likeness by
absorbing her thoughts, her ideals, her standards, in short, herself.

=Seeing life large.=--The bigness of her spirit and her ability to see
and feel life in the large superinduce dignity, poise, and serenity. She
never flutters; but, calm and masterful, she moves on her majestic way
with regal mien. Nor is her teaching less thorough or less effective
because she has a vision. On the contrary, she teaches cube root with
accuracy and still is able to see and to cause her pupils to see the
index finger pointing out and up toward the mathematical infinities. She
can give the latitude and longitude of Rome, and, while doing so, review
the achievements of that historic city. She can explain the action of
the geyser and still find time and inclination to take delight in its
wonders. She can analyze the flower and still revel in its beauty. She
can teach the details of history and find in them the footprints of
great historical movements. All these things her pupils sense and so
invest her with the attributes of an ideal.

QUESTIONS AND EXERCISES

1. Do most teachers realize to what extent they have influence?

2. Is it comfortable to think that one is an example? If not, why not?
Is it only teachers who need to feel that they are examples? Is it fair
to demand a higher standard of the teacher and preacher?

3. Give from your own experience instances in which you have absorbed an
ideal which has persisted. Is there danger of adopting an ideal that,
while it is worthy as far as it goes, is merely incidental and not worth
while? (Such are an accurate memory of unimportant details, certain
finesse in manners and speech, punctiliousness in engagements,
exhaustiveness in shopping before making purchases, perfection in
penmanship and other arts at the expense of speed: suggest others.)

4. How can the contemplation of a rainbow educate? What education should
result from a view of Niagara Falls?

5. What qualities would a teacher have to possess that her influence
aside from her teaching might be of more value than the teaching itself?

6. That one may have influence is it enough for one to be good, or is it
what one does that counts? Suggest lines of action for a teacher that
would increase her influence for good.

7. Explain how a fine unconscious influence exerted by a teacher helps
to keep pupils in school.

8. In Hawthorne's story of the _Great Stone Face_ what qualities were
attained by those whom Ern