not be dead. On the other hand, biology may be taught after a method that stifles expansive spiritual growth. Great abiding interests, breadth of view, and richness of social service are marks of culture; adherence to tradition, contracted vision, and selfishness of action are marks of pedantry. Melville B. Anderson wrote: "The way to educate a man is to set him to work; the way to get him to work is to interest him; the way to interest him is to vitalize his task by relating it to some form of reality.” President Eliot said in his address on "The New Definition of a Cultivated Man" that a cultivated man should possess not all knowledge, but that "which will enable him, with his individual personal qualities, to deal best and sympathize best with nature and with other human beings." Supreme Importance of Great Teachers. Finally, and of greatest importance as educative factors, are the personality and influence of the living men and women who are in the environment of the youth. We are too apt to regard education like a manufactory. So many units of Latin, mathematics, and history put into the hopper we assume will give us back an educated being. But no matter how well proportioned the mixture may have been, unless the great truths and worthy ideals have been transformed into spiritual forces, all is unavailing. Civic ideals and moral virtues may have been rehearsed, but only when they have quickened dormant possibilities into abundant life have they been to any worthy degree educative. Now, great, inspiring, living teachers can do infinitely more than the mere pursuit of a subject toward the determination of what shall take root. Next, and perhaps not even second in importance, is the influence of companions. Some one has said with great truth that we send our boy to the school-master to be educated, but the school-boys educate him. They largely determine a youth's interests, and almost entirely his actions. And after all, actions count most. We will with all we have willed, and every act is the beginning of a habit that becomes a life-long phantom tyrant. Hence, although every subject may contribute to will-power, the direction in which that power will be applied is absolutely determined by the great interests and passions which may happen to lay hold of the youth's life. So the course of study, the paper curriculum, which every new principal "revises" is a secondary matter. The all-important thing is to have great souls which breathe out abundant life, inspiring and invigorating all with whom they come in contact. INDEX Abstract, from concrete to, 533. Adaptation and adjustment, 16-27; Adolescence, 104, 547, 700. Age of developing life-interests, 700. Amoeba, diagram of, 29. Anatomy of the brain and spinal cord, 43. Anderson, 780. Angell, 747, 775- Animal life and intelligence, 18, 20, 35. Apperception, 520-563; general il- Aristotle, 411. and Arithmetic, errors in teaching, 132. Asceticism, 255. Association fibres, diagram, 47; a Atavisms, infant, 78; psychic, 80, 82. Bok, 286. Bolton, F. E., 87, 118, 508, 600, 607, 779. Bolton, T. L., 376. Born, 76. Brain, diagrams of developmental Breeding and acquired characters, 205. Brewer, 205. Bridgman, 47, 324. Broca, 243. Brooks, 24, 74, 211. Bunge, 327. Burbank, 320. Burnham, 373, 491, 493. Burroughs, 486. Butler, 3, 11, 103, 106. Carpenter, Frank G., 275, 550. Character, aim of the school, 12. Children's minds, contents of, 536. Chubb, 417, 419, 542. Church and Peterson, 49. Clam, nervous system, 33. Clouston, 187. Cohn, 291, 292; test types, 294. Coleridge, 594. Colvin, 392, 747. Concept, the, 601-613; importance of, 601; psychological meaning, |