s of the teaching art. For
teaching is an art, an art of giving suggestions, of bearing
influences, of securing adjustments, an art of knowing the best and of
making it known. The material the artist works upon is the living
child. The medium the artist uses is subject-matter. In the process
the artist must ask, "What new connections or associations am I
establishing in the child?" "To what power of curiosity and of
problem-solving do these connections and associations lead?" The ideal
which guides the teacher is the child's best self as she can interpret
him. This ideal will be higher and larger than the child himself can
know. In the manipulation of subject-matter, through the practical
application of principles, the artist aims to have the child awake,
inquire, plan, and act, so that under her influences he grows by what
he thinks, by what he feels, by what he chooses, and by what he
achieves.

Teaching will be good art when the child's growth is a perfect fit to
the uses of his life, when subject-matter brings to him influences he
needs and can use. Teaching will be good art when it breaks up old
habits, starts new ones, strengthens good traits, and weakens bad
ones; when it gives a new attitude of cheerfulness in life or of
thoughtfulness for others or of reason in all things. It will be good
art when under it the child wants to do something and learns _how_ to
do it. Teaching will be great art when under it the child continually
attains self-activity, self-development, and self-consciousness, when
he continually grows so that he may finally contribute his utmost
portion to the highest evolution of the race. Teaching will be great
art when it touches the emotions of the child,--when history calls
forth a warm indignation against wrong, when mathematics strengthens a
noble love of truth or literature creates a strong satisfaction in
justice. This is the poetry of teaching, because mere subject-matter
becomes a criticism of life. Teaching will be great art when you, the
teacher, through the humble means of your presentation of
subject-matter, furnish the child at the same time with ideas,
perceptions, and opinions which are your personal criticism of life.
Teaching will be great art when you, the teacher, have worked up into
your own character a portion of life which is of value, so that the
child coming in touch with you knows an influence more powerful than
anything you can do or say. Teaching will then awaken in