would cut out from "'That is wonderfully beautiful,' said a young girl," to the end of "'Why, they belong to the Master,' retorted the Yard Dog."
III. THE RETURN FROM THE CHILD[1]
The telling of the fairy tale is one phase of the teacher's art. And it is maintained that fairy tales are one portion of subject-matter suited to accomplish the highest greatness of the teaching art. For teaching is an art, an art of giving suggestions, of bearing influences, of securing adjustments, an art of knowing the best and of making it known. The material the artist works upon is the living child. The medium the artist uses is subject-matter. In the process the artist must ask, "What new connections or associations am I establishing in the child?" "To what power of curiosity and of problem-solving do these connections and associations lead?" The ideal which guides the teacher is the child's best self as she can interpret him. This ideal will be higher and larger than the child himself can know. In the manipulation of subject-matter,
- ↑ What if we could give the child that which is called education through his voluntary activities, and have him always as eager as he is at play! (Froebel.)
What if we could let the child be free and happy, and yet bring to him those things which he ought to have so that he will choose them freely!
What would be the possibilities for a future race if we would give the child mind a chance to come out and express itself, if we would remove adult repression, offer a stimulus, and closely watch the product, untouched by adult skill. (Unknown.)
The means by which the higher selective interest is aroused, is the exercise of selected forms of activity. (Susan Blow.)
