=Behavior amplified.=—­Human behavior runs the entire gamut, from the bestial to the sublime, with all the gradations between.  It has to do with the mean thief who pilfers the petty treasures of the little child, and with the high-minded philanthropist who walks and works in obedience to the behests of altruism.  It includes the frowzy slattern who offends the sight and also the high-born lady of quality whose presence exhales and, therefore, inspires to, refinement and grace.  It has to do with the coarse boor who defiles with his person and his speech and the courtly, cultured gentleman who becomes the exemplar of those who come under his influence.  It touches the depraved gamin of the alley and the celebrated scholar whose pen and voice shed light and comfort.  It concerns itself with the dark lurking places of the prowlers of the night who prey upon innocence, virtue, and prosperity and with the cultured home whose members make and glorify civilization.

=Its scope.=—­It swings through the mighty arc, from the anarchist plotting devastation and death up to Socrates inciting his friends to good courage as he drinks the hemlock.  It takes cognizance of the slave in his cabin no less than of Lincoln in his act of setting the slaves free.  It touches the extremes in Mrs. Grundy and Clara Barton.  It concerns itself with Medea scattering the limbs of her murdered brother along the way to delay her pursuers and with Antigone performing the rites of burial over the body of her brother that his soul might live forever.  It has to do with Circe, who transformed men into pigs, and with Frances Willard, who sought to restore lost manhood.  It includes all that pertains to Lucrezia Borgia and Mary Magdalene; Nero and Phillips Brooks; John Wilkes Booth and Nathan Hale; Becky Sharp and Evangeline; Goneril and Cordelia; and Benedict Arnold and George Washington.

=Behavior in history.=—­Before the teacher can win a starting-point in her efforts to organize the activities of her school in such a manner that they may function in behavior, she must have a pretty clear notion as to what behavior really is.  To gain this comprehensive notion she must review in her thinking the events that make up history.  In the presence of each one of these events she must realize that this is the behavior in which antecedent activities functioned.  Then she will be free to speculate upon the character of those activities, what modifications, accretions, or abrasions they experienced in passing from the place of their origin to the event before her, and whether like activities in another place or another age would function in a similar event.  She need not be discouraged if she finds no adequate answer, for she will be the better teacher because of the speculation, even lacking a definite answer.