interesting pupils in current literature has been excellent.

A certain settlement worker in New York City in charge of a club of
fourteen- to eighteen-year-old boys tried to arouse an interest in
literature, using one plan after another without success. Finally the
class undertook to read _Julius Caesar_ with the object of selecting
the best parts and acting them out in public. This plan succeeded; and
while the acting was grotesque, this purpose led to what was probably
the most earnest studying that those boys had ever done.

The value of definite aims for the conduct of the recitation is now
often discussed and much appreciated by teachers. If such aims are so
important in class, with the teacher present, they are surely not less
needed when the child is studying alone.

The worth of specific aims for children as a source of energy in
general is likewise great. It is a question whether children under
three years of age are ever lazy. But certainly within a few years
after that age--owing to the bad effect of civilization, Rousseau
might say--many of them make great progress toward laziness of both
body and mind.

The possibilities in this direction were once strikingly illustrated
in an orphan asylum in New York City. The two hundred children in this
asylum had been in the habit of marching to their meals in silence,
eating in silence, and marching out in silence. They had been trained
to the "lock step" discipline, until they were _quiet_ and _good_ to a
high degree. The old superintendent having resigned on account of age,
an experienced teacher, who was an enthusiast in education, succeeded
him in that office. Feeling depressed by the lack of life among the