feel that they are the original discoverers of the places which these
cards portray, and yet these very places were the background of much
of their history and geography in the schools. Can it be that their
teachers failed to invest these places with human interest, that they
were but words in a book and not real to them at all? Must I travel
all the way to Yellowstone Park to know a geyser? Alas! in that
case, many of us poor school-teachers must go through life
geyserless. Wondrous tales and oft heard I in my school-days of
glacier, iceberg, canyon, snow-covered mountain, grotto, causeway,
and volcano, but not till I came to Grindelwald did I really know
what a glacier is. There's many a Doubting Thomas in the schools.




CHAPTER IV

PSYCHOLOGICAL

The psychologist is so insistent in proclaiming his doctrine of
negative self-feeling and positive self-feeling that one is impelled
to listen out of curiosity, if nothing else. Then, just as you are
beginning to get a little glimmering as to his meaning, another one
begins to assail your ears with a deal of sesquipedalian English
about the emotion of subjection and the emotion of elation. Just as
I began to think I was getting a grip of the thing a college chap
came in and proceeded to enlighten me by saying that these two
emotions may be generated only by personal relations, and not by
relations of persons and things. I was thinking of my emotion of
subjection in the presence of an original problem in geometry, but