=Each lesson a prophecy.=—­And we still call this education.  It isn’t education at all, but the merest hack work, and the tragedy of it is that the child is the one to suffer.  The teacher goes on her complacent way happy in the consciousness that her pupils were promoted and, therefore, she will retain her place on the pay roll.  It were more logical to have the same teacher continue with the pupil during his entire school life of twelve years, for, in that case, her interest in him would be continuous rather than temporary and spasmodic.  But the present plan of changing teachers would be even better than that if only every teacher’s work could be made to project itself not only to graduation day, but to the days of mature manhood and womanhood.  If only every teacher were able to make each lesson a vital prophecy of what the pupil is to be and to do twenty years hence, then that lesson would become a condition precedent to the pupil’s future behavior.

=Outlook.=—­Groping about in the twilight of possibilities we speculate in a mild and superficial way as to the extent to which heredity, environment, and education either singly or in combination are determining factors in human behavior.  But when no definite answer is forthcoming we lose interest in the subject and have recourse to the traditional methods of our grandfathers.  We lose sight of the fact that in our quest for the solution of this problem we are coming nearer and nearer to the answer to the perennial question, What is education?  Hence, neither the time nor the effort is wasted that we devote to this study.  We may not understand heredity; we may find ourselves bewildered by environment; we may not apprehend what education is; but by keeping all these closely associated with behavior in our thinking we shall be the gainers.

=Long division ramified.=—­We are admonished so to organize the activities of the school that they may function in behavior.  That is an admonition of stupendous import as we discover when we attempt to compass the content of behavior.  One of the activities of the school is Long Division.  This is relatively simple, but the possible behavior in which it may function is far less simple.  In the past, this same Long Division has functioned in the Brooklyn Bridge, in the Hoosac Tunnel, and Washington Monument, in the Simplon Pass, and in Eiffel Tower.  It has helped us to travel up the mountain side on funicular railways, underneath rivers and cities by means of subways, under the ocean in submarines, and in the air by means of aircraft, and over the tops of cities on elevated railways.  Only the prophet would have the temerity to predict what further achievements the future holds in store.  But all that has been done and all that will yet be done are only a part of the behavior in which this activity functions.