est expected to grow into the likeness?

9. Why did Ernest's face come to resemble that of the great stone face?

10. In what ways is good fiction of value to teachers?

11. Cite something that you have gained from the unconscious influence
of another.

12. What attainments or qualities have you yet to acquire in order to
stand out as "distinctive and regnant" to a good many pupils?

13. A bacteriologist makes a "culture" of a drop of blood, multiplying
many times the bacteria in it, to determine whether serious disease
germs are prevalent. If the influence of a person could be observed in a
large way, would that be conclusive as to the person's character, just
as the result of the culture proves the condition of the blood? May
there not be an obscure element in the teacher's character that is
having a deleterious effect? Or is it only the outstanding features of
his conduct that affect the pupils?

14. Why is it more important to acquire ideals than to acquire
knowledge?

15. Describe the attitude of the teacher toward the pupils in the
"vitalized" school.

16. Show how the teacher should have in view the future of the pupils.

17. Is it a compliment to be easily recognized as a teacher? Why or why
not?

18. Just what is meant by "narrowness" in a teacher? What is meant by
"bigness"? What is their effect if the teacher is taken as an ideal?

19. Can one instill high ideals in others without frequently absorbing
inspiration himself? What are suitable sources?

CHAPTER XV

THE SOCIALIZED RECITATION

=The term defined.=--The socialized recitation, as its name implies, is
a recitation in which teacher and pupils form themselves into a
committee of the whole for the purpose of investigating some phase of a
school study. In this committee the line of cleavage between teacher and
pupils is obliterated as nearly as possible, the teacher exercising only
so much of authority as will preserve the integrity of the group and
forestall its disintegration. The teacher thus becomes a cooerdinate and
cooeperating member of the group, and her superior knowledge of the
subject is held in abeyance to be called into requisition only in an
emergency and as a last resort. It will readily be seen, however, that
the teacher's knowledge of the subject must be far more comprehensive in
such a procedure than in the question-and-answer type of recitation, for
the very cogent reason that the discussion is both liable and li