These branches are but variants or branches of life, and all emanate
from a common center. Whether we scan the heavens, penetrate the depths
of the sea, pore over the pages of books, or look into the minds and
hearts of men, we are striving after an interpretation of life.


QUESTIONS AND EXERCISES

1. Distinguish between a "school teacher" and a "man or woman who
teaches school."

2. Discuss the importance of the following agencies of the school in
securing for children "life of a better quality and more abundant":
play; revitalized curricula; vitalized teachers; medical inspection;
social centers; moral instruction.

3. Discuss both from the standpoint of present practice and ideal
educational principles: "More abundant life rather than knowledge is the
chief end of instruction."

4. What changes are necessary in school curricula and in the methods of
school organization, instruction, and discipline, in order that the
chief purpose of our schools, "more abundant _life_," may be realized?

5. Justify the apparent length of the school day to teachers and pupils,
as a means of determining the quality of the work of the school.

6. Some teachers maintain that school is a preparation for life, while
the author maintains that "school is _life_." Is this difference in the
concept of the school a vital one?