vidual and adaptive instincts are highly modified by association even to the extent that they are no longer instincts. Take for an example the instinct of play. The child may be so directed in his play as to carry the play idea into his work and finally his play instinct is absorbed in his work and he does it with the same degree of interest and passion as he did his play.

5. Impressional and Expressional Methods Compared. The impressional side of education is giving information, such as in telling a story moralizing or expressing the meaning of the lesson and inspiring and stimulating the individual. This is fitting in its proper place. By this method of teaching we are stimulating personality from the receiving side. The expressional side of education is allowing the pupil certain activities that develop character by doing things. Mr. Galloway says, "One learns much more surely by practice than by instruction." "The first problem of religious education is to bring the whole scholar to the class." Littlefield. If the child's greater interest lies outside the class room, the greater opportunity is lost for teaching the child. How to win the whole pupil is the problem of the teacher. We establish ourselves first on the fundamental truth that there is no impression without its corresponding expression. The nervous system is both motory and sensory. If we store up a lot of sensory impressions in our nerve centers they become like a stagnant pond. If these same impressions are allowed a response through the motor nerve system, they become like a

lake of fresh water. Thus we see real teaching includes both methods. The impression is necessary for personal reaction. In other words, we must have the stimuli through impression before we can have a reaction and a response. Response is a sign of life. It

is not only important that the pupil gives a response to the stimuli, but he should give it in the light and the measure of all that he knows. Teaching is getting a response from the pupil, a complete reaction to the truth that has been presented. A child is not taught successfully until there is a response of righteous

choices. The truths we receive by impression become our own more surely when we put them into practice. 6. Expressional Methods in Religious and Secular Education Compared.

One only needs to go through a modernly equipped institution of learning to be convinced that our religious educational methods are not keeping pace with those of our public schools and colleges. Laboratories well equipped, music and art studios, commercial manual training equipment shops, show the trend of modern educational methods. The instruction of such an institution is highly motivated. Every phase of instruction is reflected by some form of expression by the pupil. The mathematical problems are solved by the use of the square and compass. The principles of chemistry are proven in the test tube. The laws of biology are made manifest in the dissecting pan. The appreciation of music is acquired by the touch on the keyboard, the dream of the artist becomes real by the use of the brush and paint. The vocational subjects are only made real by use of hammer and forge, the chisel and saw. Thus the activities of the modern educational institution become a miniature world of art and industry. Educational principles are the same in secular as in religious education. We only need to adapt our method to the common principle of mind development.

7. Teaching Values.

It is more and more being recognized that the instructional side of our education has been overem

phasized. To continue to explain principles and facts, crowding the mind with instruction without giving opportunity to the child for self-activity is contrary to laws of development and ends in an impractical education. A child with such training will lack initiative and personality. We are not taught until there is a response from the truth presented worked out in human behavior. As new ideas are formed in the child's mind, there is a tendency to try out the new ideas with some personal activity. Observe the child's laboratory and you will see in his simple life a miniature work shop. The tools and products of this work shop are determined by the ideas presented. During the construction of a railroad some years ago through the country where it was being built, one could guess what the industry was by observing the play of the children. On every roadside could be seen fills, tunnels, and wellproportioned curves as tracers of the child's expression of our ideas. It was nature's way of developing the idea of railroad construction. All the children were playing railroad building because it was the common dominant thought and topic of conversation throughout the whole community.

8. Importance of Motivating Expression.

Since conduct is a better measure of character than learning is, it would seem to be more important for the motivation which is to secure conduct to be given. We may be taught something that is untrue and even immoral by both precept and example and maintain our righteousness, but we cannot practice the immoral

teaching without becoming immoral. Expression calls for self-activity, hence its motivation should be true. More of the natural impulses lead to expression than to impression. It is important that proper uses of motives be made so as to lead to self-expression and end in conduct. Artificial motives should not be used when nature has opened wide her door with true incentives. Since expression measures character and natural motives for true responses abound, we should use them as a point of contact with the child and thereby inspire whole-mindedness as an attitude of the pupil and righteous choices as an end of our teaching.

SUMMARY

Natural impulses are fundamental in securing interest. The teacher's method to secure any desired end is: 1. To determine the results desired. 2. To choose the proper instincts. 3. Select the method and material to reach the desired end. The child must respond whole-heartedly. A strong quality of personality is leadership. Dictated instruction does not contribute to leadership. Upon the sensory motor associative nerves rests our entire possibility of intellectual life. There is no impression without its corresponding expression. Real teaching demands both impressional and expressional methods. A child is properly taught when there are righteous choices and responses. Public education leads in using expressional methods. In religious education the impressional methods have been overemphasized. A child's laboratory is the proof of