extent is education the process of enlarging the content of
words?

2. As a concrete illustration of the differences in the content of
words, compare various definitions of education. Choose typical
definitions of education to reflect the ideas of different educational
periods.

3. Suggest other methods than the use of the dictionary for the
enlargement of the pupil's content of words.

4. How may words be vitalized in composition?

5. Should the chief aim of language work in the grades be force,
accuracy, or elegance in the use of language?

6. Add to the author's list of words, other words the content of which
may be expanded by education.

7. How may the vitalized teacher encourage in pupils the formation of
habits of careful diction?

8. How remove unnatural stilted words and expressions from the oral and
written expressions of pupils?

CHAPTER XI

COMPLETE LIVING

=The question raised.=--That education is a preparation for complete
living has been quoted by every teacher who lays any sort of claim to
the standard definitions. Indeed, so often and so glibly has the
quotation been made that it is well-nigh axiomatic and altogether trite.
But we still await any clear explanation of what is meant by complete
living. On this point we are still groping, with no prophetic voice to
tell us the way. By implication we have had hints, and much has been
said on the negative side, but the positive side still lies fallow. When
asked for an explanation, those who give the quotation resort to
circumlocution and, at length, give another definition of education,
apparently conscious of the mathematical dictum that things that are
equal to the same thing are equal to each other. So we continue to
travel in a circle, with but feeble attempts to deviate from the course.

=The vitalized school an exemplification.=--Nor will this chapter
attempt to resolve the difficult situation in which we are placed. It is
not easy to define living, much less complete living. All that is hoped
for here is to bring the matter to the attention of all teachers and to
cause them to realize that the quest for a definition of complete living
will be for them and for their pupils an exhilarating experience. The
vitalized school will belie its name if it does not strive toward a
solution of the difficulty, and any school that approximates a
satisfactory definition will be proclaimed a public benefactor. In fact,
the school cannot lay c