12. If the teacher can have lessons finished with greater rapidity, what
can be done with the time thus remaining?

13. Show that the teacher must attend to the conservation of time in
order to protect the child.

14. In what way besides the direct waste of the minutes is the
expenditure of undue time unfortunate?

15. In what particular way do many teachers lose much of the
recitation-lesson or study-lesson period?

16. What are the results of an undue expenditure of time in this way?

17. What is the relation between the waste of time in school and the
exodus of children from the upper grades?

18. What do you think of a teacher who persists in "meaningless
formalities"?

19. How does the repeating of answers by the teacher affect the pupils?

20. A teacher says she repeats answers often because pupils speak low
and indistinctly. What are the proper remedies for this?

21. What should be the teacher's rule in regard to digressions?

22. Why should every teacher strive to be a "ten-minute" teacher, and
why should every supervisor strive to recommend no others?

23. What corollary can be drawn on the advisability of the employment of
no teachers except those recommended by competent supervisors?

CHAPTER XIII

THE ARTIST TEACHER

=Teaching as a fine art.=--Teaching is an art. This fact has universal
recognition. But it may be made a fine art, a fact that is not so
generally recognized. The difference between the traditional school and
the vitalized school lies in the fact, to a large degree, that, in the
former, teaching is regarded merely as an art, while in the latter it
becomes a fine art. In the former, the teacher is an artisan; in the
latter the teacher is an artist. The difference is broadly significant.
The artisan, in his work, follows directions, plans, specifications, and
blue-prints that have been devised and designed by others; the artist
imbues his work with imagination. The artisan works by the day--so much
money for so many hours' work with pay day as his large objective; the
artist does not disdain pay day, but he has an objective beyond this and
has other sources of pleasure besides the pay envelope. The artisan
thinks and talks of pay day; the artist thinks and talks of his work.
The artisan drops his work when the bell rings; the artist is so
engrossed in his work that he does not hear the bell. The artisan plods
at his task with a grudging mien; the artist works in a fine f