the form of the poem.
She would hark back to the primal impulse of each bit of imagery, and
she analyzes and appraises each word and line with the zeal and skill of
a connoisseur. She would estimate justly and accurately the activities
that functioned in this sort of behavior. She seeks for the influences
of landscapes, of sky, of birds, of sunsets, of clouds,--in short, of
all nature, as well as of the manifestations of the human soul. Thus the
teacher gains access into the very heart of nature and life and can thus
cause the poem to become a living thing to her pupils. In all literature
she is ever seeking for the inciting causes; for only so can she prove
an inspiring guide and counselor in pointing to them the way toward
worthy achievements.

=Attitude of teacher.=--In conclusion, then, we may readily distinguish
the vitalized teacher from the traditional teacher by her attitude
toward the facts set down in the books. The traditional teacher looks
upon them as mere facts to be noted, connoted, memorized, reproduced,
and graded, whereas the vitalized teacher regards them as types of
behavior, as ultimate effects of mental and spiritual activities. The
traditional teacher knows that seven times nine are sixty-three, and
that is quite enough for her purpose. If the pupil recites the fact
correctly, she gives him a perfect grade and recommends him for
promotion. For the vitalized teacher the bare fact is not enough. She
does not disdain or neglect the mechanics of her work, but she sees
beyond the present. She sees this same fact merging into the operations
of algebra, geometry, trigonometry, calculus, physics, and engineering,
until it finally functions in some enterprise that redounds to the
well-being of humanity.

=Conclusion.=--To her every event of history, every fact of mathematics
and science, every line of poetry, every passage of literature is
pregnant with meaning, dynamic, vibrant, dramatic, and prophetic.
Nothing can be dull or prosaic to her electric touch. All the facts of
the books, all the emotions of life, and all the beauties of nature she
weaves into the fabric of her dreams for her pupils. The goal of her
aspirations is far ahead, and around this goal she sees clustered those
who were her pupils. In every recitation this goal looms large in her
vision. She can envisage the viewpoint of her pupils, and thus strives
to have them envisage hers. She yearns to have them join with her in
looking down th