ubus of their dependence, and
largely increase the number of our people who are self-supporting.

=Some contrasts.=--We are making some progress in the line of thrift
through our school savings and postal savings, but we have not yet
attained to a national conception of thrift as an element of patriotism.
This is one of the large yet inspiring privileges of the vitalized
school. Thrift is so intimately identified with life that they naturally
combine in our thinking, and we have only to reach the conception that
our mode of life is the measure of our patriotism in order to realize
that thrift and patriotism are in large measure identical. The
industrious, frugal, thrifty man is patriotic; the unthrifty, lazy,
shiftless man is unpatriotic. The one ennobles and honors his country;
the other dishonors and degrades his country.

=Conclusion.=--If the foregoing conclusions are valid, and to every
thoughtful person they must seem well-nigh axiomatic, then the school
has a wide field of usefulness in the way of inculcating a loftier and
broader conception of patriotism. The teacher who worthily fills her
place in the vitalized school will give the boys and girls in her care
such a conception of patriotism as will give direction, potency, and
significance to every school activity and lift these activities out of
the realm of drudgery into the realm of privilege. Her pupils will be
made to feel that what they are doing for themselves, their school, and
their homes, they are doing for the honor and glory of their country.

QUESTIONS AND EXERCISES

1. In what ways and to what extent should patriotism affect conduct?

2. Indicate methods in which patriotism may be used as an incentive to
excel in the different branches of study.

3. What branches of study should have for their sole function to
stimulate the growth of patriotism? Discuss methods and give instances.

4. Distinguish from patriotism each of the following counterfeits:
sectionalism; partisanship; nationalism; and jingoism. Should teachers
try to eradicate or sublimate these sentiments? How?

5. What should be the attitude of the teacher of history toward
Commodore Decatur's toast: "My country, may she always be in the right;
but right or wrong, my country"?

6. Cite recent history to prove that temperance and sanitation are
necessary for the realization of national victories and the perpetuation
of the common welfare.

7. Is the "Golden Rule" a vital princi