7. How may this difference of concept affect the work of the teacher?
the attitude of the pupil?

8. What definition of education will best harmonize with the ideals of
this chapter?




CHAPTER II

THE TEACHER


=Teachers contrasted.=--The vitalized school is an expression of the
vitalized teacher. In the hands of the teacher of another sort, the
vitalized school is impossible. Unless she can see in the multiplication
table the power that throws the bridge across the river, that builds
pyramids, that constructs railways, that sends ships across the ocean,
that tunnels mountains and navigates the air, this table becomes a
stupid thing, a dead thing, and an incubus upon the spirits of her
pupils. To such a teacher mathematics is a lifeless thing, without hope
or potency, the school is a mere convenience for the earning of a
livelihood, the work is the drudgery of bondage, and the children are
little less than an impertinence. The vitalized teacher is different. To
her the multiplication table pulsates with life. It stretches forth its
beneficent hand to give employment to a million workers, and food to a
million homes. It pervades every mart of trade; it loads trains and
ships with the commerce of nations; and it helps to amplify and ennoble