school reenforce their life interests.

=The quality of life.=--If we now extend the scope of common interests
that belong in the category with the snow and the animals, we shall
readily see that the analogy of the filtration-plant holds good in the
entire regime of the vitalized school. But we must never lose sight of
the additional fact that the quality of life that issues from the school
is far better because of its passage through the school. The volume may
be less, through unfortunate leakage, but the quality is so much better
that its value to society is enhanced a hundred- or a thousand-fold. The
people who pass through the school have learned a common language, have
been imbued with a common purpose, have learned how to live and work in
hearty accord, have come to revere a common flag, and have become
citizens of a common country.

QUESTIONS AND EXERCISES

1. What is the general function of the school?

2. What is meant by the school's being the "melting-pot"?

3. What objection is there to the expression "getting an education"?
What would be a better expression to indicate the purpose of attending
school?

4. What diseases that invade society would be checked if in school the
stream of life were rectified?

5. Why is it desirable that pupils shall not lose their individuality in
passing through school?

6. What is the primary purpose of each school study, for instance,
language?

7. What is the true purpose of grammar?

8. What do these functions of the school and of its studies teach us
regarding the adaptation of subjects and methods to the individual?

9. Tell something of the work done in vocational guidance in Boston.

10. Tell something of the methods employed by some corporations in
choosing employees naturally fitted for the work.

11. Tell something of the psychological tests for vocations devised by
Professor Muensterberg. (Psychology and Industrial Efficiency, Hugo
Muensterberg, Houghton Mifflin Co., 1913.)

12. What do you think is the practicable way of helping the pupils in
your school to develop along the lines of their natural endowment?

13. What is the effect on society when a man does work for which he is
not fitted?

14. Show some ways in which the interests of the school as a whole may
be fostered and a natural development of the class as a whole be
secured.

15. There has been a big fire in town. Show how the interest in this
event may be used in the day's work.