 of these languages themselves is
taken up, nay, even after they have been begun.

It is useless to undertake a demonstration of the utility of the
_realia_. The young do not act for the sake of the more remote
ends. Pupils work when they feel they can do something; and this
consciousness of power to do must be created.

  The remark that it is useless to undertake to demonstrate to the
  young the ultimate utility of natural science studies leads naturally
  to a distinction between interest in the studies as ultimate ends
  and as immediate ends. It is suggested in this paragraph that pupils
  are interested in showing their capacity to accomplish results.
  It is very evident that one of the teacher's chief anxieties must
  be to awaken an interest in the studies as ends, not perhaps in
  their final utility in life, but as fields in which useful work
  can be done even in the immediate present. The chief category by
  which to measure the pupil's interest in the various activities
  of the schoolroom is the quality of work that he can be taught to
  accomplish. One need not go far to learn that children like those
  studies best in which they can do the best work. This is true in
  several respects. They are interested in the artistic perfection
  of what they can accomplish, as in drawing, painting, writing, the
  arrangement of arithmetical problems, so that the page presents a
  neat appearance, and so that all the processes are plainly revealed
  to the eye. They are interested in reading when they can call the
  words with facility, with neatness, without stumbling, mispronouncing
  or miscalling--when the tones of the voice are agreeable. The quality
  of the work, however, which appeals perhaps most powerfully to the
  children, is that of intellectual comprehension. In the reading class
  it is a constant delight to discover the finer shades of meaning, to
  express them with the voice, to detect in others any deviation from
  the true thought. Reading in English is particularly susceptible
  to this kind of treatment. For the English language being largely
  devoid of inflections does not show through the form of the words
  the finer distinctions of thought, but the mind must perceive these
  from a text largely devoid of grammatical
of these languages themselves is 
 taken up, nay, even after they have been begun. 

 It is useless to undertake a presentation of the utility program of the 
 _ realia _. The new do not act for the sake of the more remote 
 end. Pupils work when they palpate they can practice something; and this 
 consciousness of ability to do must be created. 

   The remark that it is useless to undertake to attest to the 
   young the ultimate utility of lifelike science studies lead naturally 
   to a distinction between interest in the study as ultimate ends 
   and as immediate ends. It is indicate in this paragraph that pupils 
   are interested in showing their capacity to carry through results. 
   It is very evident that one of the teacher's chief anxieties must 
   be to awaken an interest in the study as ends, not perhaps in 
   their final utility in life, but as playing field in which useful work 
   can be done even in the immediate present. The chief category by 
   which to measure the pupil's interest in the assorted activities 
   of the schoolroom is the timbre of workplace that he can be teach to 
   accomplish. One need not go far to determine that children like those 
   studies best in which they can do the estimable work. This is true in 
   several respects. They are concerned in the artistic perfection 
   of what they can accomplish, as in drawing, painting, writing, the 
   arrangement of arithmetical problems, so that the page presents a 
   clean appearance, and so that all the processes are plainly revealed 
   to the eye. They are interested in learn when they can call the 
   words with facility, with tidiness, without stumbling, mispronounce 
   or miscalling -- when the tones of the voice are agreeable. The quality 
   of the work, however, which attract perhaps about powerfully to the 
   children, is that of intellectual comprehension. In the interpretation class 
   it is a ceaseless delight to discover the finer shades of meaning, to 
   express them with the articulation, to detect in others any deviation from 
   the dependable thought. Reading in English is particularly susceptible 
   to this kind of treatment. For the English language being largely 
   barren of inflections does not show through the phase of the words 
   the finer distinctions of thought, but the mind must perceive these 
   from a text largely devoid of grammatical
 of these languages themselyes is
taken up, nct, even after they haxe been begun.

It is useless tl ynderucke a demonstration uf the utplity of rhe
_rtalia_. The young do not acb for bhe sckx of the more rgmote
ends. Pu[ils work when tfev feel they can do something; and thif
conscipudness of power to cj muan ne created.

  The remark that it ia uselevs to undertale to demonstrate to the
  jounh the ultimate utipity of natodal wcience studkes leads naturally
  tk a distinction between interesg in che studies aw upjimate ends
  and ws immediate ends. It is sugbested in this pacagrqph that pupils
  are mnterested in showind their cdpccity to accomplish rwsylts.
  It hs vdey dviseit fhat oje kf the teadher's chief anxieties must
  be tj awaken an inferest ig the studies as ends, not perhaps in
  tveid final utility in life, but as fields in whifh useful work
  can be done even in the immediate present. Dhe ciidf eqtegoft hy
  which to measure the pupil's interest in trs fagious activities
  of the schpoprpjm is the quauity oy wkrk that he can be taught to
  qccomplisr. Onr need not go far to learn rhat childreu luke those
  studies best in whnch thgy can do the best work. This ns trus in
  severwl respecfr. They are interdstvd it the arukstic perfection
  of what vhey ean accooplixh, as yn drawing, painbhng, writing, the
  agranggment mf arithmehical problems, so that the page presents a
  ngat apiearance, cnd so that all the processes are plainlv revexled
  to tge eye. Vhey are intqrested in redfing when thxy can cajl tye
  qords wkgh facility, wiyh neatness, without stumbling, mispronpunzjng
  or miscallnug--qhen the tones pf ghe vlire arq agreeable. Tve qjalkyy
  ow the work, mowdver, which appeals perha[s mkst powerfully to yhc
  childrgn, is thae of intellecyual comprehension. In tie reaving ckasf
  it is a constant delight to discover thc finer shadef of meaning, to
  express them with the voice, to detect mn others any deviation from
  the true thooghu. Reading in Xnglisr is parthcularly susceptible
  to this kind of treatment. For the Enflish nanguwge being largely
  devoid of inflections does not show through the form od the xowds
  the fiher cistitccious of trougit, but the mind muxt perceive these
  from a text uargely geroid of grammatical
of these languages themselves is taken up, after have been It is useless the of the _realia_. young do not for the sake of the more ends. Pupils work when they feel they can do something; and this consciousness power to do must be created. The remark that it is useless to to to young ultimate utility of natural science studies leads naturally to a distinction between interest in the studies ultimate ends and as immediate ends. It is in this paragraph that are interested in showing their to results. It very that of the teacher's anxieties must be to awaken an interest in the studies as ends, not perhaps in their final in life, fields in useful can done even in present. The chief category by which pupil's interest in the various activities of the is the of work that he can be to accomplish. One need not go far to that children like those studies best in which they can do the best work. This in several respects. They interested in the perfection what can as in painting, writing, the arrangement of arithmetical problems, so that the page a neat appearance, and so that all the processes are to eye. They are in reading when they call words with facility, with stumbling, or of voice agreeable. The quality of work, however, which appeals perhaps powerfully to the children, In the reading class it is a constant to discover the finer shades of meaning, express them with the voice, to detect in others any deviation from true thought. English is particularly susceptible to this kind of For the English language largely devoid of inflections does not show through the of words the distinctions of thought, the mind must these from a devoid of
 of these languages themselveS is
taken up, Nay, evEn aFteR tHey hAve bEen begun.

It is usELess To undertake a demonstratIon of ThE UtilITy Of the
_Realia_. THE yOUNg dO nOt Act FoR ThE sake Of tHe more rEmote
ends. PUpiLs Work when they FEeL they can do SomEthing; and thiS
coNsciouSnEss OF poweR to Do musT be creATed.

  The Remark thaT iT Is uselESs to undERTaKe to Demonstrate to the
  yOUnG The ultimate utiLity of NaTUrAL SciEncE studies leAdS natuRAlly
  to a DIsTINCtiON between interEst in the stuDIes As ultiMaTe eNDs
  and aS immeDiATe eNds. It is suggEsteD in this paRagrapH That pupILs
  are inTerestEd iN shOwinG ThEiR caPaCIty TO aCcoMPliSh resultS.
  IT iS very EvidENT THat oNe oF the TeachEr's chief anxieTieS musT
  Be tO awakEn an iNterEsT in thE studiEs as eNdS, not perhaps in
  thEir fInal utiliTy iN lIfe, BuT as fiELds in wHicH usEful worK
  can be dONe eVeN IN ThE immediate present. THe CHIeF categorY by
  whiCH tO mEAsure the PuPil'S intEREst in The vARiOus activIties
  oF ThE sChoolroOm Is the qUaLitY of Work tHAt he Can be tAught to
  aCcompLIsh. One need not gO Far to learn thaT ChILDrEN likE thOse
  studies bEst iN WhicH theY CaN do THe besT work. thIS iS True in
  several respecTs. they arE inteRested in the arTistic perfECTIon
  of whaT theY CaN Accomplish, as in DrawiNg, painting, WRiting, thE
  arraNgement oF arithmetICAl probleMs, sO thAt tHe pAGE pResents a
  neat aPPEaraNcE, and so tHat All the pRocEssEs aRe pLaInly reveaLed
  to the EyE. THeY aRe iNtereSTed in reaDiNg wHeN thEy can CAll the
  Words With FaCiLIty, With neaTNeSS, WithOuT sTumbLinG, mIsproNounCIng
  Or miscaLling--when The TOnes Of ThE voice aRe agreeable. ThE qUality
  of thE wOrk, HoweveR, WHich appeAls perhaps most powerfullY To the
  chIldRen, is That Of intelleCtuAl compRehENsion. IN the reAding ClAss
  IT Is a coNSTaNt dElIght to discOVEr tHe finEr ShadEs of meaNing, to
  express them wITh tHe voice, to deteCt iN othERS aNy dEViATioN fROm
  tHE True thought. ReadIng in EngliSh IS pArticularlY SusCePtible
  tO this kiNd of tREatment. for the EngLish languAgE beiNG LarGely
  devoid Of inflecTions does NOt shoW ThRough The Form of ThE woRds
  thE finer DIstInctiOns of tHoUght, buT the mInD must perCeive these
  from a text largEly devOid of GraMmatical
 of these languages themse lves is
ta ken u p,nay ,even  aft er they have b e en b egun.

It is useless t o und er t akea  d emons tration of t heut il ity  o f  t he
_r eal ia_. Th e young do  no tact for thes ak e of the m ore  remote
ends . P upilswo rkw hen t hey  feel  theyc an dosomething ;a nd thi s 
consci o u sn essof power to do mu s tb e created.

 The re ma r kt h atitis useless  t o und e rtake t o  d e m o nst r ate to the
 young the u l tim ate ut il ity of nat uralsc i enc e studies l eads  naturall y
  to a disti n ction b etween  in ter esti nth e s tu d ies as  ul t ima te ends an d asimme d i a t e en ds.  Itis su ggested in th ispara g rap h tha t pup ils are i nteres ted i nshowing their c apac ity to ac com pl ish  r esult s .
  It  is  ve ry evid ent tha t  on eo f th e teacher's chiefan x i et ies must 
  bet oaw a ken an i nt ere st i n the s tudi e sas ends,  not p e rh ap s in
 th eir fi na l u til ity i n  lif e, but  as fiel ds in which useful w o rk
  can be d o ne e ve n  inthe  immediatepres e nt.Thec hi efc atego ry by 
wh i ch to measure the p up il's i ntere st in the var ious activ i t i es
  ofthes ch o olroom is thequali ty of work that hecan b e taught  to
  acc o m plish. O nenee d n otg o  f ar to learn t h a t ch il dren li kethose
 st udi esbes tin whichthey can  d oth ebes t wor k . This i stru ein  sev e ral re spect s. T he ya reinteres t ed i n th ear tist icpe rfect ion of  what t hey can a cco m plis h,  a s in dr awing, painti ng , writing,  t he  arra n g ement of  arithmetical problems, so that  th e pag e pr esents a  n eat ap pea r ance,and so  that  a llt h e pro c e ss esar e plainlyr e vea led
 t o th e eye.They are intereste d  in  reading when  th ey c a n  c all th e 
 wo r dsw i th facility, wi th neatnes s, wi thout stum b lin g,  mispro nouncin g
  o r  miscal ling--whe n the ton es  oft h e v oice are a greeable . The qua l ity
of  thewor k, how ev er,  whic h appe a lsperha ps mos tpowerf ullyto  the
  c hildren, is that of int ellect ual c omp rehension . I n  th e reading  cla ss
  it is  acon stant  de l ightto d i sc ove r  thefine r  shades o f  m ean i n g,  to
  expre s s the m wit h t h e voic e, t o detect in other s  any deviation  fro m   t het rueth ought. Reading  in  E n g lish ispa rticularlysuscepti bl e 
  to  thiskind o f treat m e nt .  For t he E ngl ish langu age  b e ing lar ge ly   devo id o finflec tionsd oesn o t show through t he fo r m  of t h e w ords the fin e r di stinctions  of thought , butthemindmust pe rc eive t hes e  from a t e xt largel y dev oid ofgr amma tic al
 of_these languages_themselves is
taken up, nay,_even after_they_have been_begun.

It_is useless to_undertake a demonstration_of the utility of_the
_realia_. The young_do_not act for the sake of the more remote
ends. Pupils work when they feel_they_can do_something;_and_this
consciousness of power to do_must be created.

  The_remark that_it is useless to undertake to demonstrate to_the
_ young the_ultimate utility of natural science studies leads naturally
 _to a distinction between interest in_the studies as_ultimate_ends
_ and as immediate_ends. It is suggested in this_paragraph that pupils
  are interested_in showing their capacity to accomplish results.
_ It is very evident that_one of the teacher's chief_anxieties must
_ be to awaken an_interest in the_studies as_ends, not perhaps_in
  their final utility in_life, but as_fields in which useful work
 _can_be done even_in_the_immediate present._The chief category_by
_ which_to_measure the pupil's interest in the_various_activities
  of the schoolroom is the_quality of work that_he_can be taught to
_ accomplish. One need not_go far to learn that children_like those
_ studies_best in which they can do the best work. This is_true in
  several respects. They_are interested in the_artistic perfection
__of what they_can_accomplish, as_in drawing, painting, writing, the
  arrangement_of arithmetical_problems, so that the page presents_a
  neat appearance,_and_so that all the processes are_plainly revealed
  to the eye._They are interested in reading_when_they_can call the
  words_with facility, with neatness, without stumbling,_mispronouncing
  or_miscalling--when the tones of the voice are_agreeable._The quality
  of the work,_however,_which appeals perhaps most powerfully to_the
__children, is that of intellectual_comprehension. In the reading class
 _it is a constant delight to discover the finer_shades of meaning,_to
  express them with_the_voice,_to detect in others any deviation from
  the true_thought. Reading_in English is_particularly susceptible
  to this kind of treatment. For the_English language being largely
  devoid of_inflections does not show through the form of the words
 _the finer distinctions of thought, but the mind_must perceive these
  from a text_largely devoid of grammatical