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5. Stocking up with specific aims in advance

Finally, the teacher can lead her pupils to stock up with specific aims even in advance of their immediate needs. A teacher who visits another school with the desire of getting helpful suggestions would better write down beforehand the various things that she wishes to see. She can afford to spend considerable time and energy upon such a list of points. Otherwise, she is likely to overlook half of the things she was anxious to inquire about.

Likewise, children can be taught to jot down in a notebook various problems that they hope to solve, various wants observed in their environment that they may help to satisfy. Children who are much interested in reading, sometimes without outside suggestion make lists of good books that they have heard of and hope to read. And as they read some, they add others to their list. Keeping this list in mind, they are on the lookout for any of these books, and improve the opportunity to read one of them whenever it offers. A similar habit in regard to things one would like to know and do can be cultivated, so that one will have a rich stock of aims on hand in advance, and these will help greatly to give purpose to the work later required in the school.

6. The importance of moderation in demands made upon children.

In conclusion, it may be of importance to add that this kind of instruction can be easily overdone, and it is better to proceed too slowly than too rapidly. It is a healthy and permanent development that is wanted, and the teacher should rest satisfied if it is slow. It is by no means feasible to attempt to subordinate all study to specific aims; we cannot see our way to accomplish that now. But we can do something in that direction. Only occasional attempts with the younger children will be in place; more conscious efforts will be fitting among older pupils. By the time the elementary school is finished, a fair degree of success in discovering specific aims can be expected.

Yet, even if little more than a willingness to take time to try is established, the gain will be appreciable. When children become interested in a topic, they are impatient to "go on" and "to keep going on." This continual hurrying forward crowds out reflection. If they learn no more than to pause now and then in order to find some bearings on life, and thus do some independent thinking, they are paving the way for the invaluable habit of reflection.