The to make the best of self possible. The pupil is to develop his own personality to the fullest extent and in doing so he is to assist in the development of other personalities associated with him. duty to self and duty to others are coördinated by the profound world principle that each individual pupil is a part of the eternal consciousness and that pupils are fellows by virtue of a common relation to the Infinite Mind. The Moral Life.-All educators agree that the end and aim of the educational process is moral Teachers are not satisfied with facts culture. Moral Teachers learned, the taste cultivated, and the intelligence trained, but seek to develop the pupil into a noble character. A pupil may have a keen and discriminating perception, a memory stored with the fundamental truths of nature and human nature, a clean, cold, logical intellect, but if the moral life has not been strengthened, the highest ideal of the school has not been attained. To realize moral perfection, the inner spiritual life of the child must be attuned to the moral order of the world, the heart must be made to beat in unison with divine harmonies and the soul made to respond to the noblest ideals of human growth, human culture and human freedom. Whatever sharpens the intellect, whatever arouses the emotion and whatever develops the volitional nature, increases the moral capacity and gives stamina to moral character. While every wellregulated school enlarges the moral life, while all The Ideal Self good teaching is ethical, and while any subject taught in a correct manner affects the moral worth of the individual, literature is especially valuable to help the pupil form high ideals of life. We know what we are, but literature teaches us what we ought to be, and the strongest impulse to improvement is to become dissatisfied with our present, real self in comparison with the future ideal self. The ideal self is not an ignis fatuus, but the soul's consciousness of its possibilities through a determined choice and a preserving activity. Ideals in literature elevate the soul, animate and thrill us with a desire to know truth and to act it in our daily lives. By means of poetic inspiration, the student is made to feel the beauty, truth and pathos of physical nature, and human life is given an insight and yearning for the divine ideal. He is saturated with things that are true, things that are honest, things that are just, things that are pure, and made to think on these things that are the flower and fruit of human freedom. To teach "Crossing the Bar" in a manner to touch the inner life of the pupil is not to chop it up into preparation, presentation and application and the rest, but to inspire the pupil with the faith, hope and love of the production. The pupil must realize that the star, bar, sea, twilight, bell, are symbols of a higher life that fill and thrill the soul. The moral life is not the full and complete life, but it is the necessary approach to the religious life. According to Dr. Edward Caird, man by the very constitution of his mind has three ways of thinking open to him. He can look outwards upon the world around him; he can look inwards upon the self within him; he can look upwards Constitution to the God above him, to the Being who unites the outward and inward worlds and who manifests Himself in both. The child spontaneously throws his mind into the outer world and exercises his senses; he then examines the inner self and develops the reason; and finally he synthesizes the inner and outer through a faith in a Divine Unity. The intellectual life should grow into the moral life and the moral life should find its fruition in the religious consciousness. Three Our conscious life is made up of three ideas, the idea of the self, the idea of the not-self and the idea of the unity which is presupposed in the difference of the self and the not-self or Life Ideas the idea of God. The object and the subject are merged into an absolute principle of unity which binds all thinking beings and all objects of thought into one organic system of knowledge. The idea of God is the ultimate principle of our life and "Every rational being as such is a religious being.' Caird teaches that the germ of the idea of God as the ultimate unity of being and knowing, subject and object, must some way be present in every rational consciousness, for such a consciousness necessarily involves the idea of the self and the not-self, the ego and the world, as distinct, yet in relation, that is, as opposed within a unity. The clear reflective consciousness of the object without, of the subject within, and of God as the absolute reality which is beyond and beneath both as one complete consciousness in which each of these terms is clearly distinguished and definitely related to the others-is, in the nature of the case, a late acquisition of man's spirit, and one that comes to him only as a result of a long process of development. In religion, Caird further says: "Man beholds his own existence in a transfigured reflection, in which all the divisions, all the crude lights and shadows of the world, are softened into eternal peace under the beams of a spiritual sun. It is in this native land of the spirit that the waters of oblivion flow; for here the darkness of life becomes a transparent dream-image, through which the light of eternity shines in upon us." Teaching THE TEACHING PROCESS THE GROWTH PROCESS X. THE MOVEMENT TEACHING is a process of unfolding the spiritual life of the pupil and causes him to think, to study, to learn and to unify himself with the objective world. It is a spiritual movement below the material, a mental process beneath the physical, a soul activity underlying the mechanical means. Teaching is a process of knowing the object by bringing it into unity with the subject, and knowing the subject by causing it to be realized in the object. It fuses the mind of the pupil with the mind of the teacher through the thought of the lesson. Emerson in the "Spiritual Laws" affirms: "There is no teaching until the pupil is brought into the same state in which you are; a transfusion takes place, he is you and you are he; then there is teaching." Mind Movement. The movement of the mind in teaching is vitally related to the movement of the mind in learning. Whatever may be the thought, feeling, volition and upward tendency of life in the teacher will become transfused into the life of the pupil in and through the process of teaching. The receptive nature of the pupil takes on to itself, |