abroad. Or, to put the case negatively, if we were all deficient in the
matter of spelling, the people of other lands would hold us up to
ridicule because of this defect; but if we are expert in the art of
spelling, they have greater respect for us and for our schools. Hence,
such a simple matter as spelling tends to invest the flag of our country
with better and fuller significance. Thus spelling becomes woven into
the life processes, not as a mere task of the school, but as a privilege
vouchsafed to every one who yearns to see his country win distinction.

=Patriotism a determining motive.=--In like manner the teacher runs the
entire gamut of school studies and shows how each one may become a
manifestation of patriotism. If she has her pupils exchange letters with
pupils in the schools of other countries, they see, at once, that their
spelling, their writing, and their composition will all be carefully
assessed in the formation of an estimate of ourselves and our schools.
It is evident, therefore, that the pupils will give forth their best
efforts in all these lines that the country they represent may appear to
the best advantage. In such an exercise the motive of patriotism will
far outweigh in importance the motive of grades. Besides, the letters
are written to real people about real life, and, hence, life and
patriotism become synonymous in their thinking, and all their school
work becomes more vital because of their patriotism.

=History.=--In the study of history, the pupils readily discover that
the men and women who have given distinction to their respective
countries have done so, in the main, by reason of their attainments in
science, in letters, and in statesmanship. They are led to think of
Goethals in the field of applied mathematics; of Burbank in the realm of
botany; of Edison in physics; of Scott and Burns in literature; of Max
Müller in philology; of Schliemann in archæology; of Washington and