value. In arithmetic, the pupils express numerical facts by
manipulating blocks and splints, and measure quantities, distances,
surfaces, and solids. In geography, they draw maps of countries, model
them in sand or clay, and make collections to illustrate manufactures at
various stages of the process. In literature, they dramatize stories and
illustrate scenes and situations by a sketch with pencil or brush. In
nature study, they illustrate by drawings and make mounted collections
of plants and insects.

VALUE OF EXPRESSION

=A. Influences Conduct.=--In nature study, history, and literature, the
most valuable kind of expression is that which comes through some
modification of future conduct. That pupil has studied the birds and
animals to little purpose who needlessly destroys their lives or causes
them pain. He has studied the reign of King John to little purpose if he
is not more considerate of the rights of others on the playground. He
has gained little from the life of Robert Bruce, Columbus, or La Salle,
if he does not manfully attack difficulties again and again until he has
overcome them. He has not read _The Heroine of Vercheres_, or _The
Little Hero of Haarlem_ aright, if he does not act promptly in a
situation demanding courage. He has learned little from the story of
Damon and Pythias if he is not true to his friends under trying
circumstances, and he has not imbibed the spirit of _The Christmas
Carol_ if he is not sympathetic and kindly toward those less fortunate
than himself. From the standpoint of the moral life, therefore, right
knowledge is valuable only as it expresses itself in right action.

=B. Aids Impression.=--Apart from the fact that it satisfies a demand of
our being, expression is most important in that it tests the clearness
of the applied knowledge. We often think that our impression is clear,
only to discover its vagueness when we attempt to express it in some
form. People often say that they understand a fact thoroughly, but they
cannot exactly express it. Such a statement is usually incorrect. If the
impression were clear, the expression under ordinary circumstances would
also be clear. In this connection a danger should be pointed out. Pupils
sometimes express themselves in language with apparent clearness, when
in reality they are merely repeating words that they have memorized and
that are quite meaningless to them. The alert teacher can, however, by
judicious questioning, avoid b