side the theatre.
If worthy emotions are ever to be of the slightest moral value to us,
they must be expressed in action. The pupil frequently has his emotions
stirred in the lessons in literature, history, and nature study, and
there are situations constantly arising in the school room, on the
playground, on the street, and in the home, that afford opportunity for
expression. To give a single instance, there is a story in the _Ontario
Third Reader_ by Elizabeth Phelps Ward, called "Mary Elizabeth." No
pupil could read that story without being stirred with a deep pity and
yet profound admiration for the pathetic figure of poor little Mary
Elizabeth. The natural expression for such emotions would be a more
kindly and sympathetic attitude towards some unfortunate child in the
school.

RELATION OF EXPRESSION TO IMPRESSION

=Knowledge Tends Toward Expression.=--On account of the evident
connection between knowledge and action, the law of expression has
formulated itself into a well-known pedagogical law of method--no
impression without expression. Like many other educational maxims,
however, this law may be interpreted in too wide a sense. The law of
expression in education claims only that valuable experiences, or
valuable forms of new knowledge, should not be built up in the child's
mind without adequate accompanying expression. In the first case, as
already seen, many impressions come to us which are never seized upon
sufficiently by our consciousness to become intelligent rules for
conduct, or action. It is true, of course that, so far as such
impressions stimulate us, they tend toward expression, and to that
extent the maxim is true. For instance, when a child is impressed, say,
by a sudden strange sound, he has a tendency to express himself by
straining his attention, and when the man imagines an enemy is before
him, he finds his arms and fists assuming the fighting attitude.

=Expression at Times Inhibited.=--It is to be noted that the child
should early learn to form intelligent plans of action and postpone or
even condemn them as forms of expression. In other words, a child
should early learn to select and co-ordinate ideas into an orderly
system independently of their actual expression in physical action.
Without this power to suppress, or inhibit, expression, the child would
be unable adequately to weigh and compare alternative courses of action
and suppress such as seem undesirable. Such indeed is the weakn