identical. They see
that work directs the streams of life and gives to life point, potency,
and significance. They soon see that knowledge is power only because it
is the agency that generates power, and that knowledge touches life at
every point. They will come to realize that work is the one great luxury
in life, and that education is designed to increase the capacity for
work in order that people may indulge in this luxury more abundantly.
The more work one can do, the more life one has; and the better the work
one can do, the higher the quality of that life. They learn that the
adage "Work to live and live to work" is no fiction but a reality.

=Work and enjoyment.=--The school, therefore, becomes to them a workshop
of life, and unless it is that, it is not a worthy school. It is not a
something detached from life, but, rather, an integral part of life and
therefore a place and an occasion for work. The school is the Burning
Bush of work that is to grow into the Tree of Life. But life ought to
teem with joy in order to be at its best, and never be a drag. Work,
therefore, being synonymous with life, should be a joyous experience,
even though it taxes the powers to the utmost. If the child comes to the
work of the school as the galley-slave goes to his task, there is a lack
of adjustment and balance somewhere, and a readjustment is necessary. It
matters not that a boy spends two hours over a problem in arithmetic if
only he enjoys himself during the time. But, if he works two hours
merely to get a passing grade or to escape punishment, the time thus
spent does not afford him the pleasure that rightfully belongs to him,
and some better motive should be supplied.

=The teacher's problem.=--The teacher's mission is not to make school
work easy, but, rather, to make the hardest work alluring and agreeable.
Here, again, she may need to take counsel with Tom Sawyer. Whitewashing
a fence is quite as hard work as solving a problem in decimals or cube
root. Much depends upon the mental attitude of the boy, and this in turn
depends upon the skill of the teacher and her fertility of mind in
supplying motives. Whitewashing a fence causes the arms to grow weary
and the back to ache, but the boys recked not of that. On the contrary,
they clamored for more of the same kind of work. This same spirit
characterizes the work of the vitalized school. The pupils live as
joyously in the schoolroom as they do outside, and the harder the wo