"
4. What changes are necessary in school curricula and in the methods of
school organization, instruction, and discipline, in order that the
chief purpose of our schools, "more abundant _life_," may be realized?
5. Justify the apparent length of the school day to teachers and pupils,
as a means of determining the quality of the work of the school.
6. Some teachers maintain that school is a preparation for life, while
the author maintains that "school is _life_." Is this difference in the
concept of the school a vital one?
7. How may this difference of concept affect the work of the teacher?
the attitude of the pupil?
8. What definition of education will best harmonize with the ideals of
this chapter?
CHAPTER II
THE TEACHER
=Teachers contrasted.=--The vitalized school is an expression of the
vitalized teacher. In the hands of the teacher of another sort, the
vitalized school is impossible. Unless she can see in the multiplication
table the power that throws the bridge across the river, that builds
pyramids, that constructs railways, that sends ships across the ocean,
that tunnels mountains and navigates the air, this table becomes a
stupid thing, a dead thing, and an incubus upon the spirits of her
pupils. To such a teacher mathematics is a lifeless thing, without hope
or potency, the school is a mere convenience for the earning of a
livelihood, the work is the drudgery of bondage, and the children are
little less than an impertinence.
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