not be abashed. They are the ones to whom we must look for leadership in
all the enterprises of life, for they have learned how to initiate work
and carry it through to success. That school will win distinction which
makes initiative one of its big goals and is diligent in causing the
activities of the pupils to reach upward toward the achievement of this
end.

We may well conclude with a quotation from Dr. Henry van Dyke: "The mere
pursuit of knowledge is not necessarily an emancipating thing. There is a
kind of reading which is as passive as massage. There is a kind of study
which fattens the mind for examination like a prize pig for a county fair.
No doubt the beginning of instruction must lie chiefly in exercises of
perception and memory. But at a certain point the reason and the judgment
must be awakened and brought into voluntary play. As a teacher I would far
rather have a pupil give an incorrect answer in a way which showed that he
had really been thinking about the subject, than a literally correct
answer in a way which showed that he had merely swallowed what I had told
him, and regurgitated it on the examination paper."




CHAPTER EIGHT

IMAGINATION


In his very stimulating book, _Learning and Doing_, Professor Swift quotes
from a business man as follows: "Modern business no longer waits for men
to qualify after promotion. Through anticipation and prior preparation