children into contact with desirable stimuli on every
possible occasion; in fact, it involves the making of favorable
occasions.

Sublimation involves building upon native tendencies to an elevated
realization. Educationally this method is most full of promise. It is
seen in kindergarten methods when a child is led from mere meaningless
playing with toys to constructive manipulation of blocks, tools, etc. It
is seen admirably in football where the pugnacious tendency of boys is
capitalized on to build manliness in struggle and to develop a spirit of
fair play. It is seen in the fostering of a girl's fondness for dolls,
so that it may crystallize into the devotion of motherhood. It is seen
when a boys' man leads a "gang" of boys into an association for social
betterment. It is seen when a teacher works upon the instinct to collect
and hoard, elevating it into a desire for the acquisition of knowledge
and the finer things of life.

Whatever our method, let us give due consideration to the natural
inclinations and aptitudes of boys and girls--let us help them to
achieve fully their own potentialities.

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER VIII

1. Point out the essential differences between boys and girls at the age
of six and seven and those of sixteen and seventeen.

2. Discuss the significance of the following phrase: "The grain in human
nature."

3. How can the hunting instinct be appealed to in religious stimulation?

4. Of what significance is the "gang spirit" to teachers of adolescents?

5. How can rivalry be made an asset in teaching?

6. How can the fighting instinct in children best be directed?

7. Why is biography so valuable in material for teaching?

8. Why is it so essential that we put responsibility upon boys and
girls? How should this fact affect teaching?

9. What are the dangers that attend an attempt to keep children quiet
for any length of time?

HELPFUL REFERENCES

Those listed in Chapter VII.

CHAPTER IX

INDIVIDUAL DIFFERENCES

OUTLINE--CHAPTER IX

Fundamental significance of individual differences.--Typical
illustration.--The truth illustrated physically; in range of voice,
in speed, in mental capabilities.--The same truth applied
spiritually.--Some cases in point.

Everybody is like everybody else in this--that everybody is different
from everybody else. Having discussed how all men enjoy a commo