THE EDUCATIONAL PROCESS CONDUCTED BY ANY SCHOOL SYSTEM INVOLVES MUCH MORE THAN THE PRESENTATION OF FACTS TO BE LEARNED OR THE DISCIPLINING OF UNDESIRABLE BEHAVIOR. THE TEACHER SHOULD INSPIRE THE PUPIL TO WANT TO LEARN AND TO UNDERSTAND AND SHOULD SEEK THE PROGRAM OR CURRICULUM MOST CONDUCIVE TO REALIZING THE FULL POTENTIAL OF THE PUPIL'S ABILITIES, PARTICULARLY HIS CREATIVE POTENTIAL. THE EFFORTS OF THE TEACHER TO ARRANGE PUPIL ACTIVITIES INVOLVING THINKING, FEELING, AND EXPERIENCING ARE MOST NECESSARY AND ARE MOST FLEXIBLE IN THE FIRST YEARS OF SCHOOL. AT THIS TIME THE ACADEMIC CURRICULUM IS NOT VERY INTENSE, AND THE EMPHASIS IS MORE ON THE GENERAL DEVELOPMENT OF BASIC SKILLS AND ABILITIES. INCLUDED AMONG THE BASIC SKILLS AND EXPERIENCES NEEDING SENSITIVE ATTENTION AND GUIDANCE BY THE TEACHER ARE (1) SELF-EXPRESSION, (2) THE CAPACITY TO THINK, IMAGINE, AND REFLECT, (3) SELF-CONFIDENCE AND THE EXPERIENCE OF SUCCESS, (4) A SENSE OF SOCIAL BEING AND RESPONSIBILITY, AND (5) THE GROWTH OF THE CHILD'S MIND AND PERSONALITY FROM ENCOUNTERING NEW IDEAS, OBJECTS, AND SITUATIONS. NOT ONLY MUST THE PUPIL BE INTRODUCED TO AN EXPANSIVE, CREATIVE, AND IMAGINATIVE ENVIRONMENT AT SCHOOL, BUT ALSO THE TEACHER MUST BE CAPABLE OF MENTAL GROWTH AND CONTINUED SELF-ACTUALIZATION. A TEACHER COGNIZANT OF HER OWN NEED FOR CONTINUAL INTELLECTUAL GROWTH WILL BE MORE LIKELY TO APPRECIATE AND TO BE ABLE TO PROVIDE FOR THE EDUCATIONAL NEEDS OF HER PUPILS. A CREATIVE, CHALLENGING ENVIRONMENT CAN AND MUST EXIST IN NURSERY SCHOOL, KINDERGARTEN, PRIMARY, AND UPPER ELEMENTARY CLASSROOMS. TO SOME DEGREE, THAT ENVIRONMENT SHOULD BE PRESENT THROUGHOUT THE WHOLE FORMAL EDUCATIVE PROCESS, INCLUDING TEACHER EDUCATION. IT IS IMPERATIVE THAT THE TEACHER GAIN THE INSIGHT INTO THE NATURE OF SUCH AN ENVIRONMENT FOR IT IS HER RESPONSIBILITY TO PROVIDE SUCH FOR HER PUPILS. THIS DOCUMENT IS AVAILABLE FOR $0.75 FROM NEA, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (WD)