plants. The teaching of facts that cannot function in the lives of
pupils directly encourages the mere collecting habit, and thus tends
to defeat the purpose here proposed. Not that we do not wish children
to collect facts; but while acquiring them we want children to carry
the responsibility of discovering ways of turning them to account, and
mere collecting tends to dull this sense of responsibility.

_2. The example to be set by the teacher_

By her own method of instruction the teacher can set an example of
what she desires from her pupils in the way of concrete aims. For
instance: (a) during recitation she can occasionally suggest
opportunities for the application of knowledge and ability. "This is a
story that you might tell to other children," she might say; or, "Here
is something that you might dramatize." "You might talk with your
father or mother about this." "Could you read this aloud to your
family?" Again, (b) in the assignment of lessons she might set a
definite problem that would bring the school work into direct touch
with the outside world. In fine art, instead of having children make
designs for borders, without any particular use for the design, she
might suggest, "Find some object or wall surface that needs a border,
and see if you can design one that will be suitable." As a task in
arithmetic for a fifth-year class in a small town, she might assign
the problem, "To find out as accurately as possible whether or not it
pays to keep a cow." Finally, (c) as part of an examination, she can
ask the class to recall purposes that they have kept in mind in the
study of certain topics. By such means the teacher can make clear to a
class what is meant by interesting or useful aims of study, and also
impress them with the fact that she feels the need of studying under
the guidance of such aims.