Of course, we all feel that "marks" in school have but a temporary purpose; that they are to furnish a motive to serve until a better motive can be substituted. Home work may be encouraged at first by the wish for "higher standings," or a prize, or a holiday; but many other influences are likely to come in to keep it up.
This is not the place to discuss the teaching without marks that is practiced in a few modern schools. In most schools the system of giving percentages is firmly established. The honoring of achievement in the schools, by marks or otherwise, has always been a great power in helping the school studies move along. But only part of the available energy has been used. There are vast reservoirs of power which may be put at the service of education and which as yet have scarcely been tapped.
I hope the giving of marks will never be the main consideration with those who follow the home credit idea, but rather the giving of honor. Too long have pupils' out-of-school industries been ignored at school as though they were something to be ashamed of. Whether we give formal credit or not, let us give honor at school for home work.
VI
HABIT-BUILDING
Habit second nature? Habit is ten times nature.
The Duke of Wellington.
Habits plus ideals make character. The establishing of right habits in youth can best be done by coöperation of parents and teachers. So far as we take habit-building as our aim, education becomes definite and concrete.
At the close of his famous chapter on "Habit," William James says:—