oon
realize that this school is no place for her and would voluntarily
resign. The school is simply above and beyond her kind.

=Unity of purpose.=--Among the teachers there are no jealousies, because
each one is striving to exalt the others. They are so generous in their
impulses, and have such exalted conceptions of life, that they incline
to catalogue their colleagues among the very elect. The teacher in the
high school and the teacher in the primary grade hold frequent
conversations concerning each other's work, and no teacher ever loses
interest in the pupils when they advance to the next grade. To such
teachers, education is not parceled out in terms of years but is a
continuous process, even as life itself. They use the text-book merely
as a convenience, but never as a necessity. If all the text-books in the
school should be destroyed overnight, the work would proceed as usual
the next day, barring mere inconvenience. They respect themselves and
others too highly ever to assume a patronizing air toward their pupils.
On the contrary, they treat them as cooerdinates and confederates in the
noble and exhilarating game of life.

=The vitalized school.=--They have due regard to their personal
appearance, but, once they have decided for the day, they dismiss the
matter from their thinking and devote their attention to major
considerations. Neither in dress, in manner, nor in conversation do they
ever bring into the school a discordant note. School hours are not a
detached portion of life but, rather, an integral part of life, and to
them life is quite as agreeable during these hours as before and after.
Such as they cannot do otherwise than render the school vital. And when
such teachers and patrons as these join in such a benevolent conspiracy,
then shall we realize not only a typical school but the vitalized
school.

QUESTIONS AND EXERCISES

1. Upon what does the vitalization of a school mainly depend? Upon what
else does it depend in part?

2. What suggestion is made in this chapter in regard to the planning of
school buildings?

3. Why should care be taken in choosing the decorations of a school?

4. Why is it unwise for teacher or pupils to boast of the achievements
of the school?

5. Why has the question of school lunches gained so much prominence
recently?

6. How should the industrial work in a school be linked with that in the
community?

7. Why are there fewer students in the higher than in th