e. Hence the panorama and the school are identical; only the school
is larger than the panorama, even though the picture is reduced in size
to fit the frame of the school. The pupils in the school have dreams and
aspirations that reach far beyond the limits of the picture of our
fancy. And all these aspirations are a part of life and so are
indigenous in the vitalized school. And woe betide the teacher who would
abridge or repress these dreams and aspirations. They are the very warp
and woof of life, and the teacher who would eliminate them would
suppress life itself. That teacher is in sorry business who would fit
her pupils out with mental or spiritual strait-jackets, or mold them to
some conventional pattern, even though it be her own. These pupils are
the prototypes of the people in our panorama, and are, therefore,
animated by like inclinations and desires.

=Desire is fundamental.=--Here is a boy who is hungry; he desires food.
But so does the man who is passing along the street. The man is focusing
all his mental powers upon the problem of how he shall procure food. The
man's problem is the boy's problem and each has a right to a solution of
his problem. The school's business is to help the boy solve his problem
and not to try to quench his desire for food or try to persuade him that
no such desire exists. This desire is one of the native dispositions to
which the work of the school is to attach itself. Desires are
fundamental in the scheme of education, the very tentacles that will lay
hold upon the school activities and render them effective. The teacher's
large task is to strengthen and nourish incipient desires and to cause
the pupil to hunger and thirst after the means of gratifying them.

=Innate tendencies.=--Each pupil has a right to his inherent
individuality. The school should not only begin where the boy is, but
should begin its work upon what he is. Only so can it direct him toward
what he ought to be. If the boy would alight at the National Gallery in
order to regale himself with the masterpieces of art, why, pray, should
the teacher try to curtail this desire and force him into Westminster
Abbey? If she will accompany him into the Gallery and prove herself his
friend and guide among the treasures of art, she will, doubtless,
experience the joy of hearing him ask her to be his companion through
the Abbey later on. The Abbey is quite right in its way and the boy must
visit it soon or late, but to this