ing as I have been above speaking of, care should be taken to fill it with moral and more abstract ideas.”24 The consideration of Locke's views on method and materials in mental acquisition may be concluded with this sentence from his "Thoughts," "The tutor should remember that his business is not so much to teach him all that is knowable, as to raise in him a love and esteem of knowledge, and to put him in the right way of knowing and improving himself when he has a mind to it.25 Naturally, Locke's estimate of the character and the walk of an efficient tutor is rather high. Hallam calls such a tutor as Locke describes a "phoenix," as we could not possibly expect to see one oftener than in a hundred years. He is to be a professor of the whole art of living. Locke thus describes his work: "The great work of a governor is to fashion the carriage and form the mind; to give him by little and little a view of mankind, and work him into a love and imitation of what is excellent and praiseworthy; and in the prosecution of it to give him vigour, activity and industry." He is to have something of criticism, oratory, logic, metaphysics, natural philosophy, history, and chronology"; but it is only to open the door, that he may look in, and as it were begin an acquaintBut of good breeding, knowledge of the world, virtue, industry and a love of reputation he cannot have too much.26 He sends his "Thoughts Concerning Education" with a commendation of them to those, who "dare venture to consult their own reason in the education of their children, rather than wholly to rely upon old custom." ance. In concluding this consideration of Locke's contributions to the educational work we might hastily notice the opinions of various educators as to Locke's influence and some of their summations of his principles. Painter states, "According to Locke, education in its widest sense is the molding force of life."27 Misawa sums it thus, "The main aim of education 24 Sec. IX. 25 Sec. 195, p. 171. 26 Sec. 94, pp. 75-76. for Locke is character building, since he conceived virtue as "the first and most necessary of those endowments that belong to a man or a gentleman."28 Quick gives the following summary: "Locke's aim was to give a boy a robust mind in a robust body. His body was to endure hardness; his reason was to teach him self-denial. But this result was to be brought about by leading, not driving him, he was to be trained, not for the university, but for the world. Good principles, good manners, and discretion, were to be cared for first of all; intelligence and intellectual activity next; and actual knowledge last of all. His spirits were to be kept up by kind treatment, and learning was never to be a drudgery. With regard to the subjects of instruction, those branches of knowledge which concerned things were to take precedence with those which consist of abstract ideas. The prevalent drill in the grammar of the classical languages was to be abandoned, the mother tongue was to be carefully studied, and other languages acquired either by conversation, or by the use of translations. In everything the part the pupil was to play in life was steadily to be kept in view; and the ideal which Locke proposed was not the finished scholar, but the finished gentleman."29 Karl Schmidt says, "Locke is a thorough Englishman, and the principle underlying his education is the principle according to which the English people have developed. Hence his theory of education has in the history of pedagogy the same value that the English nation has in the history of the world."30 Oscar Browning of Cambridge "believes that Locke's ideas determine the character of our most characteristic educational institutions, the English public school."81 Dr. L. F. Anderson of a Michigan Normal School sums up Locke's influence: "In his masterly yet plain and matter-of-fact discussion of the ends and aims of education, he contributed much to the reform of courses of study and of methods in the schools. His influence, like that of 28 Modern Educators, p. 46. 30 Quoted by Painter, p. 216. 29 Quoted from Quick by Painter, History of Education, p. 223. 81 Misawa, Modern Educators, p. 38. Milton, was especially marked in the new class of schools, the academies, which social and religious conditions led the Dissenters to establish in England and America."32 Mable I. Emerson believes that "it was because of his fame as a philosopher that his teachings had influence upon the ideals of his own and the succeeding generations."38 Misawa quotes Prof. Lawrie of Edinburgh as saying "that no educational writer surpasses him (Locke)."84 Seeley quotes Williams: "He inspired Rousseau with nearly every valuable thought which appears in the brilliant pages of his 'Emile.' "35 Thus we see the slightly varying opinions of various educators, but they all give Locke an important place among those men who have influenced the change in educational doctrine. 32 History of Common School Education, p. 246. 33 The Evolution of the Educational Ideal. 34 Modern Education, p. 39. 35 History of Education, p. 223. An Entrance Door "This door is barred to bleak despair, To friendship, sorrow, laughter, prayer, A guardian through storm and stress That here within abide, It challenges the world's duress- ALDA DOROTHEA LAW. T Motivation of Penmanship BERGOTH SAND, SARANAC LAKE, N. Y. ○ write with legibility, uniformity and speed is the aim of teaching penmanship to elementary grade pupils. The method employed is not as essential as the daily devices used by the teacher to make the lessons interesting enough to secure the utmost progress possible. One of the most satisfactory methods of the present time is the Palmer method, as it is so desirable in business. The lessons are so fully described in the manual accompanying this course that the teacher cannot go far wrong in her teaching methods. But even though the actual lesson plan carefully follows the directions in the book and the instructor is certain of her methods, the results in penmanship may not be as high a standard as is desired. Writing is an activity which must be well motivated to produce the best results. Perhaps no other subject in the grammar school course is taught with so little vital, dominating interest. The reason for this is that while other subjects have been related to the child's experiences, needs and desires, penmanship has been taught as mechanically as ever before. One of the first things to do in motivating the writing lesson is to correlate it with other subjects. All of the written work of any subject, whether it is assigned for language, spelling or even arithmetic, should be carried out according to the method used during the writing period. The writing of compositions, outlines, problems, figures, examinations, even the scribbling of notes should be performed in the manner of the penmanship lesson. The preparation for this activity is just as essential as the work itself, for unless the pupils are seated correctly, have their papers and their bodies in the position required, the results will not be satisfactory. If the class shows a tendency to slide into incorrect positions when not reminded, this work may be taken up as part of the lesson for physical exercises. This period should be devoted to the teaching of correct positions of body and paper and the proper muscular movements. The drilling of this lesson must be repeated in every other subject when written work is required if results are to be obtained. By practice, practice, and again practice the pupils will finally acquire the worth-while habit of doing all of their written work in the manner required during the penmanship period. As correct position of body, pen and paper are so important from a hygienic standpoint, this work may receive a certain amount of attention from the hygiene lesson. Here, however, it may be treated from a different viewpoint: the effect on the health of the body of incorrect positions while writing. Worth-while lessons in physiology may be given on the results of poor posture and cramped muscular movements of the various organs of the human system. There are at least two important results of correlating penmanship with the other subjects of the curriculum. The first is that the facts taught in the writing period will be more indelibly impressed on the child's mind through the constant repetition and association of old facts with the new by means of correlation. The second is that the activity will assume a new and more valued importance in the eyes of the pupils when its relation is shown to other subjects. Any subject which seems valuable acquires the natural motive of desire, thus at once becoming of vital interest. The moment a class becomes interested the lessons appear of utmost importance, and no teacher need then worry over the results she wishes to obtain. They will undoubtedly come, for results are always accomplished by the desire and need of the pupils. Whether the lessons are taught in the primary or grammar grades the principles of each lesson plan are alike. Each one is divided into three parts, the teaching, drilling and testing, a combination of the first two, the last two or the last alone. The actual teaching except in the matter of posture taken up |