something in the book to remind him of a passage in Shakespeare. This
passage he would have read in his best style and then resumed the
reading of Henty. Thus, by degrees, he would have effected the
substitution, permitting the boy to think that this had been done on his
own initiative.

=The principle illustrated.=--The vitalized teacher observes, profits
by, and initiates into her work the method of the politician and so
makes her school work vital. Beginning with what the boy wants, she
lures him along, by easy stages, until she has brought him within the
circle of her own wants, which are, in reality, the needs of the boy.
The boy walks along in paces, let us say, of eighteen inches. The
teacher moderates her gait to harmonize with his, but gradually
lengthens her paces to two feet. At first, she kept step with him; now
he is keeping step with her and finds the enterprise an exhilarating
adventure. She is teaching the boy to walk in strides two feet in
length, and begins with his native tendency to step eighteen inches.
Thus she begins where the boy is, by acquainting herself with his wants,
attaches her teaching to his native tendencies, and then proceeds from
the known to the related unknown. Libraries abound in books that explain
lucidly this simple elementary principle of teaching, but many teachers
still seem to find it difficult of application.

=Substitution illustrated.=--This method of substitution becomes the
rule of the school through the skill of the vitalized teacher. The lily
of the valley is substituted for the sunflower, in the children's
esteem, and there is generated a taste for the exquisite. The copy of
the masterpiece of art supplants the bizarre chromo; correct forms of
speech take the place of incorrect forms; the elegant usurps the place
of the inelegant; and the inartistic gives place to the artistic. The