civilization.

=Vitalized mathematics.=--In this table she sees a prophecy of great
achievements in engineering, architecture, transportation, and the
myriad applications of science. In brief, mathematics to her is vibrant
with life both in its present uses and in its possibilities. She knows
that it is a part of the texture of the daily life of every home as well
as of national life. She knows that it pertains to individual,
community, and national well-being. Knowing this, she feels that it is
quite worth while for herself and her pupils, both for the present and
for the future. She feels that, if she would know life, she must know
mathematics, because it is a part of life; that, if she would teach life
to her pupils, she must teach them mathematics as an integral part of
life; and that she must teach it in such a way that it will be as much a
part of themselves as their bodily organs. She wants them to know the
mathematics as they know that the rain is falling or that the sun is
shining, because the rain, the sunshine, and the mathematics are all
elements of life. Her great aim is to have her pupils experience the
study just as they experience other phases of life.

=The teacher's attitude.=--Such a teacher with such a conception of life
and of her work finds teaching school the very reverse of drudgery. Each
day is an exhilarating experience of life. Her pupils are a part of life
to her. She enjoys life and, hence, enjoys them. They are her
confederates in the fine game of life. The bigness and exuberance of her
abundant life enfolds them all, and from the very atmosphere of her
presence they absorb life. Their studies, under the influence of her
magic, are as much a part of life to them as the air they breathe or the
food they eat. No two days are alike in her school, for life to-day is
larger than it was yesterday and so presents a new aspect. Her spirit