the family are deposited as assets in the recitation
the next day. Then the family is eager to learn of the reactions of the
class to their contributions. Such a community of interests cannot be
confined to the four walls of a home, but finds its way to other homes
and to places of business; the discussions of the class become the
property of society, and the influence is most salutary. Indirectly, the
school is affording the people of the community many profitable topics
of conversation, and these readily supplant the futile and less
profitable topics. It is easy to measure the intelligence of an
individual or of a community by noting the topics of conversation.
Gossip and small talk do not thrive in a soil that has been thoroughly
inoculated with history, art, music, literature, economics, and
statecraft.

=Influence upon pupils.=--From the foregoing it will be seen that this
type of recitation represents, not a _modus operandi_, but, rather, a
_modus vivendi_, not a way of doing things, merely, but a manner of
living. The work of the school is redeemed from the plane of a task and
lifted to the plane of a privilege. The pupil's initiative is given full
recognition and inspiriting freedom ensues. The teacher is not a
taskmaster but a friend in need. Pupils and teacher live and work
together in an enterprise in which they have common interests. The
emoluments attending success are shared equally and there is no place
for envy in the distribution of dividends. There is fair dealing in
every detail of the work, with no semblance of discrimination. There is
a cash basis in every transaction. If a pupil's offerings are rejected,
he sees at once that they are inferior to others and becomes a willing
shareholder in the ones that are superior to his own. Nothing that is
spurious or counterfeit can gain currency in the enterprise, because of
the critical inspection of the members of the group, all of whom are
jealous for the preservation of the integrity of their organization.

In this cross section of life we find young people learning, by the
laboratory method, the real meaning of reciprocity; we find them winning
the viewpoints of others with no abatement or abrogation of their own
individuality; we find them able and willing to make concessions for the
general good; we find them learning justice and discrimination in their
assessment of values; we find them enlarging their horizons by ascending
to higher levels of intelli