l else seems
negligible for the time. He well-nigh disdains food and sleep in the
intensity of his interest. Is this particular episode in his life merely
happening, or does some causative influence lie back of this event
somewhere in the years? Did some influence of home, or school, or
playground give him an impulse and an impetus toward this event? Or, in
other words, are the activities of his earlier life functioning on the
bit of paper before him? If this is an effect, what and where was the
cause? In the case of any type of human behavior can we postulate
antecedent causes? If a hundred musicians were writing musical
compositions at the same moment, would they offer similar explanations
of their behavior?

=Leadership.=--As a working hypothesis, it may be averred that ability
to influence environment betokens leadership. With such a measuring-rod
in hand we may go out into the community and determine, with some degree
of accuracy, who are leaders and who are mere followers. Then we should
need to go further and discover degrees of leadership, whether small or
large, and, also, the quality of the leadership, whether good or bad,
wise or foolish, selfish or altruistic, noisy or serene, and all the
many other variations. Having done all this, we are still only on the
threshold of our study, for we must reason back from our accumulated
facts to their antecedent causes. If we score one man's leadership fifty
and another's eighty, have we any possible warrant for concluding that
the influences in their early life that tend to generate leadership were
approximately as five to eight?

=Restricted concepts.=--This question is certain to encounter
incredulity, just as it is certain to raise other questions. Both
results will be gratifying as showing an awakening of interest, which is
the most and the best that the present discussion can possibly hope to
accomplish. Very many, perhaps most, teachers in the traditional school
do their teaching with reference to the next examination. They remind
their pupils daily of the on-coming examination and remind them of the
dire consequences following their failure to attain the passing grade of
seventy. They ask what answer the pupil would give to a certain question
if it should appear in the examination. If they can somehow get their
pupils to surmount that barrier of seventy at promotion time, they seem
quite willing to turn their backs upon them and let the teacher in the
next gra