he humor. If that eludes the reader, an
explanation will not avail.

A teacher of Latin read to his pupils "The House-Boat on the Styx" in
connection with their reading of the "AEneid." It was good fun for them
all, and never was Virgil more highly honored than in the assiduous
study which those young people gave to his lines. They were eager to
complete the study of the lesson in order to have more time for the
"House-Boat." The humor of the book opened wide the gates of their
spirits through which the truths of the regular lesson passed blithely
in.

QUESTIONS AND EXERCISES

1. What is the source of humor in a humorous story?

2. When should the teacher laugh with the school? When should she not do
so?

3. How does the response of the school to a laughable incident reflect
the leadership of the teacher?

4. What can be done to bring more or better humor into the school?

5. Compare as companions those whom you know who exhibit a sense of
humor with those who do not.

6. Compare their influence on others.

7. What can be done to bring humor into essays written by the students?

8. Distinguish between wit and humor. Does wit or humor cause most of
the laughter in school?

9. What is meant by an "aptitude for vicariousness"?

10. How did Lincoln make use of humor? Is there any humor in the
Gettysburg speech? Why?

11. What is the relation of pathos to humor?

12. Give an example from the writings of Mark Twain that shows him a
philosopher as well as a humorist.

13. What books could you read to the pupils to enliven some of the
subjects that you teach?

CHAPTER XX

The Element of Human Interest

=Yearning toward betterment.=--Much has been said and written in recent
times touching the matter and manner of vitalizing and humanizing the
studies and work of the school. The discussions have been nation-wide in
their scope and most fertile in plans and practical suggestions. No
subject of greater importance or of more far-reaching import now engages
the interest of educational leaders. They are quite aware that something
needs to be done, but no one has announced the sovereign remedy. The
critics have made much of the fact that there is something lacking or
wrong in our school procedure, but they can neither diagnose the case
nor suggest the remedy. They can merely criticize. We are having many
surveys, but the results have been meager and inadequate. We have been
working at the circumferenc