ient
Egyptians to the present day, one vital truth has been revealed in every
forward movement; the homely truth that you cannot make bricks without
straw; you cannot win success without effort; you cannot attain
efficiency without undergoing the processes of discipline; and
discipline means only this: doing things that you do not want to do, for
the sake of reaching some end that ought to be attained.

The normal schools and the training schools and the teachers' colleges
must be the nurseries of craft ideals and standards. The instruction
that they offer must be upon a plane that will command respect. The
intolerable pedantry and the hypocritical goody-goodyism must be
banished forever. The crass sentimentalism by which we attempt to cover
our paucity of craft ideals must also be eliminated. Those who are most
strongly imbued with ideals are not those who cheapen the value of
ideals by constant verbal reiteration. Ideals do not often come through
explicitly imparted precepts. They come through more impalpable and
hidden channels,--now through stately buildings with vine-covered towers
from which the past speaks in the silence of great halls and cloistered
retreats; now through the unwritten and scarcely spoken traditions that
are expressed in the very bearing and attitude of those to whom youth
looks for inspiration and guidance; now through a dominant and powerful
personality, sometimes rough and crude, sometimes warm-hearted and
lovable, but always sincere. Traditions and ideals are the most
priceless part of a school's equipment, and the school that can give
these things to its students in richest measure will have the greatest
influence on the succeeding generations.

FOOTNOTES:

[Footnote 6: A paper read before the Normal and Training Teachers'
Conference of the New York State Teachers' Association, December 27,
1907.]

[Footnote 7: See _Educative Process_, New York, 1910, Chapter XX.]

[Footnote 8: Rowe's _Habit Formation_ (New York, 1909), Briggs and
Coffman's _Reading in Public Schools_ (Chicago, 1908), Foght's _The
American Rural School_, Adams's _Exposition and Illustration in Class
Teaching_ (New York, 1910), and Perry's _Problems of Elementary
Education_ (New York, 1910) should certainly be added to this list.]

[Footnote 9: "It seems to me one of the most pressing problems in
pedagogy to-day is that of method.... It is the subject in which
teachers of pedagogy in Colleges and Universities are weake