artistically may hope by this means to win more patronage, but, aside from this, he wins a feeling of gratification. His self-interest may look either toward a greater volume of business or to a better class of patrons, or both. While he is enlarging the scope of his business, he may be elevating the taste of his customers. In either case his self-interest is commendable. A successful merchant is better for the community than an unsuccessful one.

Self-interest.—The physician is actuated by the motive of self-interest, also. His years of training are but a preparation for the competition that is certain to fall to his lot. He is gratified at the increase of his popularity as a successful practitioner. But he prescribes modes of living as well as remedies, and so tries to forestall and prevent disease, while he is exercising his curative skill. He tries not only to restore health, but also to promote good health in the community by his recommendations of pure food, pure water, fresh air, and exercise. His motives are altruistic even while he is consulting self-interest. None but the censorious will criticize the minister for accepting a larger parish even with a larger salary attached. The larger parish will afford him a wider field for usefulness, and the larger salary will enable him to execute more of his laudable plans.

The methods of the politician.—Hence it will be seen that, in the right sense, merchants, physicians, and ministers are all politicians in that they seek to expand the sphere of their activities. Like the politician they study the wants of the people in order to win a starting point for leadership. True, there are quacks, charlatans, hypocrites, and demagogues, but none of these, nor all combined, avail to disprove the validity of the principle. It has often been said that the churches would do well to study and use the art of advertising that is so well understood by the saloons. This is another way of saying that the methods of the politician will avail in promoting right activities as well as wrong ones. The politician, whether he is a business man or a professional man, proceeds from the known to the related unknown, and thus shows himself a conscious or unconscious student of psychology. He studies that which is in order to promote that which should be.

Leadership.—The politician aspires to leadership, and that is praiseworthy, provided his cause is a worthy one. If the cause is unworthy, the cloven foot will soon appear and repudiation will ensue, which will mark him unsuccessful as a politician. He may be actuated by the motive of self-interest, in common with all others, but this interest may focus in the amelioration of conditions as they are or in the advancement of his friends. The satisfaction of leadership is the sole reward of many a politician, with the added pleasure of seeing his friends profit by this leadership. A statesman is a politician grown large—large in respect to motives, to plans and purposes, and to methods. The fundamental principle, however, remains constant.

The politician worthy of imitation.—The successful politician must know people and their wants. He must know conditions in order to direct the course of his activities. Otherwise, he will find himself moving at random, and this may prove disastrous to his purposes. Much misdirected effort has been expended in disparaging the politician and his methods. If the man and his methods were better understood, they would often be found worthy of close imitation in the home, in the school, in the church, in the professions, and in business.

Education and substitution.—Education, in the large, is the process of making substitutions. Evermore, in school work, we are striving to substitute something better for something not so good. In brief, we are striving to substitute needs for wants. But before we can do this we must determine, by careful study and close observation, what the wants are. Ability to substitute needs for wants betokens a high type of leadership. The boy wants to read Henty, but needs to read Dickens or Shakespeare. How shall the teacher proceed in order to make the substitution? Certainly it cannot be done by any mere fiat or ukase. Those who are incredulous as to the wisdom of establishing colleges of education and normal schools to generate and promote methods of teaching have here a concrete and pertinent question: Can a college of education or normal school give to an embryo teacher any method by which she may effectively substitute Shakespeare for Henty?

Methods contrasted.—Some teachers have attempted to make this substitution by means of ridicule and sarcasm and then called the boy stupid because he continued to read his Henty. Others have indulged in rhapsodies on Shakespeare, hoping to inoculate the boy with the Shakespearean virus, and then called the boy stolid because he failed to share their apparent rapture. The politician would have pursued neither of these plans. His inherent or acquired psychology would have admonished him to begin where the boy is. He would have gone to Henty to find the boy. Having found him, he would have sat down beside him and entered into his interest in the book. In time he would have found something in the book to remind him of a passage in Shakespeare. This passage he would have read in his best style and then resumed the reading of Henty. Thus, by degrees, he would have effected the substitution, permitting the boy to think that this had been done on his own initiative.

The principle illustrated.—The vitalized teacher observes, profits by, and initiates into her work the method of the politician and so makes her school work vital. Beginning with what the boy wants, she lures him along, by easy stages, until she has brought him within the circle of her own wants, which are, in reality, the needs of the boy. The boy walks along in paces, let us say, of eighteen inches. The teacher moderates her gait to harmonize with his, but gradually lengthens her paces to two feet. At first, she kept step with him; now he is keeping step with her and finds the enterprise an exhilarating adventure. She is teaching the boy to walk in strides two feet in length, and begins with his native tendency to step eighteen inches. Thus she begins where the boy is, by acquainting herself with his wants, attaches her teaching to his native tendencies, and then proceeds from the known to the related unknown. Libraries abound in books that explain lucidly this simple elementary principle of teaching, but many teachers still seem to find it difficult of application.

Substitution illustrated.—This method of substitution becomes the rule of the school through the skill of the vitalized teacher. The lily of the valley is substituted for the sunflower, in the children’s esteem, and there is generated a taste for the exquisite. The copy of the masterpiece of art supplants the bizarre chromo; correct forms of speech take the place of incorrect forms; the elegant usurps the place of the inelegant; and the inartistic gives place to the artistic. The circle of their wants is extended until it includes their needs, and these, in turn, are transformed into wants. Thus all the pupils ascend to a higher level of appreciation of the things that make for a more comfortable and agreeable civilization. They work under the spell of leadership, for real leadership always inspires confidence.

Society and the school.—At its best, society is