he child, a
place of and for real life, and not a place detached from life. There he
lives effectively, and joyously, because the teacher knows how to
utilize his experiences and native dispositions for the enlargement of
his life. He has no inclination to become a deserter or a tenant, for
life is agreeable there, and the school is made his chief interest. His
work is not doled out to him in the form of tasks, but is graciously
presented as a privilege, and as such he esteems it. There he learns to
live among people of differing tastes and interests without abdicating
his own individuality. There he learns that life is work and that work
is the very quintessence of life.

QUESTIONS AND EXERCISES

1. How should dividends on school investments be estimated?

2. What are the inherent rights of childhood?

3. What use may be made of play in the education of children?

4. Explain why adults are often unwilling to cooeperate through lack of
opportunity to play in childhood.

5. Illustrate from your own knowledge and experience how the exercise of
native tendencies may be the means of education.

6. What modes of self-expression should be used by pupils of elementary
schools? of high schools?

7. What may the vitalized teacher do to assist in the development of
self-expression? What should she refrain from doing?

8. Suggest methods whereby the teacher may discover the content of the
child's world.

9. How may the child's experience, imagination, and expression be
interrelated?

10. Why is the twentieth century called the "age of the child"?

CHAPTER IV

THE CHILD OF THE FUTURE

=Rights of the coming generations.=--Any school procedure that limits
its interests and activities to the present generation takes a too
restricted view of the real scope of education. The children of the next
generation, and the next, are entitled to consideration if education is
to do its perfect work and have complete and convincing justification.
The child of the future has a right to grandfathers and grandmothers of
sound body and sound mind, and the schools and homes of the present are
charged with the responsibility of seeing to it that this right is
vouchsafed to him. In actual practice our plans seem not to previse
grandfathers and grandmothers, and stop short even of fathers and
mothers. The child of the next generation has a right to a father and a
mother of untainted blood, and neither the home nor the school ca