rovert is never popular with the crowd because the crowd never
understands him. He can never get away from himself, and he sums up
events according to the personal effect they have on himself. Yet to
the unconscious of the introvert crowd opinion is of the greatest
importance.

In the realm of humour the extrovert is a success; what amuses him
amuses the crowds. But the introvert laughs alone, and in some cases
he decides that the crowd has no sense of humour, and he becomes a
cynic.

It is necessary that the teacher should be able to recognise the
different types. The extrovert is popular; he it is who leads the
gang. Doubts and fears do not trouble him; life is pleasant and he
laughs his way through it. But the introvert is the boy who stands
apart in a corner of the playground; he is timid and fears the rough
and tumble of team games. He feels inferior and he turns in upon
himself to find superiority. Thus he will day-dream of situations in
which he is a hero like David Copperfield when he stood at Dora's
garden gate and saw himself rescuing her from the burning house.

I think that the job of the teacher is to help each type to a position
midway between introversion and extroversion. The boy who lives in the
crowd might well be tempted to take more interest in his own
individuality, and the introvert might well be encouraged to project
his emotions outward.

* * * * *

To-night Mac told me a story about old Simpson the dominie over at
Pikerton. Last summer an English bishop was touring Scotland, and one
morning he drove up to Simpson's school in a big car, flung open the
door and walked in.

"Good morning, children," he cried.

The bairns sat gazing at him in awe. He turned to Simpson.

"My good sir," he protested, "when I enter a village school in England,
the children all rise and say: 'Good morning, sir'!"

"Possibly," said Simpson dryly, "but in Scotland children are not
accustomed to see strangers walk into a school. Scots visitors always
knock at the door and await the headmaster's invitation to enter."

* * * * *

Mac and I were talking about education to-night.

"I never heard you mention the teaching side of education," he
remarked. "Giving a child freedom isn't enough, you know. What about
History and Geography and so on?"

"I think they are jolly well taught in many schools, Mac," I said. "It
is the psychological side of e