unction in behavior, she must have a pretty clear notion
as to what behavior really is. To gain this comprehensive notion she
must review in her thinking the events that make up history. In the
presence of each one of these events she must realize that this is the
behavior in which antecedent activities functioned. Then she will be
free to speculate upon the character of those activities, what
modifications, accretions, or abrasions they experienced in passing from
the place of their origin to the event before her, and whether like
activities in another place or another age would function in a similar
event. She need not be discouraged if she finds no adequate answer, for
she will be the better teacher because of the speculation, even lacking
a definite answer.

=Machinery.=--She must challenge every piece of machinery that meets her
gaze with the question "Whence camest thou?" She knows, in a vague way,
that it is the product of mind, but she needs to know more. She needs to
know that the machine upon which she is looking did not merely happen,
but that it has a history as fascinating as any romance if only she
cause it to give forth a revelation of itself. She may find in tracing
the evolution of the plow that the original was the forefinger of some
cave man, in the remote past. For a certainty, she will find, lurking
in some machine, in some form, the multiplication table, and this fact
will form an interesting nexus between behavior in the form of the
machine and the activities of the school. She will be delighted to learn
that no machine was ever constructed without the aid of the
multiplication table, and when she is teaching this table thereafter she
does the work with keener zest, knowing that it may function in another
machine.

=Art.=--When she looks at the "Captive Andromache" by Leighton she is
involved in a network of speculations. She wonders by what devious ways
the mind of the artist had traveled in reaching this type and example of
behavior. She wonders whether the artistic impulse was born in him or
whether it was acquired. She sees that he knew his Homer and she would
be glad to know just how his reading of the "Iliad" had come to function
in this particular picture. She further wonders what lessons in drawing
and painting the artist had had in the schools that finally culminated
in this masterpiece, and whether any of his classmates ever achieved
distinction as artists. She wonders, too, whether the