re is an embryo
artist in her class and what she ought to do in the face of that
possibility. Again she wonders how geography, grammar, and spelling can
be made to function in such a painting as Rosa Bonheur's "The Plough
Oxen," and her wonder serves to invest these subjects with new meaning
and power.

=Shakespeare.=--In the school at Stratford they pointed out to her the
desk at which Shakespeare sat as a lad, with all its boyish
hieroglyphics, and her thought instinctively leaped across the years to
"The Tempest," "King Lear," and "Hamlet." She pondered deeply the
relation between the activities of the lad and the behavior of the man,
wondering how much the school had to do with the plays that stand alone
in literature, and whether he imbibed the power from associations, from
books, from people, or from his ancestors. She wondered what magic
ingredient had been dropped into the activities of his life that had
proven the determining factor in the plays that set him apart among men.
She realizes that his behavior was distinctive, and she fain would
discover the talisman whose potent influence determined the bent and
power of his mind. And she wonders, again, whether any pupil in her
school may ever exemplify such behavior.

=History.=--When she reads her history she has a keener, deeper, and
wider interest than ever before, for she now realizes that every event
of history is an effect, whose inciting causes lie back in the years,
and is not fortuitous as she once imagined. She realizes that the
historical event may have been the convergence of many lines of thinking
emanating from widely divergent sources, and this conception serves to
make her interest more acute. In thus reasoning from effect back to
cause she gains the ability to reason from cause to effect and,
therefore, her teaching of history becomes far more vital. She is
studying the philosophy of history and not a mere catalogue of isolated
and unrelated facts. History is a great web, and in the events she sees
the pattern that minds have worked. She is more concerned now with the
reactions of her pupils to this pattern than she is with mere names and
dates, for these reactions give her a clew to tendencies on the part of
her pupils that may lead to results of vast import.

=Poetry.=--In every poem she reads she finds an illustration of mental
and spiritual behavior, and she fain would find the key that will
discover the mental operations that conditioned