rough the years when the activities of the school will be
functioning in worthy behavior.

QUESTIONS AND EXERCISES

1. Discuss the relative importance of environment as a factor in the
behavior of plants; animals; children; men.

2. How may an understanding of the mutual reaction of the child and his
environment assist the teacher in planning for character building in
pupils?

3. Make specific suggestions by which children may influence their
environment.

4. Discuss the vitalized teacher's contribution to the environment of
the child.

5. After reading this chapter give your definition of "behavior."

6. Discuss the author's idea of leadership.

7. Define education in terms of behavior, environment, and heredity.

8. Account for the difference in behavior of some of the characters
mentioned in the chapter.

9. How may the vitalized teacher be distinguished from the traditional
teacher in her attitude toward facts?

10. Discuss the doctrine of educational predestination.

CHAPTER XXII

BOND AND FREE

=Spiritual freedom.=--There is no slavery more abject than the bondage
of ignorance. John Bunyan was not greatly inconvenienced by being
incarcerated in jail. His spirit could not be imprisoned, but the
imprisonment of his body gave his mind and spirit freedom and
opportunity to do work that, otherwise, might not have been done. If he
had lived a mere physical life and had had no resources of the mind upon
which to draw, his experience in the jail would have been most irksome.
But, being equipped with mental and spiritual resources, he could smile
disdain at prison bars, and proceed with his work in spiritual freedom.
Had he been dependent solely, or even mainly, upon food, sleep, drink,
and other contributions to his physical being for his definition of
life, then his whole life would have been restricted to the limits of
his cell; but the more extensive and expansive resources of his life
rendered the jail virtually nonexistent.

=Illustrations.=--It is possible, therefore, so to furnish the mind that
it can enjoy freedom in spite of any bondage to which the body may be
subjected. Indeed, the whole process of education has as its large
objective the freedom of the mind and spirit. Knowledge of truth gives
freedom; ignorance of truth is bondage. A man's knowledge may be
measured by the extent of his freedom; his ignorance, by the extent of
his bondage. In the presence of truth the man who know