effort has been expended in disparaging the politician and his methods.
If the man and his methods were better understood, they would often be
found worthy of close imitation in the home, in the school, in the
church, in the professions, and in business.

=Education and substitution.=--Education, in the large, is the process
of making substitutions. Evermore, in school work, we are striving to
substitute something better for something not so good. In brief, we are
striving to substitute needs for wants. But before we can do this we
must determine, by careful study and close observation, what the wants
are. Ability to substitute needs for wants betokens a high type of
leadership. The boy wants to read Henty, but needs to read Dickens or
Shakespeare. How shall the teacher proceed in order to make the
substitution? Certainly it cannot be done by any mere fiat or ukase.
Those who are incredulous as to the wisdom of establishing colleges of
education and normal schools to generate and promote methods of teaching
have here a concrete and pertinent question: Can a college of education
or normal school give to an embryo teacher any method by which she may
effectively substitute Shakespeare for Henty?

=Methods contrasted.=--Some teachers have attempted to make this
substitution by means of ridicule and sarcasm and then called the boy
stupid because he continued to read his Henty. Others have indulged in
rhapsodies on Shakespeare, hoping to inoculate the boy with the
Shakespearean virus, and then called the boy stolid because he failed to
share their apparent rapture. The politician would have pursued neither
of these plans. His inherent or acquired psychology would have
admonished him to begin where the boy is. He would have gone to Henty to
find the boy. Having found him, he would have sat down beside him and
entered into his interest in the book. In time he would have found