Again, every good teacher teaches her pupils to “assemble” his different thoughts, shows them that a single thought is not useful, but only as it is connected with others. The modern teacher is like the modern curator who thinks the group significance of a particular classification more important than the significance of each isolated piece. The modern teacher does not wish his pupils’ minds to be like an old-fashioned museum—a hodge-podge of isolated facts—but a useful workshop. Again, to learn genuine discussion should be considered an essential part of our education. Every child must be trained to meet the clash of difference—difference of opinion, difference of interest—which life brings. In some universities professors are putting aside one hour a week for a discussion hour. This should be done in all colleges and schools, and then it should be seen to that it is genuine discussion that takes place in that hour. Moreover, in many schools supervised playground and gymnasium activities are being established, athletic clubs encouraged, choruses and dramatic leagues developed, not only because of their value from the health or art point of view, but because they teach the social lesson. The question of self-government in the schools is too complicated a subject and has met with too many difficulties, notwithstanding its brilliant successes, to take up here, but undoubtedly some amount of self-control can be given to certain groups, and in the upper grades to whole schools, and when this can be done no training for democracy is equal to the practice of democracy. The aim is to create such a mental atmosphere for children that it is natural for them to wish to take their part, to make them understand that citizenship is not obeying the laws nor voting, nor even being President,[147] but that all the visions of their highest moments, all the aspirations of their spiritual nature can be satisfied through their common life, that only thus do we get “practical politics.” In our industrial schools it is obviously easier to carry further the teaching of coördinated effort than in the regular day schools. Our evening schools must adopt the methods of the more progressive day schools, and must, as they are doing in many cases, add to the usual activities of evening schools.