=History.=—­When she reads her history she has a keener, deeper, and wider interest than ever before, for she now realizes that every event of history is an effect, whose inciting causes lie back in the years, and is not fortuitous as she once imagined.  She realizes that the historical event may have been the convergence of many lines of thinking emanating from widely divergent sources, and this conception serves to make her interest more acute.  In thus reasoning from effect back to cause she gains the ability to reason from cause to effect and, therefore, her teaching of history becomes far more vital.  She is studying the philosophy of history and not a mere catalogue of isolated and unrelated facts.  History is a great web, and in the events she sees the pattern that minds have worked.  She is more concerned now with the reactions of her pupils to this pattern than she is with mere names and dates, for these reactions give her a clew to tendencies on the part of her pupils that may lead to results of vast import.

=Poetry.=—­In every poem she reads she finds an illustration of mental and spiritual behavior, and she fain would find the key that will discover the mental operations that conditioned the form of the poem.  She would hark back to the primal impulse of each bit of imagery, and she analyzes and appraises each word and line with the zeal and skill of a connoisseur.  She would estimate justly and accurately the activities that functioned in this sort of behavior.  She seeks for the influences of landscapes, of sky, of birds, of sunsets, of clouds,—­in short, of all nature, as well as of the manifestations of the human soul.  Thus the teacher gains access into the very heart of nature and life and can thus cause the poem to become a living thing to her pupils.  In all literature she is ever seeking for the inciting causes; for only so can she prove an inspiring guide and counselor in pointing to them the way toward worthy achievements.

=Attitude of teacher.=—­In conclusion, then, we may readily distinguish the vitalized teacher from the traditional teacher by her attitude toward the facts set down in the books.  The traditional teacher looks upon them as mere facts to be noted, connoted, memorized, reproduced, and graded, whereas the vitalized teacher regards them as types of behavior, as ultimate effects of mental and spiritual activities.  The traditional teacher knows that seven times nine are sixty-three, and that is quite enough for her purpose.  If the pupil recites the fact correctly, she gives him a perfect grade and recommends him for promotion.  For the vitalized teacher the bare fact is not enough.  She does not disdain or neglect the mechanics of her work, but she sees beyond the present.  She sees this same fact merging into the operations of algebra, geometry, trigonometry, calculus, physics, and engineering, until it finally functions in some enterprise that redounds to the well-being of humanity.