tement that it proves absolutely nothing
touching the ability to teach. It proclaims its possessor a student but
not a teacher. Yet, in our practices, we proceed upon the assumption
that teacher and student are synonymous. We hold examinations for
teachers in our schools, but not for teachers in our colleges of
education. His degree is the magic talisman that causes the doors to
swing wide open for him. Besides, his very presence inside seems to be
prima facie evidence that he is a success, and all his students are
supposed to join in the general chorus of praise.

=Life the great human interest.=--The books are eloquent and persistent
in their admonitions that we should attach all school work to the native
interests of the child. To this dictum there seems to be universal and
hearty assent. But we do not seem to realize fully, as yet, that the big
native interest of the child is life itself. We have not, as yet, found
the way to enmesh the activities of the school in the life processes of
the child so that these school activities are as much a part of his life
as his food, his games, his breathing, and his sleep. We have been
interpreting some of the manifestations of life as his native interests
but have failed thus to interpret his life as a whole. The child is but
the aggregate of all his inherent interests, and we must know these
interests if we would find the child so as to attach school work to the
child himself.

=The child as a whole.=--Here is the crux of the entire matter, here the
big problem for the vitalized school. We have been taking his pulse,
testing his eyes, taking his temperature, and making examinations for
defects--and these things are excellent. But all these things combined
do not reveal the child to us. We need to go beyond all these in order
to find him. We must know what he thinks, how he feels as to people and
things, what his aspirations are, what motives impel him to action, what
are his intuitions, what things he does involuntarily and what through
volition or compulsion. With such data clearly before us we can proceed
to attach school work to his native interests. We have been striving to
bend him to our preconceived notion instead of finding out who and what
he is as a condition precedent to intelligent teaching.

=Three types of teachers.=--The three types of teachers that have been
much exploited in the books are the teacher who conceives it to be her
work to teach the book, the one