surely follow wherever this outfit leads. But if we destroy the wireless
apparatus, in the hope that we shall thus stimulate his interest in Latin,
the scar that we shall leave upon his spirit will rise in judgment against
us to the end of life. The Latin may be desirable and necessary for the
boy, but the wireless comes first in his wishes and we must go to the
Latin by way of the wireless.

It is the high privilege of the teacher to make and keep her pupils
hungry, to stimulate in them an incessant ardent longing and yearning.
This is her chief function. If she does this she will have great occasion
to congratulate herself upon her own progress as well as theirs. If they
are kept hungry, the sources of supply will not be able to elude them, for
children have great facility and resourcefulness in the art of foraging.
They readily discover the lurking places of the substantials as well as of
the tid-bits and the sweets. They easily scent the trail of the food for
which their spiritual or bodily hunger calls. The boy who yearns for the
wireless need not be told where he may find screws, bolts, and hammer. The
girl who yearns to paint will somehow achieve pigments, brushes, palette,
and teachers. Appetite is the principal thing; the rest comes easy. The
hungry child lays the whole world under tribute and cheerfully
appropriates whatever fits into his wishes. If his neighbor a mile distant
has a book for which he feels a craving, the two-mile walk in quest of
that book is invested with supreme charm, no matter what the weather. The
apple may be hanging on the topmost bough, but the boy who is apple-hungry
recks not of height nor of the labyrinth of hostile branches. He gets the
apple. As some one has said, "The soul reaches out for the cloak that fits
it."

There is nothing more pathetic in the whole realm of school procedure than
the frantic efforts of some teachers to feed their pupils instead of