 i itt le pro-ress in learning to read until he feels the 
 
 f ,„. himself the stories told him by his teacher and 
 
 others In fact, the same principle holds in the edu- 
 
 cationof all people. None of us reall) learns a thing 
 
 intil we have a use for such thing, and one o the 
 
 .rreatest defects in modem scl 1 work is that we 
 
 iVv to eet the children to learn just for the sake oi 
 
 — 1."> — 
 
learning, when they are no more interested in study 
 for its own sake than are men and women. The 
 lawyer studies his law books when he has a case to 
 ry, and not one in a thousand reads general law for 
 general information. The preacher studies when he 
 has a sermon to prepare and the average preacher de- 
 votes very little time to Shakespeare, Milton, Tenny- 
 son or Browning, unless he expects to find in these a 
 point for his sermons. The merchant reads his trade 
 journals for new ideas to apply in his business, the 
 banker reads his bank journals for new ideas about 
 running his bank, and the teacher reads educational 
 journals for help in her school work. Nobody but 
 the pedant reads just for the sake of reading and for 
 the sake of the knowledge per se. and the world is no 
 worse off because this honored class is daily growing 
 smaller and smaller. 
 
 People out in the world study for specific pur- 
 poses, and the great problem of the schools today is 
 to set specific purposes before the boys and girls in 
 their school work. People on the outside of school do 
 not read general history just to learn it. They do not 
 study geometry merely to learn it and for the mental 
 exercise it gives. They do not read Keats and 
 Shelley and Wordsworth and Southey just for the 
 sake of knowing them. There are too many practical 
 problems they must solve in their business and every 
 day life to devote their time to mental gymnastics. 
 They study to gain certain ends and not merely for 
 the exercise, like the squirrel in the cage revolving 
 to no purpose, and we have no reason to believe that 
 hoys and girls are more interested in such gymnastics 
 than are men and women. In fact, we have every 
 reason to believe that they are less interested in such 
 things and our trying to force such an interest has 
 resulted in almost a complete failure. We must 
 adapt our school work to the needs of the child; then 
 
 -46— 
 
he will study like men and women to satisfy such 
 
 33 Reaches each child.— This topic goes a little 
 further than the one above and sees that the work 
 of the schools is not only adapted to the child s needs, 
 but that it actually reaches its destination and satisfies 
 those needs. It is not enough that instruction be 
 based on the child's pasl experiences and adapted to 
 his present needs, but the connection must be made 
 an d the teacher's responsibility does not cease until 
 the less,,,, has been actually transformed into physical, 
 mental or spiritual fibre. The task of the teacher is 
 not a general, but a particular one. It is not to teach 
 a r oom of children or a class of children, but the indi- 
 vidual child. Her work is not ended until she has 
 reached them ad with their varying capacities and 
 needs and has brought each one a little nearer to his 
 possibilities as citizen of the world as ,t is today. 
 
 34 Goes beyond mere information— The great- 
 est temptation that, perhaps, the teacher has to 
 overcome is that of regarding mere information as the 
 aim ,,f her work. She is prone to forget that there 
 are three steps in the educational process— (1) the 
 accumulation of knowledge, (2) its organization, and 
 (3) its application, and that the first can not be com- 
 pleted until it has been organized and applied, and 
 the teacher who does not lead the child beyond the 
 first step is not educating him at all. Information 
 accumulated and not assimilated by being organized 
 anc ] applied is like food in the stomach undigested— it 
 leads to mental and moral dyspepsia, and the schools 
 ,,f the past have done great harm in carrying the pupil 
 on year after year accumulating information and in 
 never giving him time to organize and apply it. In- 
 formation should be accumulated onlj in answer to a 
 felt need and then it should at once be made to minis- 
 ter to that need. Like the manna of the ancient 
 
it is like the ancient manna in that, if we become 
 greedy and acquire more than is needed for present 
 use, it will spoil on our hands. This is as necessary in 
 school work, too, as it is on the outside of school, 
 and the great problem with teachers is to make pro- 
 vision for the application of information as it is 
 acquired. 
 
 This problem of the acquisition of knowledge 
 in response to felt needs and the application of 
 it to those needs, is as yet almost wholly unsolved in 
 the country. The Gary system is a result of an 
 attempted solution and has met with better results 
 than any cither similar attempt because it is backed 
 by the genius of William Wirt. John Dewey, while 
 at the head (if the School of Education at the 
 Universitv of Chicago, made an attempt to solve it 
 and met with some degree of success. Best of all he 
 called the attention of the country to the need of its 
 solution and set hundreds of other school men to 
 work on it. John Dewey's solution to the problem 
 consisted: ( 1 ) In an effort to bring the school into a 
 closer relation to home and neighborhood life; (2) In 
 making such subjects as history and the sciences have 
 a real value in the child's own life. In history, for 
 instance, he does not study about things that are 
 external to his own interests, but he begins at home 
 with the things around him and in which he is inter- 
 ested and goes from these to the things that are 
 remote. He thus builds up a manysided interest; 
 Israelites, it should be gathered only as it is used and 
 (3) In carrying on instruction in such subjects as 
 reading, writing and arithmetic with every day exper- 
 iences and occupations as a back ground. Thus we 
 see that the efforts towards a solution of the problem 
 of adapting the school work to the needs of the child 
 represent an attempt to go beyond mere information 
 
 -48— 
 
ami give opportunity for the application of such infor- 
 mation in every day life. 
 
 35. Provides for frequent reviews. — Effective 
 teaching demands that the teacher have Mich a grasp 
 of her subject as to enable her to give frequent 
 reviews. The main reason teachers do not review 
 more than they do is because they do not have a com- 
 prehensive grasp of their subject, and thus are unable 
 to give their pupils more than a phase of it at a time. 
 This leads to ineffectiveness in their work, for reviews 
 are absolutely essential to the pupil's comprehensive 
 and permanent grasp of the subject. Each day the 
 teacher should devote some tune to reviewing the 
 lessons of previous days. These reviews may be oral 
 or written, depending upon conditions. I hey should 
 cover more thoroughly the more recent lessons and 
 at longer and longer intervals include all the lessons 
 gone over until they are firmly fixed in the pupil's 
 mind, ddie first time a fact is presented it makes hut 
 a slight impression and will soon pass out oi the 
 mmd, if attention is not called to it again. It is for 
 this reason that the facts and principles of the several 
 school studies should lie presented more than once. 
 The teacher should not assign lessons long enough to 
 consume all the recitation period ami she should let 
 the pupils feel that they are each day to he held to 
 account, not only for the day's lessons, hut for all 
 those lessons -one over. If the teacher confines 
 herself always to the day's lesson, the pupils will 
 soon come to expect this, and former lessons will pass 
 out i if their minds. 
 
 36. Requires unity in the recitation. — Unity in 
 l he recitation demands that all the members of the 
 dass he working on the same problem at the same 
 lime. It demands a common goal and a united 
 effort. All must he solving the same problem in 
 arithmetic, parsing the same word in grammar, work- 
 
 -49- 
 
ing on the same design in drawing, considering the 
 same topic in history, or studying the same assign- 
 ment in geography. There must be unity in the 
 recitation to enable the teacher to direct the work, 
 and she must direct it in order to be sure that each 
 one is entering into the recitation. The teacher 
 should take a position with reference to the class so 
 that she can most easily get the eye of each one of the 
 pupils. This makes it easier for the pupils to follow 
 the thought and it helps the teacher to determine who 
 is following and who is not. The unity of the recita- 
 I ion sin mid never be permitted to be broken by a con- 
 versation between the teacher and a pupil or between 
 two pupils. The teacher should direct her efforts to 
 the class as a whole and wait for special occasions to 
 give individual help. 
 
 Too much talking on the part of the teacher is 
 the most prolific cause of broken unity in the recita- 
 tion and the teacher should carefully guard against it. 
 It is all right for the teacher to talk, if she is sure her 
 pupils are following her; but, as this is seldom the 
 case, she should use her talking prerogative with 
 great care. As a rule, the pupil becomes inactive and 
 relaxes when the teacher takes the recitation in hand 
 and does the talking, hence the teacher should keep 
 the pupils in the lead, unless she knows her lead is 
 being followed by them. Effectiveness -in teaching 
 demands that every pupil in the class go through the 
 thought process involved in the recitation. It de- 
 mands that the pupil be made to feel that every ques- 
 tion asked is his question and that it is his dutv to an- 
 swer it in his mind, if he is not called upon to do it 
 orally. The pupil should never be permitted to feel 
 that when he has answered his question, his respon- 
 sibility ceases. His question is every question. 
 
 37. Standards high ; only pupil's best efforts ac- 
 cepted. — The ineffectiveness of teaching, in many 
 
 — .-,o— 
 
rase,, is .hie to low standards. The teacher is satis- 
 fied with almost any kind of a response from the pupil 
 and to be sure the great majority of pupils will do 
 no more than is required of them. The teacher 
 should accept only the pupil's best efforts. \\ hen she 
 asks him to draw a map. she should be sure that he 
 does Ins best, and she should not be satisfied with 
 just any kind of a botch that he calls a map. '1 he 
 teacher" should know her pupils well enough to be 
 able to determine when they are doing their b< 
 and she is not treating them justly, if she permits 
 them to do less. 
 
 The difference in the standards of teachers is wn 
 evident as von pass front room to room. In some 
 rooms, you find maps and drawings of the poorest 
 type, indicating indifference, carelessness and lack of 
 effort on the part of the pupils, not merely in these 
 subjects, but in all subjects. You will find in an ad- 
 joining room where there is the same class of pupils 
 and the same general conditions, work that is neat, 
 accurate, showing pains-taking care and effort in us 
 production. The difference is not in the pupils, but 
 in the teacher. Pupils do no more than is required of 
 them. In reading, language, arithmetic and other 
 studies, they tend to meet the standards of the 
 teacher. 
 
 This does not mean that the teacher is to be 
 hvper-critical. fault-finding, or severe in her attitude 
 towards her pupils. She is to be pleasant, agreeable, 
 kind, patient, and sympathetic. Pupils soon find out 
 her demands without her making an ado about them, 
 and they almost unconsciously strive to meet them. 
 It is a good plan for the teacher to let the pupils know 
 at the beginning of the term what she is going to 
 expect of them. She should show them what good 
 work is and should endeavor during the first days of 
 school to fix standards in all the studies. She should 
 
 -51— 
 
show them what a good drawing is, good reading, 
 good number work. etc. The teacher who fails to 
 improve the opportunity of the first days of school 
 to fix ideals and standards in her work may expect 
 poor results. On the other hand, the teacher, who 
 takes hold of the situation in earnest and sets the 
 proper standards in the beginning, will do much to 
 overcome any shortcomings of former teachers and 
 she will soon have any room she takes hold of in good 
 condition. 
 
 38. Avoids lifeless formalities. — The great temp- 
 
 ation of the teacher is to descend into a deadening 
 •iiutine of lifeless formalities. If she does not take 
 great care, she will get into the habit of doing her 
 work in a certain way and she will lose sight of the 
 great aims she should constantly have in view. It is a 
 sad commentary on the schools that, perhaps, the 
 great majority of teachers do not know why they do 
 their work as they do. They learn certain methods of 
 
 e ching reading, arithmetic, language, history, etc., 
 from their former teachers and seem to think that it 
 is impossible to improve on them. 
 
 We should not think much of the chances of 
 success of the business man who used year after year 
 the methods he inherited from his elders. Business 
 conditions are constantly changing and the man who 
 fails to ad ipt his methods to them is sure to meet with 
 failure. Conditions in school work are changing as 
 rapidly as those in the business world. Even the 
 fundamental aims in education today are not what 
 •they were twenty-five years ago, and the 
 teacher who inherits her methods from twenty- 
 five years in the past is not working at all 
 to accomplish the purpose of the modern school. 
 During the past twenty-five years, we have found out 
 a l;oo:1 many things about child nature and the meth- 
 ods of bringing about its development, and it is as 
 
important for the teacher to take advantage of such 
 knowledge as it is for the business man to take 
 advantage of the improvements in business. The 
 progressive teacher will study her own work in the 
 light <'f tlie advances that have been made in educa- 
 tional science, -lie will study the work of other teach- 
 ers, ami she will seek t" emplo) from day to day the 
 methods that will get the best results. She will try 
 to forget methods inherited from former teachers, ex- 
 cept as the) meet the test that she applies to all new 
 methods. She will try a method until it ceases to 
 arouse the best efforts of her pupils, and then she will 
 tiw another. She will always be studying and plan- 
 ning a surprise for her classes, s,, as t,, keep their 
 interest active and alert. 
 
 There ran he no mure fruitless endeavor than 
 going over the lessons day after day in a formal, me- 
 chanical way. Pupils soon learn what to expect and 
 they adopt levels oi efforts to meet the requirements. 
 When, however, the teacher is wide-awake and con- 
 stantly planning a surprise, pupils do -nit know wdiat 
 to expect and remain active and alert m their work. 
 
 38. Tests preparation of lesson. — Main teachers 
 conduct then' work in such a manner as to afford no 
 test of the pupil's preparation. Especially in the high 
 school, mail) teachers seem to think that the aim 
 ol their work is t < > get into their pupil's heads the 
 customary quantum of information. They tike up 
 all the time of the class talking to the pupils, and 
 give them no opportunity to respond. There are 
 man\ subjects that well-read pupils can "camouflage" 
 their way through without preparation, and they will 
 do so. if the teacher does not make the lesson a test of 
 specific preparation. It is not the ability of the pupil to 
 recite that is the important thing; but it is the amount 
 ol work he has done, the skill he has acquired, the 
 confidence he has gained, and the renewed determina- 
 
tion to put forth greater effort, that should especially 
 interest the teacher. The information is nothing, if 
 it does not result in these things. The teacher should 
 remember that the purpose of her work is not to "pour 
 in," but to "draw out." Education is not an accre- 
 tion from without; it is a growth from within, and the 
 only way the pupil grows from within is by the in- 
 telligent effort he puts forth. "Camouflaging" is no 
 substitute for effort. The teacher should not be satis- 
 fied with a mere response from her classes; she 
 should know that such response is the result of hard 
 work done in the preparation of the lesson and not 
 merely some general information the pupil has on 
 hand. 
 
 40. Makes haste slowly. — Many teachers are 
 afraid of worrying their classes and pass from the 
 topic before the pupils have more than a smattering 
 knowledge of it. One of the characteristics of the 
 good teacher is that she knows when her pupils know 
 a thing and holds them to a topic until they master 
 it. She is not willing to let a topic pass merely be- 
 cause one pupil has discussed it. She tests the entire 
 class on the topic and sees that all know it. When a 
 pupil has solved a problem and she feels that some 
 members of the class do not understand it. she calls 
 on those she doubts to explain it or parts of it, and in 
 the great majority of cases, she finds that her fears 
 were right. She is not satisfied with the mere state- 
 ment that all understand. She tests their understand- 
 ing if there is any doubt about it, and she is in close 
 enough touch with the class to know whether they 
 really understand or are just pretending. When the 
 pupil has presented one side of a question, she 
 asks him or some other pupil, to turn it over and ex- 
 plain the other side. She is patient, she never gets 
 in a hurry, and she sees that every inch of the ground 
 is covered. 
 
 -54 — 
 
The supreme test of the teacher comes just at this 
 point, and there is more poor teaching due to the 
 teacher's permitting the pupils to pass over work 
 without mastering it than from any other cause. It 
 seems that many teachers do not grasp the full 
 meaning of their work, for if they did, they would not 
 leave a topic just at the time when the pupils are be- 
 ginning to derive some real educational value from 
 it. They would not leave it before the pupils have 
 grasped its full significance, seen its full relationship 
 to the other topics passed over, and organized and 
 made it their own. The teacher, of course, does not 
 want to worry her classes and destroy their interest 
 in the topic under consideration, hut she does not 
 have to do this in order to be thorough. She can 
 present the topic in different ways, showing the pupils 
 new phases of it and thus keep up their interest. The 
 good teacher is not afraid of drill, for she knows that 
 it is not drill that kills the interest of her class, but 
 -old formalities and deadening routine. She believes 
 in intelligent drill, with emphasis on the "intelligent." 
 for she knows that her pupils can not master their 
 work without it. She has hut little respect for those 
 theorists who claim that pupils can learn the multipli- 
 cation tallies, spelling, the mechanics of reading, writ- 
 ing and drawing, etc.. without drill. There, is a place 
 for self-activity in the school — in fact it is the funda- 
 mental law of pedagogy — hut it is the self-activity that 
 is wisely directed on the hasis of child nature and 
 needs, and not that based on whims and fancies. The 
 child's instincts are no safer guide in his education 
 than they are in his eating. 
 
 41. Fulfills lesson plan. — The good teacher 
 plans her work, but she does not stop with a mere 
 plan. She is not satisfied until such a plan has been 
 carried out. Many teachers formulate good lesson 
 plans, hut the end of the recitation period comes 
 
 —55- 
 
without such being executed, and their planning 
 amounts to but little. The teacher should have clearly 
 in mind the execution of the lesson plans she makes, 
 and she should constantly change her plans and adapt 
 them to the needs of her class so that their execution 
 will be possible. She should never be satisfied for 
 the lesson period to end without the lesson plan's 
 being fulfill' 
 
 42. Arouses and sustains interest. — This can 
 be lone only by adapting the instruction to the needs 
 of the child and by making him feel that such in- 
 struction is vital to him. The teacher must know the 
 st bject, the child, his needs as a child, and be able 
 to make the subject minister to his needs. It will do 
 no good to build the recitation on a false interest or 
 a false enthusiasm for such interests or enthusiasm 
 will soon subside and leave conditions worse than be- 
 fore. The lessons must actually go home to the 
 heart of the child and minister to his needs. 
 
 loo much instruction in the schools is of the 
 kind that regards the child as a passive recipient of 
 some information handed out to him by the teacher. 
 Such instruction does not arouse his dormant powers. 
 He remains half-asleep, as it were, through the whole 
 process and the teacher seldom has opportunity to 
 see what he can really do. Sometimes when a pupil 
 is transferred from one teacher to another, we can 
 see the difference between his being aroused and his 
 remaining asleep. Under one teacher, he will appear 
 dull and unconcerned about his work, and under 
 another he will be bright, active, alert and respon- 
 sive to every effort of the teacher. The trouble with 
 the first teacher is that she does not understand the 
 child and does not know- how to reach him. The 
 writer knows of many cases of this kind, but he espe- 
 ciallv remembers that of a child who, for the first two 
 years in school was regarded as exceptionally dull, but 
 
 30— 
 
who became the brightest of pupils when placed under 
 a teacher who understood him. The child will love the 
 teacher who understands him. and if In- loves the 
 teacher, he wall love her teaching. Too many teachers 
 look upon their work as a cold business proposition 
 mil soon come to deal with boys and girls about as 
 they would with brick and mortar. They do not seem 
 to realize thai the sclu iol room is one place where busi- 
 ness in not business and that their task is one that de 
 mauds more than an objective treatment. It requires 
 the deepest resources of the teacher's mind and heart. 
 If the teacher arouses and sustains the interest oi her 
 pupils, she musl do so through an intimate under- 
 standing of their nature and need-, ail approach them 
 with a love and sympath} the_\ cannot misunderstand. 
 43. Assignment arouses effort-evoking interest. 
 — In the lesson assignment the teacher should make 
 clear to each pupil just w hat he is to do m the prep 
 tion of the lesson. She should also take the time to 
 make clear to the pupils the relation of this assi 
 i nen t to the lessons a In tie over, and she should 
 
 endeavor to tie it up to the child'- expei ience 
 arouse in him effort evoking interest. I In- teacher 
 has not done her full duty in the assignment unless 
 -he has aroused the child's desire to master the 
 lesson. She should arouse the child's curiosity and 
 make him feel that the new lesson contains some 
 things of \ital interest to him. She should also give 
 him an insighl as to how to attack it. When the 
 assignment includes no more than the next pages in 
 the text book, there is no incentive for the child to 
 master it. and the teacher should not feel that she has 
 properlv assigned a lesson until she has furnished 
 the child with a sufficient motive to learn it. In the 
 assignment the teacher should also show the pupils 
 the methods of study necessary to its mastery. It is 
 a pathetic sight to see little children floundering 
 
around, turning the pages of their books here and 
 there, helpless in the face of the problems assigned 
 them, because the teacher has failed to teach them 
 how to study the lesson. - 
 
 44. Develops self-control. — This topic includes 
 not merely the instruction, but every phase of the 
 school organization. Self-control will not be devel- 
 oped in the school room where the teacher is a master 
 whose word is law and where pupils are regarded as 
 inferiors with no rights of their own. The only way 
 to develop self-control in the pupil is to give him 
 opportunity to exercise such control, and this can not 
 be done where every action is defined and he can do 
 nothing without the consent of the teacher. 
 
 From the beginning, the child should be taught 
 that the rules of the school are what they are because 
 \he school is the kind of institution it is, and that 
 the school is what it is because it is best adapted to 
 the child's nature and needs. He should be taught 
 that the rules are not made by the teacher, but are 
 inherent in the organism, and that best things will 
 come to him by obeying them. As long as the child 
 feels that he must obey merely because the teacher 
 says so and he can not understand the reason for such 
 obedience, he is not going to obey wholeheartedly, 
 and whole hearted obedience is the only kind that 
 leads to self-control. Self-control is a matter of will 
 power and will power can be developed only where 
 there is opportunity for the exercise of will. The will 
 is exercised only when the child has a choice. 
 
 If a stranger were to visit our schools today, he 
 would think that we are preparing the pupils for an 
 autocracy. The teacher is a sovereign, the pupils 
 are taught to obey without question, and the fact that, 
 in many cases, they are leagued together against the 
 teacher is evidence that such an organization is not 
 having a who'esome effect on them. Children do not 
 
 — 58 — 
 
tell on one another in school because they feel that 
 the teacher one side and they are on the other, 
 
 and that it is dishonorable to betray a friend. They 
 refuse to tell on one another for tin reason 
 
 that the subjects of an absolute autocrat would refuse 
 to reporl a neighbor who had violated the law. Such 
 a condition in our schools is out of harmony with our 
 efforts i" nreparc the boys and girls for a great 
 demon to and it is doing much to create among the 
 people the disregard for law which we see is very 
 prevalent and which we are told is on the increase. 
 ddiis condition leads not merely to a disregard tor the 
 la\\> of the land, but to a lack of self-control along 
 other lines. We can not expect to develop law abid- 
 ing citizens if we regard children as inferiors all 
 during their school life and turn them loose at the end 
 if the school days without the habit of self-control',-, 
 having been formed. 
 
 t hildren can not, of course, be given full power 
 in school, but they can he given ample opportunity for 
 the exercise of their own judgment ami to make de- 
 cisions according to their own volitions. Such oppor- 
 tunities should be handed to them little at a time, and 
 by the time they are read} to leave the school, they 
 should have the will power and judgment necessary 
 i.. their duties as citizens of the world. The 
 American school should lie a miniature democracy 
 where the pupils are not merely preparing for life, 
 lint actually living it. 
 
 -59 — 
 
V. THE PUPILS' RESPONSE 
 
 45. All take part in the recitation. — A good reci- 
 tation is one in which all pupils are alive to the task 
 before them and enter it with enthusiasm. In such 
 a recitation the teacher does not take the place of 
 prominence and do all the talking, but she sees that 
 every pupil does his part. The teacher should, cer- 
 tainlv. not be satisfied when three or four pupils 
 answer all the questions while the others sit back, like 
 visitors, in a state of passing indifference. Her 
 responsibility does not cease when she has merely 
 gone through the motion of hearing the lesson. 
 Going through the lesson amounts to nothing, having 
 the questions answered amounts to nothing, and the 
 teacher who is satisfied with such results has a very 
 limited conception of her task. She should not be 
 satisfied unless every pupil in the class is awake, in- 
 terested in what is being done, and mentally taking 
 part in every step of the recitation. Her responsibil- 
 ity does not cease when she has done the teaching; 
 in fact there can not he teaching in the true sense of 
 the term unless there is learning. The teacher has 
 not taught unless the pupil has learned. The teacher 
 has not completed her task until the contents of her 
 teaching have been assimilated by the pupil and 
 transformed into mental and moral fibre. She should 
 not be satisfied if "most"of the pupils take part; her 
 aim should be to have all take part, and there should 
 he no pupil so insignificant as to be overlooked by 
 her. She should not become so absorbed in the wel- 
 fare of her best pupils as to lose sight of the poor 
 ones; and the spirit of the great Teacher should cause 
 her to leave the ninety and nine and go out into the 
 wilderness for the one that is lost. 
 
 46. Do most of the talking. — An investigation 
 was made in one of our city school systems, and it 
 was found that the teachers in that system did from 
 
 GO — 
 
75 to 90 per cent of the talking in the recitation, and 
 no doubt a similar investigation would reveal a like 
 condition the country over. This shows that we are 
 still dominated by the informational conception of 
 education We still regard the school as an education 
 a] race course around which the children are to be run 
 
 at f u u 5 peed and at the end of which are to be given 
 diplomas as evidence that they have made the rounds 
 
 and ca l!ed educated. We still act as it we thought 
 the child was an open vessel to be filled rather than a 
 
 living being to be educated. Not only should the 
 teacher not do most of it. but we should not be far 
 wrong to ^u that she should not do more than 10 
 Der vent of it She should certainly do no more than 
 is necessary to irouse the efforts of the child and to 
 set him to work on his task. The more skilled she is 
 in her work, the fewer words will it take to accomplish 
 this purpose, and the talking teacher proves her 111- 
 efficiencvbA her verv talking. On many occasions, she 
 mav verv" profitably take a hack scat and let 
 the pupils conduct the recitation, always being on 
 han d of course, to see that it takes the right turn. 
 Excellent results have keen accomplished in many 
 places by class organizations, where each recitation 
 is conducted by some pupil appointed the day before 
 for that purpose. This method will not always suc- 
 ceed hut it is suggestive of others that the resourceful 
 teacher will think out for herself. Whatever the 
 method followed, the teacher should remain in the 
 hack ground as much as possible, put the pupils in 
 the lead, and let them do most of the talking. 
 
 47. Have proper attitude towards work.^ I here 
 can not he effective teaching unless the pupil has a 
 proper attitude towards his work. There will not he 
 such an attitude unless this work is adapted to 
 Ins needs and properly motivated. Children 
 ,M not have .i good attitude in school unless the 
 
 \\ 
 
 -CI- 
 
work appeals to them. They could not be expected 
 to be very enthusiastic and to love their work when 
 most of it is nothing but deadening routine and dry 
 formalities. 
 
 The teacher is, of course, the most important 
 element in making the pupil's attitude what it is. 
 Her personality, her attitude towards the pupil, and 
 the sympathy she shows for his work will have much 
 in (In in bringing him into a good attitude towards the 
 work of the school. The teacher must be interested 
 in his outside activities, and if she is not interested in 
 these outside activities, she will find it hard to secure 
 a proper atttude among her pupils for their school 
 work. The teacher who plays with the children is 
 likely to have their co-operation in the regular work 
 of the school. But, however such an attitude may 
 lie brought about, it is absolutely essential to good 
 results and without it the teacher's task is like trying 
 to pour water into a closed vessel. 
 
 48. Prompt in bringing up work. — The prompt- 
 ness with which the pupil> bring up their work shows 
 how effective the work of the teacher has been. If 
 pupils are prompt in bringing both everyday lessons 
 ami the written work that is required of them, the 
 teacher may rest assured that they are responding 
 to her efforts. However, it is a bad sign for the 
 pupils to take little or no interest in their work and 
 always to be tardy in bringing up their outside assign- 
 ments. The teacher should demand promptness. 
 The lack of it should be evidence to her that there is 
 something wrong, and she should not be satisfied 
 until she has found out what it is and removed the 
 cause. 
 
 49. Show independence of thought. — One of 
 the aims of school work is to make the pupils inde- 
 pendent thinkers. This is to be done not by requiring 
 them to follow blindlv what the teacher and the text 
 
hook say, but by giving them opportunity to use their 
 own minds. In every study, the pupil should be 
 taught to he an investigator. He should be taught 
 to study with a definite aim in his work and to test 
 everything he reads in the light of his own experi- 
 ences. If what he reads does not harmonize with his 
 experiences, he should either reject it or prove 1>\ 
 further study that his experiences are at fault. In 
 this way, he will be able to correct mane of his wrong 
 ideas ami to bring himself into a closer relationship 
 with his environment. 
 
 One of the greatest demands on the schools of 
 today is the production of independent thinkers. In 
 fact, our democracy will not he safe as long as the 
 great majority of the people are willing to follow 
 the leadership of ;i feu and refuse to think for them- 
 selves. Our country will not he safe until all the 
 people, or at least, the majority of them, do their own 
 thinking, and our great public school system will not 
 have clone its full duty until such is the case. If men 
 and women are to think for themselves when they get 
 out into the world, they must he taught to think for 
 themselves in the schools. The schools will not teach 
 them to think as Ion- as they follow their present 
 medievalistic methods and regard it as their aim to 
 cram into the pupils' heads the learning of pas) ages. 
 They will not teach pupils to think if they themselves 
 refuse to think and if they follow blindly a pro-ram 
 of work inherited from a world entirely different from 
 our own. The schools should throw formalism and 
 traditionalism to the winds, adapt their program to 
 the needs of the child and to the conditions of the 
 world today. They should make provision not mere- 
 ly for the first step in the educational process — the 
 accumulation of knowledge, but they should also pro- 
 vide for its organization and application. Each study 
 should he arranged with certain problems for the 
 
 —63— 
 
pupils to solve and not merely with a view to gather- 
 ing the customary number of facts. A problem 
 should be the center of interest in each lesson, 
 whether the lesson be in arithmetic, grammar, geo- 
 graphy or history. If the study is Mich that it is 
 impossible to arrange for such problems, it has no 
 claim on the children's attention. No subject should 
 be pursued primarily for the sake of its content. The 
 content should always he a secondary consideration 
 and it will take care of itself, if there is a problem 
 involved that requires independent thinking. < >ne of 
 the main reasons why children are no more interested 
 in their school work is because it is almost entirely a 
 cramming process. Children are not interested in 
 such a process. They like to engage in study where 
 there is a real problem involved. Arranging such 
 problems and having them ready for each lesson is 
 one of the important tasks of the teacher. This 
 problem should he set clearly before the children in 
 the assignment. 
 
 50. Make good when they leave supervision. — 
 The supreme test of the work of the teacher is the 
 permanence of its results. The teacher's work may 
 seem to he of superior quality, it may please her 
 patrons, as viewed from day to day, be remarkably 
 successful, and yet lack permanence. In many cases 
 when pupils go to their next teacher, they have for- 
 gotten most of the things they hail learned, and 
 become a real problem because their former teacher 
 did not require them to be thorough in their work. 
 As suggested before, when such a problem is taken 
 hold of tactfully and patiently, it can very probably in 
 a short while be solved. Nevertheless, it is a problem 
 due to the former teacher's doing work that lacked 
 permanent value. Whenever a good teacher takes 
 charge of a room, it does not take her long to decide 
 whether the work of her predecessor was thorough or 
 
 -64- 
 
superficial. The pupils may have become rusty he- 
 cause of a long vacation, but the merit of their pre- 
 vious training will become evident at once. 
 
 Then looking at the work of the school from a 
 
 broader point of view, its chief aim should lie to send 
 its pupils out mto the world thoroughly equipped to 
 solve its problems and to meet its conditions. The 
 worth of an institution becomes very evident in the 
 character of the products it sends out into the world. 
 The writer knows a school winch sends out into the 
 world voung men ami women alive to its problems. 
 They are full of spun and enthusiasm and have tin- 
 practical knowledge and common sense necessar) to 
 their fitting into their places in practical affairs. 
 Their services are in demand because people know 
 they have hail the training that insures success 
 ddiere is another school winch crams its pupils lull 
 of knowledge and has a reputation for thoroughness, 
 but. somehow, it fails to give its pupils the "punch" 
 necessarj'- to their success in the practical world. Its 
 pupils are not alive, they lack self-confidence, and 
 people do not trust them as they do the pupils of the 
 former school. 
 
 Now what is it that makes the difference between 
 these two schools? The second school has a better 
 reputation for thoroughness than the first: it has as 
 many men and women with university degrees among 
 its faculty; its course of study is practically the 
 same as that of the first ; ami it has just as large and 
 just as rich a territory to draw from. Yet the first 
 school enrolls during the year more than two thou- 
 sand students, while the second is proud of an 
 enrollment of four or five hundred. This seems to go 
 t<> prove that a school must have something more 
 than a good course of study, more than a scholarly 
 faculty, more than a rich community to draw from, 
 and that it must sro beyond thoroughness in its work. 
 
It must have spirit. A school without spirit is as 
 dead as a man without life, and a dead school can 
 not produce live products. The first school referred 
 to above has a live president, a live faculty, and they 
 put life into every phase of its work. The other 
 school is content to go through its every day pro- 
 gram, it takes little interest in the things boys and 
 girls are interested in, and it fails to produce the 
 spirit necessary to their success in the world. With 
 a school as with a teacher, if it would have boys and 
 girls take interest in their studies and profit by their 
 pursuit, it must take interest in the things they like 
 and make it possible for them to satisfy every side 
 of their lives. 
 
BOOKS EVERY TEACHER SHOULD READ 
 
 1. Clark's Youth: Its Education, Regimen and 
 Hygiene. D. Appleton & Co., New York. 
 
 2. Curtis' Education Through Play. Macmil- 
 lan Co., New York. 
 
 .">. Dewey's Democracy and Education. Mac- 
 millan Co., New York. 
 
 1. Dresslar's School Hygiene, Macmillan Co.. 
 New York. 
 
 Fisher and Fisk's How to Live. Funk & 
 Wagnalls Co., New York. 
 
 6. Freeman's Psychology of the Common 
 Branches. Houghton, Mifflin Co., Boston. 
 
 7. Halleck's The Education of the Central Ner- 
 vous System, Macmillan Co., New York. 
 
 8. Hughes' Froebel's Educational Laws. D. 
 Appleton & Co., New York. 
 
 9. James' Talks to Teachers. Henry Holt & 
 Co., New Yi irk. 
 
 10. Moore's What is Education. Ginn & Co., 
 
 In i - 1 < hi. 
 
 11. Morehouse's The Discipline of the School, 
 1). C. Heath & Co., Chicago. 
 
 12. McMurry's I low to Study and Teaching 
 Hovs to Study. Houghton, Mifflin Co., Boston. 
 
 13. Monroe's History of Education. Macmillan 
 C i 1., New York. 
 
 It. Smith's All the Children of All the People. 
 Macmilian Co., New York. 
 
 15. St raver & Norsworthy's How to Teach. 
 Macmillan Co., New York. 
 
 It',. Tompkin's Philosophy of School Manage- 
 ment. ( iinn N' Co., Boston. 
 
 —67- 
 
H 314 79 
 
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 -^T N. MANCHESTER, 
 INDIANA 46962