images of the various subjects with which he comes in contact in his experience.
3. I believe that interests are the signs and symptoms of growiug power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator.
I believe that these interests are to be observed as showing the state of development which the child has reached.
I believe that they prophesy the stage upon which he is about to enter.
I believe that only through the continual and sympathetic observation of childhood's interests can the adult enter into the child's life and see what it is ready for, and upon what material it could work most readily and fruitfully.
I believe that these interests are neither to be humored nor repressed. To repress interest is to substitute the adult for the child, and so to weaken intellectual curiosity and alertness, to suppress initiative, and to deaden interest. To humor the interests is to substitute the transient for the permanent. The interest is always the sign of some power below; the important thing is to discover this power. To humor the interest is to fail to penetrate below the surface, and its sure result is to substitute caprice and whim for genuine interest.
4. I believe that the emotions are the reflex of actions.
I believe that to endeavor to stimulate or arouse the
