Since the tendency to express our impressions in a motor way is a law of our being, it follows that the school, which is constantly seeking to give the pupil intelligent impressions, or valuable knowledge, should also provide opportunity for adequate expression of the same. The forms most frequently adopted in schools are speech and writing. Pupils are required to answer questions orally or in writing in almost every school subject, and in doing so they are given an opportunity for expression of a very valuable kind. In fact, it would often be much more economical to try to give pupils fewer impressions and to give them more opportunities for expression in language. But written or spoken language is not the only means of expression that the school can utilize. Pupils can frequently be required to express themselves by means of manual activity. In art, they represent objects and scenes by means of brush and colour, or pencil, or crayon; in manual training, they construct objects in cardboard and wood; in domestic science, they cook and sew. The primary object of these so-called "new" subjects of the school programme is not to make the pupils artists, carpenters, or house-keepers, but partly to acquaint them with typical forms of human activity and partly to give them means of expression having an educative 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.