they can find many aims that will give purpose to their school work.
Again, by a review of their past studies, their reading, and their
experience of various kinds, they can be reminded of objects that they
are desirous of accomplishing. It is, perhaps, needless to say that
the teacher herself must likewise make a careful study of the home,
street, and school life of her pupils, of their study and reading, if
she is to guide them most effectually in their own search for
desirable aims.

_5. Stocking up with specific aims in advance_

Finally, the teacher can lead her pupils to stock up with specific
aims _even in advance of their immediate needs_. A teacher who visits
another school with the desire of getting helpful suggestions would
better write down beforehand the various things that she wishes to
see. She can afford to spend considerable time and energy upon such
a list of points. Otherwise, she is likely to overlook half of the
things she was anxious to inquire about.

Likewise, children can be taught to jot down in a notebook various
problems that they hope to solve, various wants observed in their
environment that they may help to satisfy. Children who are much
interested in reading, sometimes without outside suggestion make lists
of good books that they have heard of and hope to read. And as they
read some, they add others to their list. Keeping this list in mind,
they are on the lookout for any of these books, and improve the
opportunity to read one of them whenever it offers. A similar habit in
regard to things one would like to know and do can be cultivated, so
that one will have a rich stock of aims on hand in advance, and these
will help greatly to give purpose to the work later required in the