m

ifiw w ib c an uca t ion a l

D I TE D
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E

P R ES I

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BY HENR

O F T H E U N I V E RS I

Y OF

on ogt a pbs

S U Z ZA L LO
W

SH I N G O N , S E

ATTL

D EV EL O P I N G
P O WE R

M EN TA L
BY

G EO RG E M AL CO L M ST RATT O N
P RO FESSO R O F P S
I N T HE U N I V ERSI

TY

Y CH O L O G Y

OF C

ALI

FO RNI

H OU GH T ON M I FFLI N CO M PA NY
BO ST ON , N EW

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YORK ,

C H I C AGO

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SA N F RAN CI SCO

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COPYRI GH

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PRIN ED I N THE U S A

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NOTE
A PART of what i s here

has appeared i n

article called The Mind as Misrepresented

'
to Teachers
The author wi shes to thank the
Editor of the A tla n tic M o n thly where the paper
was rst published for permission to reprint it
In preparing the present monograph however
the earlier paper has been entirely rewri tten an d
new material ha s been add ed
o e re d

vii

II

I S THE a

GYMN A SI UM OR A T OOL-CHEST'

IV

VI

TH E C RE

I ' E'E RCI SES

.

OF TH E

EMOTI ON S

F OR TH E

WI LL

' ESTA B LI SHI NG GOVERNMENT IN

.

THE

MI ND

E D I T O R S I N T RO D U CT IO N

EV ERY

teacher requires a working knowledge

of the fundamental nature of the human m ind
Without it teaching cannot be made either an
interesting or a creative occupation When p s y
c ho lo g ic a lly unin f ormed the teacher can operate
on the mind of youth onl y in a formal and me
c ha n ic a l way applying traditional and contem
r
methods
of
procedure
without
much
a
n
u
s
e
o
o
p
ability to adapt techni que to condi tions for the
purpose of gaining predictabl e resul ts
Certainly the teacher who would make his
teachin g life an interesting and eff ective a dv e n
ture wi th youth will wi sh to posse ss whatever
scienti c insight is necessary to an artful s tim u
lation and control of growing minds We recog
nize the eld of human psychology as vast At
best its mastery i s a pati ent and dif cult matter
The important thing is to make a correct begin
ning It will be highly economical of energy and
discouragement The waste of wrong views and
partial views can hardl y be overestim ated And
such waste is largely avoidable if o n l y the rst
general View of the nature of mind is accurately
Fundamental truths gained and held
a c quired
.

V 11

E D ITOR S INTR OD U CTION

in a comprehensi ve way will be a continuing

source of critical and constructive suggestion a
constant safeg uard against error a persisting
guide to the accurate interpretation of new facts
and theories of mind p r o li c a lly o e r e d in an age
deeply interested in psychological truth
We have long sought a presentation which
would give teachers and other daily workers
with m ind a simple general view of mental life in
its fundamental working aspects We have been
fortunate enough to nd the expositi on required
and it is o e r e d in this monograph We are con
de n t of the inuence it will have upon the Am er
ican public which reads books on psychology
We are especially glad to o ffer this statement of
the th e ory of the developing mind in a series
intended for teachers because of the particular
form of argument which the author has utiliz ed
to express his views It meets with b e n e c e n t
directness most of the fundamental doubts and
controversies which have enmeshed the teaching
profession for a quarter of a century
For a long ti m e the managers of school o r
n
z
t
i
a
n
i
a
o
the
makers
of
curricula
and
the
s
g
supervisors of teaching processes have been di
i ch particular theory of min d they
vide d as to w h
should follow in the settling of their practical
,

V111

E D ITOR S INTROD UC TION

educati onal a a ir s Shoul d they follow the gen

eral faculty psychologists hallowed by a long
tradi tion and say that the subjects of study are
not of primary importance inasmuch as cer
tain large functions of the mind such as memory
imagination reasoning etc may be trai ned in
almost any subject because the power gained
will transfer ' If so then only a few subjects
need to be included wi thin the curriculum and
the traditi onal courses wi th a well established
technique will obvi ate the waste of mastering new
subjects and the methods of teaching them
Or should they follow the special disciplinarians
taking sanction from recent scientic evi dences
and s a y tha t the mind is so highly and nely
differenti ated and specialized that the only way
to be sure of a wholly disciplined mind is to give
it training through as large a variati on of special
experience as it is possible for the school to
give ' If so then subjects or contents are of prime
importance the curriculum must contain many
subjects instead of a few new as well as old
E ach Side of the controversy has summoned
respectable scientic evidence to support its
particular point of View and by interpretation
minimiz ed the signicance of the Opposing facts
Gradually there has been an abandonment of
'

I'

ED ITOR S INTROD UC TION

xtreme claims on both sides but for all the scut

tling of arguments two po ints of view have r e
mained to confuse the layman and the teacher
In the case of the e ducationalist it has meant
continuing confusion dualism and indecision in
educa tional practice
It i s therefore not difcult to understand
the warm appreciation which experienced and
thoughtful teachers will have for a theory of mind
which will settle controversial matters i n a way
that is obedient to the sum tota l of science and
consistent with the faiths created by long e xp e
supply miss ing considerations whi ch a
r ie n c e
purely intellectual interpretation of mind has
ignored and gi ve that u n ity of View which wil l
make the application of psychology to the prob
lems of mental development at leas t in funda
mental matters a consistent matter free of the
controversies and confusions the compromises
and the indecisions of the last two or three dec
ades It is with the greatest assurance that we
predict the in uence of this small volume Teach
ers everywhere should read and discuss it Then
the most fundamental controversy which has
harassed the profession will cease to exact most
of its toll of wasted argument and lop sided
action

D EVEL O P I N G

I S THE

M EN TA L P O W ER

I
M I ND A G Y MN AS I UM
T OOL CH EST '

OR A

we can see though in outlin e what the min d

i s much that is dark both to parent and to
teacher begins to clear On e may now kn o w in
what quarter there is hope of success and where
failu re and may set his course accordingly D e
c is io n as to the general character of the m i nd is
thus momentous ; it almost of i tself writes down
one s educational creed
Yet upon the very outline of the mi nd the doc
tors di sagree Sci ence is brought to the support
of opposite asserti ons and the layman bewi l
dered knows hardly where to look for guid
an ce P erhaps for a Short time we shall do well
if we merely Sit by listening to the contention
knowing that it is of weight for practice and is no
mere pleasant play of wi ts ; knowing that we can
not as teachers and parents avoid decision and
must heed the disputants so that our conclusi on
may be more wi se than the irs
IF

EVELOPING MENTAL POWER

The child s mind says the one contending

group is a union of a few powers or faculties
like attention observation memory imagination
and reason And such powers it is the teacher s
duty to render strong and supple by well chosen
exercises found some have held in subjects
such as mathematics or the classic languages
These great mental powers once they become
vigorous and elastic stand ready through
out lif e for all importa nt needs Nor does it
greatly matter whether the Subjects studie d
have intrinsi c value ; the weighty thing is that
they should di scipline the mind Reasoning
for instance is of such value that time is well
given to its cultivation even by a study such as
geometry a knowledge of which may never in
itself be of any practical good The particul ar
kinds of knowledge needed for one s life work it
i s held cannot be foreseen depending so largely
on later circumstance and choice But by a mind
disciplined this knowledge will readi ly be ga ined
when the need itself is clear
Schooling so planned need not be wi th an eye
wholly averted from the useful ; there may be
heed rst of all to the most u s eful o f things
namely the m ind itself train ing it well in the b e
g inning an d expecting it thus to meet in t r ue

TOOL CHEST

GYMNASIUM OR A

economy the demands of whatever later i s the

work in hand Schoolmen who hold to this b e
lief purpose that the mind s powers Shall be given
strength and full activity ; and that if this work
be well done the person will meet the later need
not only of buying and selling of medicine and
law but also of the still wider service and enjoy
ment which i s not a matter of bargain and sale
,

But now for a moment their opponents shall

have the oor And these impatiently declare
that all who believe in a few great mental powers
and would d irect the school to their discipline are
suckled in a creed o u t w o m
Science has de
stroyed the simple faith Experi ments by '
ames
Thorndike Woodworth and others have Shown
how idle is the attemp t to train these general
powers ; have shown indee d that there are no
general powers to tra in
The belief in such
powers goes with the anti quated idea of mental
faculties now of merely historic interest an d
swept aside with phrenology and its absurd map
of the skull and brain No study gives general
training ; it gives only particular training '
ames
for example carefully noted the time required for
him to learn a certain number of lines of Victor
Hugo s S a tyr and then for more than a month
.

DEVELOPING M ENTAL

t r ain

POWER

e d himself mem orizing the enti re rst

b ook of P a r a dis e Lo s t On go ing back to learn
a new portion of Victor Hugo s work of exactly
the length of the old how much evidence did he
n d of a memory strength ened by i ts month or
more of exercise ' No evi dence ; he had to give
more time than before to the task
L ikewise
Tho rndike and Woodworth who practi ced the
estimation of the area of rectangles found that a
marked im provement wi th rectangles of a given
Shape and Size brought no lik e improvement wi th
rectangles of another shape an d Size And i t has
been observed that neatness atta ined in ari th
meti c papers brought no slightest neat ness in
papers of language an d spelling
H aving destroye d in this way the fai th in
general powers an d their training what d o the
destroyers offer i n i ts place 'A b eli ef in p a r tic u
lars an d in parti culars only Instead of a single
power of memory there is a power to recall
colors another power to recall sounds ; and so on
we know not how far The m in d this group
maintains is our conveni ent name for countless
We may train
Special operations or functions
one of these functi ons or a number of them but
not a facul ty in general
attention in general
o r observati on in general or reasoning
Fur ther
'

GYMNAS IUM OR

TOOL CHEST
-

these countless particular functions are inde

pendent ; they act almost as though they were in
s u la t e d from one another ; when you have trained
one of them you have trained that limited func
tion and none else What you do to the m ind by
way of education knows its place ; it never spreads
You train what you train
The educational corollary of this latter belief
is of wide eff ect It means that we must discover
the specic reactions the specic inf ormation
which the child will use i n after life and make
sure that he possesses these and only these If
life will not demand of him the parti cular knowl
edge the particular functions used in algebra
the study of algebra is time wasted If in life he
will nd application for the special ideas the
speci al reactions involved in chemistry time
spent upon chemistry is well spent The teacher s
directi on of attention here veers from east to
west At the center of interest is no longer the
chi ld s mind but the particular si tuations in life
which the child become man will have to face

Of a study we are to ask D oes it contribute to

the doing of the things that later will have to be

'
D oes the study make the
done ' and not
'
child s mind more alert or sound or sane '
'

The purpose for which subjects are taught

,

EVELOPING MENTAL POWER

wri tes D r Abraham Flexner

lies not in the
pupil s mind but in the subject matter and its t e
'
lation to existence and life D r E rnes t C Moore
who speaks with vigor at this poin t holds that

when we teach we do not make minds or

'
strengthen minds or draw them out Instead of
giving to the mind form we give it information
I nstead of mo u lding the mind we are to ll the
Where the education whose aim is men
m ind
tal discipline m ight have as its symbol a stripped
athl ete busied with Indian clubs and chest
weights for streng th and agility the education
w hich opposes mental disciplin e and calls for
mental contents m ight have as its symbol some
receptacle that i s being lled
a tool ches t
wi th screw driver chisel and plane

II
F

D E EC S I N THE RI VAL

ACCOUNTS

THE

controversy is thus in brief before us each

side wi th its diff erent account of the mind

Be
'
lieve the psychologist cries a recent writer to
the schoolmen And this encourages one to
exam ine these two descriptions and judge them
by our present scientic knowledge It may well
be that neither can be accepted ; that in their
place there must be a picture of the mind mark
e dly dif ferent from either and wi th a far richer
promise for education Even in opposing these
rival accounts a truer outline of the mind will
I believe appear
,

Surely the m i nd i s ill described by most b e

lie v e r s in mental discipline In so far as our
rem embering is explained by a faculty of mem
ory and our reasoning by a faculty of reason we
are o ffered mere words in the place of causes
But along with explan a tions that do not explain
are clear errors The mind is divided into great
powers
like sight hearing memory imagina
each of which is supposed to b e
tion reason
-

EVELOPING MENTAL POWER

almost simple and un iform throughout An d

this we know is false Memory is not a simme
thing but involves many kinds of acts several
of which are no more important for remembering
than for seeing imagining or reasoning Again
if by reason we mean syllogiz ing it is not one of
our principal powers ; and if we mean by it the
ability to think and act reasonably this comes
only from a ne cons piring of almost every power
we have
Moreover the believers in mental di scipline
too often x their interest upon the powers by
which we know our intellectual faculti es and
treat like a stepmother those great powers by
which we take delight and are moved to passion
and make resolve and act Not only do large
matters thus suffer neglect but in consequence
the very spring and strength of our in t e lle c
tual powers themselves are ill understood The
s ources of judgment are not seen nor the condi
ti ons of its success A certa in deftness of bare
intellect i s overvalued to the mi sprising of the
deep forces that drive and direct the inte llect as
well as of something more nearly external the
denite and detailed knowledge of the objects
with which intelligence must deal
The defects of this account of mind are thus
.

EFECTS IN T HE RIVAL ACCOUNTS

greater than many even of its cri tics seem to

know But some of the defects are caught and
well denounced by those who hold the mind but
'

as a receptacle to be given contents

They
rightly see the mind helpless even were it deft
and strong they see i ts lack of actual knowledge
They see also that the mind is of immeasurably
more varied powers than are nominated in the
short li st of faculties in which the old school
master was taught to believe
.

But wi th these rugged virtues why not take the

'
whole doctrine of contents to our hearts '
First and perhaps least important its watch
word con rms the ignorant in their ignorance
We are only too ready to regard the child s mind
as a vessel into which knowledge is to be poured
and the new doctrine would appear to give to
this cru de notion a scienti c seal So far as the
child s training is viewed as menta l contents the
mind itself is vi ewed as a receptacle a conta iner
And a conta iner is both inert and indif ferent
A tool chest takes no active part to receive its
tools and a sharp chisel is to it no better than a
rusty broken one Merely gla nce at the meta
phor and its absurdity is revealed depth on dep th
Those who believe in mental contents woul d
,

EVELOPING MENTAL POWER

cry out with one vo i ce that they did not mean

tha t

For if there is anything upon which p s y c ho lo

gi sts are agreed it is that the mind is active ; not
indiff erent but selective forever choosing and
rejecting Even its humblest experiences the
colors and sounds by which the world is known

are not given us but are the mind s unique and

mysterious response to external stimulation
Hue and tone as we directly experience them
the students of physics and psychology are
agreed do not exist in the external world They
are our reaction ; and with them we create for our
selves a strange counterpart of the reality with
out And for one object awakening enough in
t e r e s t to be noticed ten have vainl y assailed our
These acts of
e yes and ears and been ig nored
notice and selection do not seem acts being with
But action is
o u t e o r t wi thout strain of will
not always marked by effort : a child at play is as
active as a child at some deadening task
If the things we see and hear enter the mind
hardl y as into a passive receptacle more clearly
i s this tr u e of our recollections o Ur imaginings
our conclusions rea s oned out
Unless we a c
t iv e ly reconstruct the past and recognize it as
past we do not remember The child can p o s
,

IO

EFE C TS IN THE RIVAL AC C O UNTS

sess no imag inings or judgments save what he ha s

himself imagined or judged Nor can he create
'

them once and forever after contain them ;

each time that they are before him they must be
created afresh on the instant usually and with
no slightest hint that power has gone into their
remaking As well call the ever new movements

'
of some graceful dancer the contents of her
bod y as use this name for the marvelous expres
sions of the m ind
And still more clearly i s this dead image broken
by the will In his purpose the boy proclaims
himself no mere recipient but a doer ; not clay
but the potter He t akes his place among the
in f ant deities imposing his ideas upon brute
substance until in some measure it is made into
the likeness of hi s mind
But we waste time upon this unhappy watch
word of the party Not until we n d a tool ches t
that helps to fashion and use the tools it holds
a tool chest that is also both machin ist and car
not
until
then
w
i
ll
th
i
s
image
do
more
r
e
n
t
e
p
than darken counsel
.

Turn ing now from metaphor to plain state

ment let us ask whether it be true that practice
kee ps its place that you train only what you
,

I I

D EVELOPING MENTAL POWER

train It would be of startling and t o some

almost disheartening impor tance if the child s
French or
improvement in a foreign language
Latin let us say
had no effect upon his com
mand of the English language or upon his inter
e s t in European history
The exp eriments in clear support of this doc
trine however that you train merely what

you trai n are few ; most experiments con

Improvement in judging the area of
t r a dic t it
certain gures as was just said does not bring
equal improvement in judging other gures
But the judgment of these other gures is not
left untouched On the contrary it receives
mark e d benet And while neatness in classroom
may remain within narrow limits it can easily
be made to pass these limits If the children in
writing their arithmetic lesson for example are
urged to neatness as of universal value their
papers in geography also will be neater even
though this other subject may n o t be named in
the urging Or again if a person practi ce with
the right hand the tossing and catching of balls
keeping two in the air at once until he has a t
t a in e d a high degree of Skill will the eff ect of the
practice be conned to the right hand ' No ; it
w ill appear also in the left ; it may be as though
.

12

EFECTS IN THE RIVAL ACCOUNTS

fu lly two thirds of t he practice had in some way

been transferred to the hand that ha s not been
practice d at all And in many other directions of
r e search transfer of training is found The cul
t iva tio n of the mind is thus not at all like that of
land where the ploughing of one eld does not
aff ect the soil beyond the fence Eff ects here do
not stay conned but spread
It will hardly be possible to follow the a t
tempted explanati on o f this spread ; it can hardly
be explained away Nor need the teacher feel
di smayed because the improvement in one study
let us say physics
is not transferred entire
to all other forms of acquisition ; that some of the
good is lost in transit Even a spread of sma ll
amount as Thorndike has said may be im
portant ; the eff ort would be well repaid if p r a c
ti ce in justn e ss of conduct in school were to bring
even the slightest increase in justi ce of conduct
in all other relations of lif e ; or if his accuracy in
work at school make him even a little more a c
curate in all ways when he has left school
Instead then of proving that you train what
you train the psychological experiments which
have s o troubled the waters of education prove
t hat no r mally you train what you do not train
Indeed these experiments seem to have been
.

13

EVELOPING MENTAL POWER

seized upon by men convinced already and beat

ing about for evidence rather than by men u n
biased and glad to go wherever the evidence
might lead
,

B ut the question just con sidered Whether the

benets of train ing can be transferred to regions
that have not been the immediate place of the
trainin g 'i s in tim ately connected with another
Indeed we shall n d this o ther but an aspect of
the problem of transfer But to it we must attend
if we would judge aright the position of the p a r

'
t is a n s of contents
I S it then true as some mainta in that our
mental powers are stubbornly particular an d
never general in their character ' Is it for ex
ample absurd to think that there can be a habit
of punctuality in accordance with which the
child and later the man may practice prompt
ness in keeping all manner of appointments 'Or
must we thin k that such a habit must be mere
promptness at school and promptness in no
wider kind of conduct ' Taken rigorously such
a contention woul d seem to mean that there could
be no punctuality for school in general but only
for the particul ar school for the particular room

in the s c ho o l f o r but one must not press too far

,

14

EFECTS IN THE RIVAL ACCO UNT S

From some asserti ons that are heard one might

think that a mental function is something good
for littl e more than a single narrow situation
like the special bow that can be used only u p o n
presentation at court Let us to test the truth of
t his take almost an extreme case
Even so particul ar a response so particular a
habit as that of answering the telephone is far
less particular than it seems ; it i s run through
and through wi th generality It is called forth
in man y di ff erent si tuations ; varied too is the
action cal led forth What you respond to is never
quite the same : now it is a loud ring near by
and now a tin kle in the di stance ; now it is t he

clear note of a bell now it is the whirr of a buz

'
ze r
An d your response is never the same : you
arise take a few steps and stand at the in s t ru
ment ; or again you remain seated and bring the
instrument to you ; you speak w i th deference
you speak with impatience you speak with a
martyr s resignation Never quite the same sig
nal never quite the Same movements of the body
never the same words spoken never in t he same
tone never to the same purpose
If one cannot but see the breadth and openness
in even so restricted a habit as t his how much
more general are the signi can t forms of action
,

15

EVELOPING MENTAL POW ER

which the schools can rightly have at heart The

'
chil d who is inclined to give up at the least
dif culty has a habit which applies to many and
most varied situations And if instead he can be
turned about can be made to assume a ghting
attitude toward what is hard to do he has been
brought to attain what is applicable in ten thou
sand times and plac e s The attitude of credulity
of helpless acceptance of whatever i s stoutly
asserted is almost universal in little children
Nor is it a tra it which is called forth o n l y in som e
few and special Situations ; but rather upon all
those innitely varied occasions when persons
mee t and speak And in its stead there can be
the habit which means that one will hesitate will
weigh and test will look to the evidence for all
important statements Likewise the child s im
pulse to look rst a n d foremost to his o w n p a r tic
ular self
to be vain to be selsh to su lk
this is a general form of action which displays
itself in endless variety of detail and place An d
no less general is the change from a ll this so that
he begins to see the interest of others and to le t
this be a constant check upon his self s eek ing a
spur to action that is generous
These habits of mind and a host like them are
perhaps less wide than the memory in general or
.

16

DEFECT S IN THE R IVAL AC C O UNT S

in

the reason
general of the older education The
qu e stion whether the only appropriate ter m for

'

'
them is particular or general would have
delighted the profe ssors of old Padua or B ologna
For us the important thing is to see their im
mense range of use in all manner of situati ons
and by all manner of men whether they be d ay
laborers or diplomatists
-

Considered wi th care th e n we can heartily

accept neither the descripti on in which the mind
is made to be a composite of a few great facul ties
nor that in which the mind appears as an endl ess
array of distinct functions We have discerned
s om e thi ng of what i s wrong in th e se a ccounts
,

III
T

P LA Y

TH E I N ER

OF

M I ND AND

B OD Y

EVEN

in what has been reviewed thus far we

have caught glimp ses of the mind s behavior
But there has been interest in refutation In de
nial ; and den ial by itself prots little Perhaps
thi s spirit of contention can now be quieted to
become the prelude of something positive an d
favoring and we shall be willing to look directly
at the m ind itself to see if possible its c o n s tit u
tion When once we have ceased to notice our
disputants save upon occasion and out of the cor
ner of the eye their articial divisions of the mind
into faculty and function will in due time tone
down to their proper value The reality of the
mind will gradually be restored to us ; even as in
looking at the picture of the dissected muscles
of the face we can in time correct their true and
yet false impression knowing that these ghastly
members are in life fed with warm blood and
clothed in soft skin and controlled by aff ection
and in te lligence and in thei r stead we s e e once
more the human and expressive countenance
And rst of all we shall see that the mind with
all its variety of operation is one is organized is
,

18

THE

INTERPLAY

OF

MIN D AND

B OD

whole
Its powers may be di stinguished and
named and discussed separately but they hold
together ; no one of them can be understood much
less trained and educated apart from its fellows
.

Indeed the mind i tself is vi tally connecte d

wi th the body and the child is both mind and
body Whatever seriously inuences his body
i nuences his m ind If he is mentally slow or is
wi dely un interested we may well inquire whether
he is undernourished or physically fatigued or in
bodily discom fort or is si ck P oisons un e lim i
nated that disturb the child s nerves and muscles
distu rb also his m ind ; they poison his in t e lli
gence his emotions his will Some of the great
discouragements of teaching will be gone when
by wise co operation wi th the home and with phy
s ic ia n s and nurses these condi tions in the bo dies
of school children are everywhere recogni zed and
are given the care which science would suggest
D eafness defects of sight may be at the bottom
of what seems utter lack of interest The child s
sense of vigor of well being which makes him
ready to push on through diic u lt ie s ; or that
opposite condition in which he is listless or dis
these are often the ex
c o u r a g e d or irritable
pression of the bodily state and are weakened or
,

EVELOPING MENTAL PO W ER

made more intense accor ding to the directi on in

which the bodily state is changed

'
Even the muscular set of the face reacts
upon the mind A child will more ea s i ly be
cheerful deep within if his sour expression can
even arti cially be sweetened A sullen look if
forced to become a smile is apt to start a change
which leavens all his feelin g until the sm ile is free
and genuine Likewise the position of the body
affects the attitude toward the object of our
attention A child will notice the diff erence if
rst he undertake his problem wi th body all lan
gu id and ill supported and now he pull his body
together making it energetic even aggressive
toward the task in hand
That the body if ill treated will take venge
ance upon the mind may be illustrated in a n
other way It i s not safe even for the health and
progress of the mind to interfere with what seems
so unmental a function as that of right handed
ness or left handedness A left handed child if
he be compelled continuously to suppress hi s pref
erence and to act as though he were right handed
will in some cases Show symptoms that are a
clear fusion of bodily and mental distress He
may come to stutter and becoming embarrassed
may incline to remain alone The original vi o
,

20

THE I NTERPLAY OF

MIN D AND

B OD Y

lation o f that whi ch according to our present

knowledge is an innate advantage of one side of
the body ha s here disturbed the deli cate nervous
mec han ism of speech and through that has
chan g ed the color of distant regions of the m ind ;
a n d relief has been known to come when the in
t e r f e r e n c e ceased
We are on l y at the thres hold
of our knowledge of the brain and of the inter
relati ons of brain and mind It is improbable that
a serious e ff ect in one part of the bra in cortex ever
leaves the rest of the bra in cortex or leaves a l l
forms of mental acti on unaff ected The change
may be greater in one region than in another
b ut it is perhaps never narrowly ci rcum s cribed
,

B ut while the body thus inuences the m ind the

rev erse is also true The eagerness of the c hild s
interest is reected in his kindly loo k his f o r
ward bent body ; his boredom his vacant eye
B ut in a less passing way the
his dg e tin g
mental condition is all the while helping to build
or tear down the body s strength and health
The digestion of food the rate and depth of
breathing the action of the heart and of the other
parts of the system that carrie s the blo o d
all
these and more are constantly being sp urre d or
reined in
because of what goes on in the m ind
,

21

D EVELOPIN G M ENTAL POWER

Healthf ul interests healthful enjoyment freedom
from worry are strength giving for the m ind and
body of children as of adults The effect of emu
lation in school that within bounds is so whole
some ; the hunger for the praise the dread of
t he bla me of teacher and parent ;
these are
rightly kept short of persistent a nxiety espe
Moreover
c ia lly in the weak and the sensitive
certain forms of skill found in professional work
would be impossible without strong support from
consciousness A dentist whom I know is of the
Opin ion that the young men among his fellow stu
dents who had Character have become the more
skillful dentists ; those of weaker stuff did not drive
themselves on but rested wi th in f erior work ; that
the one man in a large city who he knew had the
greatest reputation for skill had carried through
and then taken out the same piece of work six
times before he could himself be satised with it
How much more is the creative skill of hand of the
great sculptors painters and musicians connected
with extraordinary powers of min d and not of
body only
Yet one might easily from all this expect a
more precise accord between certa in bo dily and
menta l functions than is actua lly found : it has
not been proved for example that success in
,

22

THE INTERPLAY OF MIND AN D B OD Y

manual training po ints to success in such stu dies
as English mathemati cs or science ; those that
have unusual s kill of muscular movement do not
as a class appear to be the ones that have high
intellectual ability It would seem then tha t
although we can well expect large mental bene
ts from whatever makes the body well knit and
resi stant to disease yet we can prophesy less
surely for the mind from those physical activities
that includ e some particular precision and skill
and which are found to occur not in frequently
wi thout full strength and health of the body
enti re But in spite of these particular e x c e p
tions it has been foun d by Mea d that normal
children as a group are heavier taller and
str onger of body than are feeble minded chil
dren An d D oll showed that even within a
group of defective children there is a relation b e
tween their bodily and their mental measure
ments : as we go down the scale of mental defects
we come to greater physical defects as well
Thus we nd reciprocity between mind and
body ; currents of cause and effect run back an d
forth between them bringing consciousness and
the nervous system with all the other physical
organs into an intercourse that is constant un i t
ing them to make the person one a n d complete
,

,
.

23

IV

F L UENCES

WI TH I N I NTELL I GENCE

IN

these evidences that the bodily and

the mental functions interplay let us now o h
s erve to what extent the mind s own functions
t ouch one another
PA SSI N G from

W e shall see the need rst of all of

,

kn o w l

one is to think effectively of sugar beets

o r airplane engines he must study such beets
But he will not think effectively
s uch engines
u pon the s e if he think of these alone ; his interest
is knowledge must wi den to the principles
an d h
o f agriculture or of aerodynamics ; and beyond
he will need bo tany or physi cs and chemistry
Chemistry then is important for a lad un c e r
tain whether he w ill deal wi th beets or engines
But what of the boy who does not himself know
and whom no one as yet can tell whether beets
engines taxation tuberculosis or the Gospel will
lie at the center of his thinkin g in the time to
come ' Must he give laborious years to all of
these and to a thousand things beside that he may
be ready for the day of ac t ion ' Inevitable and
He had
e normous was t e i s in that di recti on
e dge

If

,
,

24

INFLUEN CE WITHIN INTELLIGENC E

b est be at home in the central studies into which

all special subjects lead
These more central
studies may be less attractive just because they
a r e more abstract more remote from some par
t ic ul a r work in hand ; and for that reason more
'

of art may be needed to make the practical

youth hating abstractions ready to give him
self heartily to their forbidding generalities The
Skill of the teacher is displayed in conquests of
thi s kind General truths when seen and under
stood are so much more powerful instruments
than are mere particular and detached bits of
knowledge that surrender upon thi s point will
hardly be permitted by any able teacher Most
children prefer to play with an electro magnet
than to ascend from this to the principles of
electro magnetism ; prefer to look at striking
chemical reactions than to attack with vigor the
general truths involved ; prefer to draw circles
and polygons than to un derstand geometry
The interest in these general truths is in a sense
less natural more a matter of civiliz ation and
has to be impose d upon the child by a kind of con
t a g io u s interes t felt by another who can see the
endless applications of what is universal On e
ha s to fortify himself with th e stern conviction of
this in or der to resist t ho se who se e only the a t
.

25

EVELOPING MENTAL POWER

of an endless list of particular stu die s

of nature and of handicraft and who would urge
them to such a pitch that there is no rm grasp of
the sciences which deal with principles P a r tic
ular and general ideas conjo ined is our need ; e r
r o r s of practice are thus avoided ; economy of a c
tion is reached '
udd found in striking at a tar
get under water where refraction had to be a l
lowed for that those who were instructed in the
principles of refraction had the advantage over
those who merely kep t at their interesting target
practice without instruction And in the e xp e r i
ments upon neatness it will be remembered that
the neatness spread to other work when there
was presente d the general idea of neatness and of
i ts value as a universal trait Ideas then are
guides are directors of habit ; in them is com
a
c
t
e
d
wisdom
and
wh
ever
tries
to
do
without
a
o
p
good stock of them foregoes the advantage which
comes from the experience of the race They per
meate the special functions which seem so sepa
rate and bind them into a common plan and use
The organizing eff ect of such ideas helps one to
escape that pseudo education given by books of
ten thousand facts whi ch is so attractive t o
s cattered wits
B ut wi th kn o w ledge with the idea s the la d
t r a c t ive n

ess

26

INFLUENCE WITHIN INTELLIGEN CE

wi ll need certa in established habits of m in d that
are n o t knowledge or ideas ; such a s Abraham

'
Lincoln had who must bound every impor
tant idea he would use never at ease until he
saw clearly what limited it on north south east
and west with no borders lost in the mist Such
a habit is of use for any idea and for anyb ody
B ecause it is not the whole of reason we must not
be blind to the part it can play in reason im
Then
m e n se ly wide even universal in its sweep
other habits are part of right intellectual equip
ment : controlled attention to the task in hand ;
energetic attack upon it ; accuracy in interpret
ing remembering and reporting what is seen or
read or heard ; the power to distinguish important
and unimportant These are part of intellectual
training ; these and other things take the place of
the few faculties of the older belief They stan d
out signicant to an eye bewildered by the end
less array of special fu nctions which for some are
the only things left These wide and superior
powers call for training and the lad who has them
trained has an incalcu lable advantage over every
lad in whom they remain untrained
,

There is cheer at thi s point for the teacher the

parent discouraged by the child s talent for for
,

27

DEVELOPING MENTAL POW ER

a
r
etting
what
been
painfully
t
ught
U
nde
s
h
a
g
the old creed which laid such stress upon mem
ory and even under the new wi th its stress upon
'

contents there seems here but wasted eff ort

B ut we can now demonstrate experimentally
that virtue may go into even the adept forgetter ;
power once developed remains even though upon
the moment s examination the mind seems to
have lost all its contents Thomas Hanna after
a brain injury by a blow upon his head lost all
the detailed knowledge from both life and school
'

in g ; his education had in a certa in sense been

knocked out of him An d y e t it remained Since
he rapidly relearned what he had lost So too
the normal person after disuse of the typewriter
for years so that nearly all the original skill seems
gone needs but a small part of the orig inal p r a c
tice to restore the whole And the same seems to
be true of poetry once learned and apparently
quite forgotten
This is evidence that educa
tion goes deeper than memory and gives power
that cannot be lost The measure of accomplish
ment is now known to lie not solely in what the
child can recollect but also in an imparted abil
ity temporarily become latent but ready with
little eff ort to be brought to full expression
This is a fact of cheer to weary workers
.

28

V
EM O

T I ON

T AL

AN D M EN

ENERG

were we now to look to the e n e r gy of the

mind we should nd something of wider bearing
evident not only in our thinking but in every
form of will This energy makes itse lf known in
the strength of the man s attention in the vigor
of his intellectual attack and out beyond intel
lig e n c e in his endurance in the impact and t e n a
i ty of his pu rpose Its amount is not the same
as the amount available which suffers changes
not due merely to the ups and downs of health
ames s essay on
Some crisis as all know from '
'

The Energies of Men may open a hidden res

e rvo ir from which power now ows into a man s
every act In the World War men and women
who had before been working to their utmost
suddenly assumed duties that trebled their ta sk
The occasion the solemn public d emand worked
in them so that energy came forth to meet the
need N 0 new function may have been called to
life but rathe r the long familiar acts felt an a c
cess of energy as an elec tric light burning dul l
suddenly receives fresh current and leaps into
B UT

29

EVELOPING MENTAL POWER

brilliance
In this store of energy connected
with a ll functions whether they be special or
general we have an intimation of the mind as of
another plan than has too often been taught It
is not a mere composite of general facul ties nor a
composite of particul ar functions but something
single and yet varied holding together all func
tions and energizing them wi th a co m mon life
.

Now if we were to ask as t o the sources of

energy we should be led close to the emotions ;
where are found changes deep and wide that
reveal new possibilities in education
For the fruit of every one of our intellectual
powers is markedly aff ected by the emotions b e
hind them and interfused wi th them There is a
whole group of passio n s which in certain forms
and intensities are strength giving are energetic
hope for example and gladness and anger : to
these we should doubtless lo ok for the cause of
that opening of the gates of energy in crises when
energy is our sorest need They make and unma ke
the man They hold our powers together ; they
disorganize and di srupt The war brought new
illustrations of this where emotional stress and
strain without wounds caused soldiers to be
blind and de a f :un a b le to speak even their o w n
,

0
3

EMOTION AN D MENTAL ENERGY

na mes great stretches of their past a blank to
them A like inuence of emotion upon the total
organization of the mind has long been observed
in hysteria with its functional blindness and deaf
ness its functional paralyses its disturbance of
memory a n d of the very feeling of one s identity
In all these cases something beneath the special
functions has broken and for the time their cun
Their life then is clearly not in
n ing is gone
themselves ; in part at least i t wells up from
deepe r sources
But far short of these vi olent disturbances we
may see the emotions the feelings the moods
widely in uencing the mind The effect of e m o
tion upon judgment is notorious : according as we
like or dislike a person will his acts be differently
interpreted ; according as we are elated or de
pressed will a task seem easily wi thin or qui te
beyond our powers
For this reason children
whose vita lity is low cannot be expected to
enter upon their work with normal interest and
zeal It seems probable that emotional de p r e s
sion hinders the power to recollect and that rec
improves with a lifting of the emo
o lle c t io n
t io n a l level S trange to say emotion even works
ba c kw a r d increasing or dimini shing o u r power
to reco llect what occurred before as well as
,

I
3

EVELO PING MENTAL POWER

d uring the emotion i tself A knowledge of

these interconnecti ons makes for tolerance : the
.

t eacher

s the parent s o w n judgment is subject to

uctuations due to abundance or want of cheer
Health and buoyancy in the teacher health and
buoyan cy in the taught multiply the power avail
,

experiments in our laboratory have a

b earing upon matters of the school showing that
surroundings clearly inuence the power to
learn Students were set by D r B ro w n the task
of solving a series of problems working day after
day all at the same series of problems Half of the
youths worked one at a time in a room neatly
carpeted orderly bright and with a cheer
ful outlook The other half were required to
work one at a time in a room with bare oors
dingy chaotic with odds and ends of apparatus
well lighted from above but with no outlook
Those who had the pleasanter surroundings
greatly outdistanced t heir competitors It e u
courages us to think that schoolrooms study
rooms at home if made pleasant give more than
pleasure itself ; they increase the work a c c o m
ff
the
fruit
of
the
e
ort
And
in
a
dif
li
s
h
e
d
p
f e r e n t experiment the effect of the emotional a t
Some

2
3

EMOTION AND M ENTAL ENERG Y

tit u de

of the worker showed its e e c t A score o r

more of youths had singly been set by Mrs
M c a r leS the same problems to solve ; half of
the workers were charged to regard each task as
something well di sposed to them and to be met in
as friendly a spiri t as possible ; the other half were
to regard the work as an enemy that must be a t
tacked with anger The latter spirit in a group
of students otherwi se not superior to their com
r s brought much larger success in the work
o
t
i
t
e
p
With an imals in our laboratory it is found by stu
dents under D r Tolma n s direction that a mild
penalty attached to each mi stake shortens the

process of learning a n incentive more in favor

wi th an older generati on of schoolm asters and
'
which I here report without recommendation
Nor would all be willing to imi tate that sim ilar
use of the emotions as an aid to learning reported
by Benvenuto Cellini when his father showing
him a salamander in their household re b eat
the lad lest he forget the rare experience
.

never know their place ; they wander

and make strange transfers and asso ciations
They appear in unexpected places A young
woman whom I kn ow came near dr owning upon a
moonlit night some ve a r s ago ; and now upon any
Emotions

33

EVELOPING MENTAL POWER

night when the moon is bright the old distress in

awakened form returns there is an echo of the
agony of her struggle So far as this goes it tends
to distur b and hinder the free expression of
power In a wider and b e n e c e n t way we know
that love may quicken the thought the imagina
tion the purposes of the lover ; fresh life has
pulsed through all his powers
The play of emotion thus reveals the mind If
i ts powers seem stubbornly spe c ialized and sepa
rate and insul ated this is true only in part and
for the surface D eep wi thin we nd free inter
course free circul ation For all its particular
ize d abilities then the mind is whole and uid
A passi on acts in it like a dr op of strong chemical
that causes ebulli tion or precipitati on throughout
the whole We can n ot afford to neglect these
universal potencies The sect called Christian
S cientists wi th its eye upon some of these ener
i
z
i
n
g
g emotions shows that the neglect is being
noted and avenged And the growing attention
to play is something of a belated redress We
once thought that health and mental vigor needed
mere muscular contractions so many foot pou nds
of exercise p er die m The spirit of play in the
exercise is the secret elixir and with it apparently
the exerci se can almost be spared Some day we
,

34

EMOTI ON AN D MENTAL ENERGY

hall know how much the great and b alanced

workers owe to their power to play in mind if

not in body Wilson like Lincoln enjoyed the
theater ; and humor was a grace of each With a
right grasp of the mind s character the emo
tions will come into their own They are not
m ere disturbers mere ornaments ; they decide
whether the abilities shall be blo c ked or set free
Time and some impatience will bring us to share
the conviction of the wise physician Sir '
ames
Crichton Browne that in all education the emo
tions need uncommon care ; that the right and
sensitive emotions of the person can alone give
is judgment and hi s
e e c t to his learni ng and h
skill of hand
S

VI

TH E O RGANI Z A I O N O F I M

PUL SES

AND

WI L L

B UT the emotions are not alone in need of care

The impulses and the will cry out their own neg
lect This is the more important for they too lead
us beyond the thought of independent functions
and faculties until we see the mind s worth as
somethin g decided largely by the quality of its
organization and we see too that this organiz a
tion can be directed toward the better or the
worse The neglect and the opportun i ty here in
vite our full attention
.

All children if we look closely at their con

d uct Show a number of inbo r n traits among
others an interest in possessing things an attach
ment to other persons a desire to shine in one s
own and in others eyes a curi osity a driving to
ward contention and domineering And accord
ing as these native impulses similar in all chil
dren and youths are bound together in one or
another way there result men that stand opposite
to one another lik e day and night Let us take
extremes to see the diff erence clear
,

6
3

I MP ULSE S AN D WILL

one kind of youth these various impul ses act

almost in independence Each pushes toward its
goal with hardl y a touch from the others ; u m
checked the youth drives straight a t what he
would possess ; when curious he prowls and pries
without let or hi n drance ; now he is all af fecti on
and generosi ty now he is wholly the bully an d
b ragg art
I n another youth these impulses are made the
The in
s laves of one of their roughest number
t e r e s t in po s s essi ons let us say or in self a g g r a n
dize m e n t has become a ruling passion ; and if
c uriosi ty i s st ill alive i t li ves onl y to serve thi s
m aster
In still a thi rd youth the imp ul ses are strong
a n d united but in a freer way k e eping watch
u pon one another ; no one of them can stir with
o u t ears pricked up in all the rest ; and its behav
fo r i s subject to their urging and restraint But
o ur present youth is indeed a fortunate youth
for in him the sense of attachment to others
expanded and rened into obligation speaks the
last word to all the competing interests Curi
o s it y is free the love of admiration the love of
property is free and is encouraged to fresh lif e ;
each may summon the rest to i ts assistance ; but
always thi s fre e life i s wi thin the wi de bounds
In

37

EVELOPING MENTAL POW ER

xed by respect for other persons Such a mind

i s not in chains ; its love of distincti on is not dead
.

either is it inordinate ; there is a desire to shine

but not at any cost or in any manner Instead of
van i ty and the craving for notoriety (the rank
growth of aggrandizement in fops and in some
crim inals' the love of admiration has been
trained to ne strength The native impul s es
have been brought to their place and proportion
each active each te mpered by its neighbors each
c ontributing to the right expression of the whole
each trained like the soldiers of the Tenth L e
gion both to command and to obey
Such training is both private and social
The
individual is enriched and also the communi ty
For in a man so trained the instincts that either
d evastate or upb uild our common lif e the in
s t in c t s of pugnaci ty and of sex have become n o t
e nem ies but friends of the general good D is lo y
alty to this great interest even that exceptional
treachery which takes the form of crime is usu
ally from neglect or misguidance Few if any
men are born with truly ungovernable passions
The criminal is usually one in whom the right
relation the right organiz ation of his own deep
promptings has been possible but has never been
attai ned H e ha s remaine d une d ucated even
n

,
.

8
3

IMP ULSES AND W ILL

though hi s mind may have been lled wi th use

ful knowledge
used in his case for perverse
ends
It is thus evident that the min d is not a mere
asse mbling of powers side by side ; it i s an organ
iz a tio n of powers some wi thin others some rul
ing others using others as their instruments
There i s a hi erarchy of functi ons ; and we must
s e e to the regnant ones making sure that the right
imp u lsi ons rule and that they are also made
s kil lful and given concrete knowle dge so that
t hey may rule aright
.

Now the possib ili ty an d the need of care an d

called in
o rgan izati on of these deep impulses
s tin c t s until they atta in a right form of wi ll
hardly appear in many a p i cture of the mind
Neither a group of independent faculti es nor a
group of independent functi ons reveals thi s con
and opportunity The mental di s c i
s tit u tio n
li
n
r
i
a
n
all
eyes
upon
obse
at
i
on
memory
and
r
v
a
p
reasoning would s t r ike into the dep ths of intel
lect but mi sses those sti ll lower depths of the
a ffection the instincts and the wi ll Advocates

'
of contents declare that the m ind needs no
care for its form and organizati on ; i t needs only
to be lled Such a mi stake is n o t m ade by Wil
,

,
.

39

EVELOPING MENTAL PO W ER

li am '
ames when he says that there is reason to
suppose that if we often inch from making an
eff ort before we know it the eff ort making capac
'

ity will be gone ; and that the man who has

daily inured himself to habits of concentrated
attenti on energetic volition and self denial in
will stand like a tower
unnecessary things
when everything rocks around him and when
his s ofter fell ow mortals are winnowed like chaff
'
in the blast
We m ight well r egard the m ind as invi ting an d
indeed requirin g not only particul ar training
and useful i n f orma tion but also a profound r e
directing and strengthening of its inner order
not wholly unlike religi ou s conversion Such a
change will usually not be sudden or marked by
e motional storm but gradually and in calm there
will come a new perception and a new attachment
of the affections and a striving toward a new goal
Some t h ing like this is in Plato s thought that
t r ue education is that which leads us to love what
we ought to love and to hate what we ought to
hate from the beginn ing to the end
Changes in the direction of the affections even
changes that seem instantaneous are not con
ned to religion but are general possibilities of
A fri end of mine working ably in
o ur n ature
-

40

IMPULS ES AND WILL

ci ence veered round to poetry whi ch there
af ter remained his chief and lifelong in t erest
Another man a successful merchant was con
verted to learning and se lling all that he had
began years of further schooling The interest
which in such cases turns the man around has of
course not been created on the instant ; it was a c
tive all the while but subordinate ; and the con
versi on is but the nal stage of a long struggle
within
A new orde r ing of old interests and
impulses has at last come and a new stab ility

is the result as with an iceberg that by long

melting below the ocean s sur face must nd a lost
balance and with a plunge shows to the air a new
s i de
Such changes wi th most of us when they occur
are less cataclysmic although no less real an d
profound They are invited in early childhood
and in the years when school and college a r e
working in us good or i ll No system of educa
tion can af ford to miss them and the constitution
of the mind which they imply The mind as we
study it begins to reveal an immensity and an
inner lif e hardly dreamt of by many who repeat
solem what they take to be the nal word of
science Each man s mind is doubtless as varied
and deep and wide in i ts own way as i s the phy s
s

41

EVELOPING M ENTAL POWER

ical world Its soundings and its sweep will for

ever exceed description yet we can already dimly
discern some of the forces that bind and move and
strain the whole a View which does not contra
di ct but corrects those who noti ce only what is
local an d min ute
.

VI I
T H E CARE OF T H E EM O

T I O NS

some while admitting that the corrected a c

count o i the mind may be truer to the facts will
deny that it is important for education We
must forever go on storing the mind and e xe r c is
ing its separate functions or faculties they woul d
hold not because this alone is good but because

this alone is possible

How can we unlock the
'

child s reservoir of energy ' they will ask ; How

are we to make his emotions strength givers in
deed and not his ruin ' I s it possible to enter
among his wild instincts leavi ng them no longer
to howl in anarchy or under despotism but
to be a commonwealth governed freely by the
'
best '
It wi ll require genius here as elsewhere to r e
veal fully what i s admi rable and t for the work
genius that when it comes will make all that
has gone before seem mere grop ing Yet even
now we can see so mething of the way along which
we must go Let me set down almost as in a for
mal catalogue particulars close to practice that
promi se to be of use in dealing wi th the emotions
B UT

43

EVELOPING MENTAL POWER

are of two kinds strength giving

s the n ic emotions like cheer self c o n de n c e good
will love ; and the strength taking a s then ic emo
tions like fear shame gloom Even the weak
e n in g emotions have their place and use ; there are
times when we should be checked in mid career
Yet such emotions are good o n l y by exception
and for a short time The strength giving emo
tions are for long and steady use ; they add impe
tus they put driving force into the machinery of
interest and purpose These are the emotions of
the child which we should strive to make endur
I

Emotions

What shall be the dominant emotions of the

child wil l depend in part upon the condition of his
body : upon freedom from disease ; upon suitable
food ; upon physical exercise including work that
is measured to his strength ; and upon s u ic ie n t
and regular sleep There is a natural cheer in
children ; they normally will have the strength
giving emotions if the hindrances to such emo
tions are removed
3 But much will count beside bodily condi
tion A teacher who is happy can hardly have
u nhappy pupils ; an irritable teacher will hardly
have them other than cheerless and perplexed
C hildr en catch more than learning ; they catch
2

44

THE CARE

THE EMOTION S

OF

the emotions of those about them They are im

ita tiv e ; they feel even when they cannot fathom
the good will the hope the want of interest the
depression of the teacher
4 But besides example and imitation there
are ways to arouse admiration co n dence cheer
and aff ection Words of encouragement and a p
preciation an occasional bit of merriment a good
natu re d pleasantry even to drag from some dis
a ff ected one a smile a z eal for the children and
for their work
these when added to the rec
o g n ize d teacher abili ties help to give an u nder
tone of joy in the work Children s healthy a d
m ir a tio n for the teacher and honest pride in her
person and power is not to be despised Sta nley
when in darkest Africa felt that he must look to
hi s pe rson and dress even to hold his black fol
lowers Trivial means may increase prestige and

u
l
u
ive
a
buoyant
co
dence
that
dif
c
ties
are
n
s
g
r
l
e
e which adds to the power actually to over
a
b
p
c o me them
5 There sho ul d be those externals that give
a se nse of pleasing order in the room without
crowding and distraction ; there sho u ld be simple

and harmonious ornament by wall tinting and

pictures and owers Cheery lighting with a
pleasant garden or wooded outlook m a y at times
.

45

EVELOPING MENTAL POWER

coax interest away from studies but it will in the

end repay in added energy for the work
6 Irresponsible enjoyment of ne things e n
directly
sought
and
without
ulterior
mo
o
e
n
t
m
j y
tive is worth the having Pict u res in s t ru m e n
tal music songs poetr y stories and plays if
beautiful are their own excuse for being ; and the
child should be encouraged to enjoy them Wi t h
out trickin g him through them into learning If
children can be taught to Sing with pleasure some
melodies of B ach s (as I have seen it done by
little children at Mrs Hocking s school at Cam
bridge'I should prefer to leave it unknown to
them who Bach was or when or where he lived or
any other fact of him or his music that the Chil
dren unprompted did not care to know Where
n e appreciation is forever subordi n ated to the
art of wedging knowledge into the m ind a large
end is defeated We must multiply and keep
Open the channels of right pleasure of right a p
preciation as having a n eq ual place wi th knowl
edge
Im
ginat
i
on
and
co
rtesies
are
a
means
to
a
u
7
heighten sympathy and pleasure Only by im
a g in a t io n can one see through the opaque c o v
ering of many a stranger into the life beneath
Fai ry tales are an early way to know that appear
,

46

TH E CARE

OF

THE EMOTION S

nce may belie reality that the hunchback m a y

be a prince in disguise the toad an enchanted
maiden
Imaginative stories supplement a c
q u ainta nce giving pleasure from unaccustomed
goodness and evil showing without disastrous ex
the
right
opportunities
for
fear
and
con
n
c
e
e
r
i
e
p
de n c e for love and hate Manners co u rtesies
are also a stimulant to appreciation as symbols
of respect and good will While they may be but
empty in sincerity they will normally suggest the
value of others and will soften the asperities of
s elf interest which youth is apt to show
8 The ne arts should be attempt e d an d
priz e d for their hidden effect within the child an d
far less or not at all for some external product de
lightful to observers M oreover in plays or in
dramatic singing besides the delight of the chil
dren in the immediate performance and the taste
which will open to them new delights something
may be expected from assigning the parts so as
n o t to give the most admirable result to the audi
ence I mean that while a blithe girl might more
skillf ully take a happy role yet it would be shrewd
t o give the part to one who needs the gayety let
ting some one well grounded in happiness play at
solemnity or gloom Those especially should try
to sing who have no promise of vo i ce those paint
a

47

EVELOPING M ENTAL POWE R

who never wil l be able to paint Yout hful a t

tempts a t the violin and sketching which come to
nothing I can testify may make music and land
scape constant sources o f delight Not then by
their fruits visible to others are these childhood
practices to be judged but by what they leave
behind concealed in the permanent springs of
appreciation
E
motions
if
they
are
to
be
steady
strength
9
c u ers of the mind must become silent habits of
emotion An emotion is of little service that is
a passing ebullition ; it must become a durable
trend a lasting sentiment On l y occasionally
will a situ ation arise that needs a passionate out
pouring re and fury or ecstasy And as for
habits of emotion they are kn it up with habits
of emotional expression with habits of smiling
laughing frowning pouting and the like To
attack or to b uild stronger the emotion habit one
may well attack or fortify the emotional expres
sion making the scowler stop s cowling making
the pout give way to a smile even though it be at
rst galvanic Youths and adults even teachers
may ga in by some suggestion to themselves of the
feeling that should be there The y w ill learn

too that in choo sing one s associates o f per

sons books plays o r musi c one is choosing

.

48

THE CARE

OF

THE EMOTION S

al so in some degree the hue of his own feeling

Persons inclined to melancholy will hardly prot
by books or friends that hang the heavens with
black Teachers shoul d occasiona lly read Lea
cock and Lamb and Uncle Remus and leave to
the humorists the works o f Schopenhauer and t he
whole tribe of the prophets of despair
.

V III
I NST I NCT S W I L D

AND

TAM E

the emotions cannot be separated from the

instincts nor these from the will All are di s
t in c t io n s wi thin the total life and if the full min d
is to be made eff ective we must Sketch some plan
of action that drives hard into the realm of pur
pose Can something here be sugg ested for those
bent upon deeds and weary of theory and discu s
sion ' A few things should perhaps be set down
To train the child s will we must have in i t
I
the great natural driving forces but have these
made b e n e c e n t E ach of the great native de
sires o r impulses which we already have con
the impulse to have property to shine
s ide r e d
before others and to lord it over them to feel
their power and to humble ourselves before them
to quarrel to love wife or husband to love child

parent and friend each of these great forces

is needed for its energy Nor is each a rigid and
intractable thing ; it can be modied can be e d
u c a t e d and through it the others can be reached
Indeed each becomes safe and civil only by bind
ing it into a system wi th the others having them
check and subdue it compelling it to have outlet
B UT

50

IN STIN CT S W ILD AND TAME

and expressi on only wi th them L et us consid er
some of these great impulses an d see how t he
desired end is to be reached
2
The passion for having and collecting thing s
can be carried up into a love of great possessions
Birds eggs butteries minerals and endless
other things may wi th youths too soli tary or
self centered be made a way of entrance into
companionship wi th those interested in like ob
c
e
t
s
and
into
haring
with
new
found
friends
S
;
j
wi th others in whom taste or precise observa
tion would be increased they can be made to lea d
into drawing painting and literary descrip tion ;
with the joyless and all others into an intereste d
pleasure in the places and setting of the collected
objects a pleasure in trees streams mountains
and all n atur e that cannot be collected or appro

tarting
as
a
narrow
eagerness
r
i
a
t
e
d
S
a
p
sheer cupidity a passion to grasp and make many
t hings m in e and to exclude others from them
this greed is led on until i t nds itself a delight
freed from this exclusiveness a delight in what is
beautiful or wild a delight in conversation in
friendship in goods that are not subject to greed
and amassing Those who wo u ld civiliz e the
possessive and commercial passion early can here
.

SI

D EVELOPING MENTAL POWER

appreciation the desire to win adm ira
ti on must keep its strength and be di sciplin ed
into right ambition In its early form it is a
c r ude love of attention and it may if continued
become an itch for notoriety of any kind But it
need not remain base It can be a wholesome sat
is f a c t io n in one s own physical strength and then
a pleasure in one s will rather than strength
thence passing to skill of mind valued above deft
ness until satisfaction is chiey in the ner uses
to which such spiritual skill can be put This
when attained delights to add to the things that
are prized lastingly and the early vanity of a m
b it io n has disappeared
Gladstone we are told
by '
ohn Morley urged the students of Edin
burgh to seek distinction to gain reputation
through true excellence
The power of ambi
tion is thus used wi thout its sting
4 Self abasement and pugnacity must also be
there trained into loyalty The c hild s sense
of in suf ciency of the masterful importance of
others which early appears as bashfulness before

'
elders and as tagging after those whose sta
tion is less impo sin g may be guided into fealty
Boys nd their heroes in men of strength and
skill ; in wrestlers football capta ins and mighty
hunters Samson young D avid Achilles Liv
e
f
S
l
3
.

2
5

IN STIN CTS WIL D AND TAME

the hunter Roosevelt rightly win the
youth s attachment But from prowess the a d
miring look can be rese r ve d for the one who ghts
a good ght The search for some one that can
en list the af f ections thus grows into a search for a
cause worthy of one s full devotion and ghting
strength a cause that with time can almost be
perso n ied into the captain of one s soul At
t a c hm e n t can join hands with ne jealousy and
pugnacity and the youth nds himself a volum
teer against vice against ignorance and disease
against human wastage in mines and factories or
against war ; a volunteer in the ght for t he wel
fare of children and women for sani tation for
education for social and political reform for in
These great
t e rn a tio n a l order and organization
ardors where one forgets himself and e m e m b e r s
only the great enter prise are in childho o d petty
enough ; and yet the petty forms are to be r e
s p e c t e d for what comes of them
With
regard
to
the
sex
impul
e
more
is
s
5
needed than to satisfy curiosity good as this
may be Thi s imperious motive strikes into far
more than intell ect and questioning ; it colors
and forms imagination emotion sentiment im
pulse choice and purpose What becomes of
this passion decides whether the character shall

in g s t o n

e,

53

D EVELOPING MENTAL POWER

be stable and upright or be out of plumb resting
on cracked foundations Taboo is bad ; but bad
is it also to leave sex to physiology and hygi ene
The whole mind must give it a right place faced
against gigglin g and prying against the readin g
and pictures and conversation that stir and de
grade welcoming instead a loyal interest and a
chivalry toward those of another sex The high
expectations which men have for women and
women for men are the expression of this spirit ;
in such forms as these the troublesome impul se
has become of right eff ect The sex interest can
not be killed by free feeding ; hope lies only in
control without fear and in a free strength given
to other interests To resent coarseness in others
Examples of such r e
helps to free one s self
Colo
s e n t m e n t in ne characters here will help
nel N e w c o m e leaving the room in hot indi gna
tion when that old reprobate Captain Costigan
sang a lewd song ; that other colonel without fear
Theodore Roosevelt rebuking a group of his men
hosts in the Northwest telling them then and
there before all that to his mind motherhood
was not a subject for jest th e se will help boys
to avoid timid submission to what is gross w ill
elevate their interests and give courage
6 The kindly attachments which run be t ween
,

54

IN STINCT S WILD AND TAME

parent and child brother and brother friend and
friend need to come into wi de good will The
c ircle of a ffection which at rst is narrowed to
family and close companions must be widened to
include in the mild yet strong sentiment of friend
lin e s s what is below far out at one s own level
and above The fabric of society comes from this
quiet activity Here too imagination enriched
by acqua intance and by indirect experience
through the reading of novels biography history
and poetry may be joined with some overt sug
gestion by teacher and parent of what is hidden
in the stranger Pets also are educators of the
a e c t io n s and are occasions of angry defense
whi ch is also a healthy expression of good will
These
lacks
in
the
passions
show
how
far
7
we must be carried beyond the regions of usual
schooling and intelligence
No tests as y e t
strike in here The talented youth who comes to
naught ; the unbrilliant youth who comes to great
achievement ; the apathetic child ; the timid child
'

of broken will ;
these and a host of other
incompletions reveal how m u ch is needed in c d
u c a t io n b e sides what is commonly included either
in mental discip line or in information Educa
tion must deal solidly with the sources of the
m ind s power in emotion and will
,

'

55

I'
E'ERCI S ES F O R TH E

W I LL

W I TH thi s glance at the savage instincts become

c iv ilized one may well turn to the will ask
what a strong will really i s and by what forging
i t has its temper
,

And rst we shall see that there are thre e

features in a will that is trained and that we
must not think too ex clusively of its sheer force
Violent stormy children and adults have ample
force yet with wills undisciplin ed An eff ective
will has vigor ; but besides it has s te a din e s s ; and
still m o r e r ightrt e s s of a im
The will is not
schooled until it has been brought to right mea s
u r e in all these three respects so that it is at
once forcible un swerving and aimed a little
above the very center of the target
2
Steadiness has ten times the worth of sheer
weight of blow A friend of mine a mere child
standing on the dock at Lake T ahoe and lean
ing against a vessel there gradually and without
knowing it pushed the vessel away until she fell
into the water
Had she rushed against the
craft she might have dashed herself to pieces
I

6
5

E'ER C I SES

FOR

THE WILL

wi thout budging it So wi th the mind ; the child s

will is the wind s will at rst gusty and variable
until it can blow true like the trades S teadiness
not only has ten times the ef fect of vi olence it is
ten times more readily attained We can expect
by training to make the will constant where we
can do little to alter its original force of atta ck
Let us then carry our admiration from the strong

'
It s dogged as does it '
t o the constant will
teadiness
of
w
i
ll
means
power
to
do
the
irk
S
3
some to resist the lure of the easy and the com
The child must be psychically tough
f o r ta b le
ened ready to defy his present sensations
Spartan youths were taught to stand pain
Their Athen ian cri tic said that they and all other
lads had better be taught to s ta n d ple a s u r e
where character so often breaks down This does
not mean that there is no need to en l arge the cir
cle of the agreeable ; or that with Mr D ooley it
doe s not matter what you study so long as you
hate it More ta sks can be made pleasant but
there wil l remain many unpleasant tasks that
should not be avoided The world will soon enough
assign work which will be distasteful and must
for success be labored into and through Young
Grenfell taking to the North Se a and then to
La brador young Lincoln training himself where

57

EVELOPIN G M ENTAL POWER

all was un invi ting

such men show the spare
sinews of the will contemptuous of the merely
pleasant
With
i
n
reason
a
decis
i
on
once
made
shoul
d
4
be held to tooth and nail It may be that the
purpose should be changed but there should be
prejudice against t his In general we can trust
a child to adjust his will to new evidence new ex
n
i
u
new
opportu
t
i
es
we
can
less
sec
rely
e
r
i
e
c
n
e
;
p
trust him to escape the loss from that comm on
trick of the mind by which upon committing one s
self to a course whatever i t be that course comes
to seem rough an d sunless
The vacillation
which results is wasteful from the start and
grows to a habit of dropping things hardly begun
Children in whom thi s c kle n e s s is not trained
out grow into men and women forever remodel
ing thei r houses before they are half built
Interruptions
w
i
ll
occur
the
w
i
ll
must
;
5
swing back to i ts ol d di rection like a compass
needle when the obstruction goes Steadiness of
wi ll can in practice never mean an unbroken
advance to the goal It means a forgetting of
the break a homing again and again Exercises
could and should be conceived to bring t he child
sponta neously and of habit back to the un nished
work to keep active in hi s s ub consci ousne ss the
.

8
5

E'ER C I SES FOR THE WILL

old in t erest ready to stan d forth and summon
him back to what is incomplete D iscouragement
bec ause of interruption 'is disastrous and avoid
able ; it should be forestalled by becoming expect
ant o i breaks and prepared to meet them on their
o w n groun d
6 W ill depends upon hab i ts of muscular a c
tion and of thinking along wi t h habits of feeling
and emotion An effective will requires the sup
port of an organized group of habits habits of
hand of sp eech of weighing and deciding of
steady atta chments and aversions in a thousand
forms and directions Will has built into it ha b
i ts ; and unless they be for us they will b e against
N 0 one can conquer who has not an army of
us
such helpers that can be d epended upon
n o
more than can a general , a geni us in strategy but
wi thout troops
There
must
be
a
right
d
i
rect
i
on
of
the
w
i
ll
7
It is not enough that the will be powerful a n d u n
swerving The hunter of steady a im mu st aim at
the right thing ; and not as did one in the Si erra
who wounded a fri end of mine m istaking him for
a bea r ' Napoleon B i smarck of almost irr e s is t
ible purpose lacke d some powerful ingredi ent to
complete their wi ll The defect is not so much a
fail u re to see the facts as a failure to apprai se the
,

'

59

EVELOPING MENTAL POWER

facts seen ; a true sca l e of valuati on i s lacking

Until this is suppli e d by an imparting of taste
morals and religion the will has only a form of
training and lack s substance W ithout wisdom
then the will is a powerful instrument whose
effect is all insecure Guidance must enter into
the constitution of will ; its impulses must be sub
t
to
a
love
of
the
B
est
e
c
j
8 The desired qua lities of wi ll should be
sought not alone by maxim encouragement and
command ; gr a de d exe r c is e s there should be sui te d
to the age of the child Parents and teachers
might well invent and assign things to be done
rewarding in themselves and chosen perhaps
from cooking drawing modeling painting act
ing reading or any other of a hundred things
but now used in order to make habitual the right
ways of p u rpose applicable in any work These
'
right ways might here be set down wi th another
purpose than was guiding us earlier in thi s sec
tion as : (a 'suitable forethought ; (b'speed and
energy of attack once the d e cision is made ; (c '
perseverance in what is undertaken ; (d'economy

'
of action elimination of waste e ff o r t
form ;
r
e
excellence
of
result
i
n
the
product
r
e
t
o
s
a
; (I'
('
tion of order when the work is done putting
away of too ls an d materials cle aring an d clea n
.

60

E'E RC I SES FOR THE

W I LL

ing up Each of these six phases of the proces s

perhaps one at a
s hould r e ceive due attention
time as Benjamin Franklin practiced the vir
tues
but recurring and with different degree s
of difculty There shoul d be brief explanation
before and after the fact that the ide a of what is
sought should come wi th the practice and should
help to make the practi ce i tself more fruitful an d
ready to reappear spontaneo usly in new places
And whatever i s approved elsewhere as a means
to interest and progress might be used here ; if

'
marks rewards praise or r ivalri es are good t o
spur on in numbering or wri ting or any other
study this present learn ing to will aright is a s
worthy of their incentive
As
an
exerc
i
se
i
n
s
u
i
table
forethought
the
9
foll owing might serve as a door to something bet
ter There is let us say but ten minutes left
and the child must choose between cuttin g some
design in paper and making candy ; and the choice
is then apprai sed wi th explanati on according as
the child has stopped to thin k to look ahead b e
fore deciding Or again havin g at hand only
some modeling wax a pair of sci ssors and s ome
very narrow strips of thin colored paper one
mu st decide whether to build a paper house or
Or s till again the
m a ke t he g ur e o f a dog
.

61

'

EVELOPING MENTAL POWER

child without actual materials at hand and wit h

the use only of his imagination must say
w ith
no change of vote permitted
which line of c o n
duct is suitable either in cases like tho s e just
given or where some one of a thousand other si t
u a t io n s is described
where perhaps a child has
v isiting playmates who have come walking from
afar and up a long ste ep hill ; Shall they at rst
'
'

play authors or play tag '

1 0 For an exercise in per s i stence
the child
havin g started upon something whi ch he him
'

s elf perhaps has chosen is

marked is praise d
o r left unpraised accordi ng to the full constancy
wi th whi ch he continues to its end t he work in
hand For the earlier and easi er steps in such a n
e xer c i s e that c a n be matched in i ts durati on an d
in a ll el s e to the ch ild s years and progress there
will be an ab s ence of intenti onal distraction
and temptati on that must be resi sted ; there w ill
be enough to contend wi th in the spontan e o us
prompting to Slow up t o stop to do something
else B ut when s elf control ha s reached its proper
pitch the s e t task wi ll be to continue without
remission when things lie at hand to play wi th
o r when the other children are at attractive work
o r at play
If i t is known beforehand to be
a t rial of constancy joyously announced as a
,

62

E'ERCI SES

THE WILL

FOR

chance t o show the s tu one is made of with

prai se and reward waiting on success the child
c a n de light to stand the test as a young Red s kin
schooled and glad to endure pain Good workers
often seem to need someth ing to struggle aga inst
some challenge that wakes and nerves them to put
their muscles and brain i n ghting trim With
fuller mastery there must also be actual inter
r u p tio n s with free retu r n to the work as soon
as possible Power to remember and r e
attack
work broken into i s c entral to all excellence
It is clear that a will fully tra ined i s in
I I
truth a character trained It is an organ izati on
o f many indeed all of our diff erent impulses n a
tive and acquired colore d b y all our consciou s
interests and aff ecti ons colore d an d gui ded b y
experience and knowledge and formul ated prin c i
ples of acti on All the parts and forces of will
sho u ld come wi thin our plann ing sho ul d be dealt
with by a system that dr aws from the imagina
tion and from the ndings of careful e xperiment
Many and great are the train e d Will s require
ments : to be intelligent escapin g at once the
mis steps that come from stupidity an d from in
experience ; to be self reliant yet rece iving the
help of others which no one can forego ; to be a
s eeker of poss essi ons b ut ma inly of the k in d tha t
,

63

EVELOPING MENTAL POWER

one can steal ; to be cheerful and of good will ;

to have conscience lit with knowl e dge The
teacher s task is thus to remake the child entire
to make of him a person ; it is to use S tevenson s
words a ta sk for all that a m a n has of fortitude
and delicacy
The task i s in de e d dif cult and demands the
Not in one generati on
t a lent of creative arti sts
nor in two will the means b e di scovered and
brought to bear B ut whatever comes o f the
best family lif e or of fortunate friendship s o r o f
l
a
n
d
reat
pub
ic
opportu
n
i
ty
need
whatever
g
c o mes to the mind s benet from these is clearly
w ithin the aim of right e ducati on
Whatever c a n
be wrought by happy environment can in s ome
measure be wrought by the schoo l which is an
environment planned and chosen
The resul t
may be of less amou nt than comes from beyond
s chool but it need have no dif ferent quality
And most of all where the world beyond s choo l
promises the child not the b est but only t he
worst family life with no fortunate friendships
and only the bleak pro s p e ct of factory and mill
and min e then is the demand insistent that we
neglect nothing that will even slightly remak e the
Men per
m ind into what is right and whole
se vere d a t a viati on from the days of D mda lu s
n o

64

E'ERCI S ES FOR THE W ILL

closing their ears to the wagging gray beards who

'
cried impossible
An honored professor of
mine a physicist of distinction used to demon
strate to us that the attempt to make a ying ma
chine was absurd ; even as others had proved that
slavery was part of the eternal ordinance of Go d
B u t once recogniz e the demand and the in v e n
tive will of man is indomitable So in education
we Shall have faith in things to come ; we shall
welcome all manner of experimental schools e s
i
e
c
ll
a
those
which
look
steadily
to
true
nder
u
p
y
standing and to the will and the aff ections out of
which are the issues of life Effectively to love
what ought to be loved and to hate what ought to
be hated requires not heart alone b ut brain an d
hand and ton gue
-

'
ES

TA B L I S H I NG

G O V ERNM EN

I N TH E

M I ND

education that is needed will touch the per

son part and entire body and spirit running
through senses memory understanding a ff e c
tions and will It will not frown upon special
activities ; they are facts which if neglected by
any plan will grind it to powder The school
then will take particul ar functions in hand
practicing them to do their work There wi ll b e
no relucta n ce to give substantial knowledge to
the child without which his action will be blind
But go ing beyond the empty exercise of in t e lle c
tual powers while valuing them and the knowl
edge that should be had it will above all look to
the total organization the foundation the great
stresses and strains in the structure of the person
The relation of this to the rival assertions
which were early examined and found disappoint
ing is perhaps thus entirely clear ; but it may be
illustrated from the human body which with all
its separate organs and special functions must
atta in a unity which is not there from the begin
ning so that ear serves eye eye hand hand lips
TH E

66

GOVERNMENT IN T HE MIND
The interrelati ons of these members are multi
plied and strengthened ; they are stirred and con
tro lled by hidden glands by ne r ves by bra in that
i s both servant and master of them all Powers
are present which no one of us can outright cre
a t e but by tak ing thought we extend contract
and modify them in t o harmony and fuller co op
,

e ra

tio n

i t must be wi th the whole person

Hi s to
ta l nature must not escape us lost in particulars
The child is a living system of many powers
powers not side by side indiff erent mosaic like
He cannot be taken and educated piec emeal
The forces that drive through his whole being
that make or unmake him must never be lost to
vi ew
It will be clear that there i s no sp ecial virtue
in doing what i s intrinsically useless although
poetry may be as useful as typewriting But the
sinews of the mind can strengthen on what is of
service and delight of which there is enough
without incessant treadmill work
B etter to
paint the s hip for di scipline than to knock rust
o ff the anchor
So

,
.

,
.

There is in the Vi ew here attain e d aid an d

comfort for those who would interconnect the
,

67

EVELOPIN G MENTAL POWER

diff erent sides of schooling making each interest

,

of the child each subject studied enrich and

kindle the rest : making literature add to history
and geometry and receive from them ; while music
and drawing and acting inspire them all Going
thus far one can go farther contriving subjects
and situations and exercises that do not sca tter
but un i te bring ing the child s interests into more
perfect order making hi s will to be of steady and
wise power In all this we must hold fast to the
good while hospitable toward the untried
When we are off er e d a new lamp for an old we
must rub the new to s e e how much of the old
Aladdin magic it conta ins Let us have the new
with the least loss The cry for special training
i s a cry also for specialists as teachers ; and desir
able as t hey are they will bear watching ; for in
choosing them the tempta tion will be to ask only
what and how much they know And as in the
new proposal the child is almost forgotten for the
things he is to learn so the stuff of the teacher can
too easily disappear behin d the bales of inf orma
tion he off ers Moreover with specialists it is
touch and g o with their pupils
I n the great
city schools there is little of the leisurely contact
little of the intimacy without which the impart
ing of useful knowledge is as sounding brass The
,

68

GOVERNMENT IN THE MIND

archaic t eacher who taught the same children
everything that la y be tween Shakespeare and the
rings of Saturn at least became acquainted with
his pupils and little in him escaped their ferret
eyes Factory methods may be excellent for
highl y specializ ed mental functions b u t not for
the whole strong structure of the mind Up
b u ilding can come only from those that have it
and the demand for it must not weaken in the de
mand for the expert in his eld An erect mind
knowing the salient things will do more to quicken
and give a right facing to other minds than will a
dozen husks of h u man ity with the entire alpha
bet in capitals after their names
,

Instead then of following whole heartedly the

new lights of education whose gospel is that sub
~
are
more
important
than
minds
we
shal
r
e
c
t
s
l
e
j
a r m the exact opposite while yet ope n ing the
door to the useful The Child is bigg er than any
thing he can carry to market I n him is a divin
ity ready for employment but greater than any
employment that he will choo s e I n tting the
child to his job we must have a live child left
This means no slighting of detai ls Hi s general
powers must be brought down to particulars and
to particulars t hat are useful His thin k in g will
-

69

EVELOPING MENTAL POWER

not be counted as tra ined until he can demon

strate not only some proposition in geometry
but the truths that touch children women and
men that touch the life of farm and City that
touch international security
If the child be more than his information we
shall not neglect hi s taste He will be sensitive
to beauty but by some toughening of his ber he
will escape daintiness and a repugnance to what is
wholesome and of the soil He will know the way
i nto the enchanted world of music and painting
and literature but with a strengthened grasp of
co m mon duty ; he will not treat lightly what he
owes to family and friend and to plain man
everywhere
And he will have reverence Thi s great com
may
not
aid
him
as
a
producer
of
com
l
e
t
i
o
n
p
But as D r Cabot
m o di tie s ; it may even hinder
has reminded us that some of the greatest things
of life are u nhygienic so we shall not forget that
some are uneconomic Man as was said of old
i s indeed the great amphibian He suffocates if
kept from the upper air There must be inter
course with uses great and small but also with
that great world which passes judg ment upon all
use
No symbol does justice to the mysterious r e
,

0
7

GO VERNME NT IN THE MIND

lati on b etween the mind and him who helps it to
its power The teacher is lik e a physician assist
ing at the birth of the mind the m ind which
before exists all cramped not bre athing as yet
But he also feeds the mind he guides its rst
steps he gives it gymn astics he gives toys and
t o ols He i s the mind s autocrat but an auto
and
c r a t who knows when revolution is due
abdicates ; so wi se that he has provided against
anarchy has tra ined many for o i c e and has
train e d others to recogniz e them so that self
government moves quietly into the departed
ruler s place
No symbol is adequate but should we not be
shrewd barga iners if we exchanged both the
ima ge of the stripped athl ete with Indian clubs
and the image of the tool chest well sto c ked
for the gure of a ci t y state with its in habit
ants becoming trained to artisan tasks trained
to build and enjoy parks and museums the
a t e r s and sanct u aries ; trained al s o to enter and
to resp e ct the massive hall s of justice and law
making and co m mand ' At home in all these
broad spaces he who is bringing into order the
great city pauses here for a moment and e u
courages passes on and sits down and patiently
guides ; and in the end and wi th many helpers
.

1
7

EVELOPING MENTAL POWER

from
and with a favoring for
tune the republic o i the mind is established
and unf u rls i ts splendi d banner with festival
and s o n g

di e re n t
,

O U TL I N E
I

Co n tr o ve r s y

A G M NAS I
OO L -CH ES '

I S THE M I N

t o the

as

n a

tu r e

of

UM

in d

OR A

an

d its
I

d i
i
i

n
e
n
e
f
e
w
p
O
li
n
f
a
v
:
t
h
e
e
o
e
w
i
s
c
3
4 So m e sc e n t c e v d e n c es w h c h un
.

An o t he r vie w :
e

II
I

t he t r a

pe n de n t Ope r a tio n s

6 The

The
.

tle s s in de

this do c trin e

I N T HE RI VAL

A CCO UNTS

in n t e ly

a re

dge

va r i e d

a n

a c t ua

i po ta n t
Er ro rs in t he c u e n t do c t r in e f c n t n ts
The m in d is a c t iv e a n d s e l e c t ive
b Pr t ic e ff e c ts
o t r i gidly c o n n e d
c The c m ple
a n d va r i d n a t ur e o f o u r p a r
n o w le

is m

'

ac

a re n

rr

7
7

2.

c o un

ths

Po w e rs

of

de rm in e

dis c iplin a r ia n s
M e n ta l po w e s a r e n o t s im ple a n d un ifo rm
The de e p fo r c e s b e hi n d in t e lle c tio n a r e n e g
le c t e d

of

fa c u l t i e s

the m e n ta l

e rro rs o f

in in g

du c a tio n a l c o n s e 'u e n c e s

DEFECT S

e ra l

IO
I I

14

III
I

PLAY O F M I ND AND B O DY
o rg a n ize d un it w i th dis tin g u is h

TH E I N ER

The m in

d is

a n

73

OUTLINE
2.

in d is vita lly c o n n e c t e d w ith the b o dy

Wha t e ve r in u e n c e s the b o dy in u e n c e s the
m in d
M u s c u la r e xp r e s s io n a n d m e n ta l e e c tive

The m
0

19

n e SS

20

c The n s t a n c e o f le f t ha n de dn e ss
m
i
n
h
i
s
a
l
s
o
v
t
a
ll
n

u
e
n
e
t
h
e
c
T
e
b
o
b
y
y
y
3
a
So m e c o n c r e t e llu s t r a t o n s
.

21
21

FLU ENCES W I TH I N I NT ELL I GENCE

Pa t ic u la r a n d ge e r a l ide a s in e du c a tive kn o w l

IV
.

20

IN

Wide a n d s u pe rio r po w e rs ga in e d thr o ughtra in e d

ha b i ts o f m in d
I m pa r te d a b ili t y is a b e t t e r m e a s ur e o f e du c a tio n
tha n r ec o lle c ti o n

24
26

V
I

i
i

VI

ff e c t

of

29

vio le n t di s tu rb a n c e s

di

The m
w ho le

the

of

em o

3o

tho u gh pa r tic u la rize d

. .

ia

in

TH E O RG AN I Z A I O N O F I M

31

32
33

ii

b l t y , is
34

W I LL

TI ON AND M ENTAL ENERGY

e m o tio n a l l ife a s a n u n d e ly in g so ur c e o f

The
The

27

EM O

The n u e n c e o f o r n a r y e m o t o n a l t o n e s
En v r o n m en t c le a r ly n u e n c e s o w e r t o le a rn
Em o t o n s m a e s t r o n
t ra n s fe r s a n d a s s o c

PUL S ES

d p
g i i

The m puls e s a n d w ll a s n e le c t e O po rt un
Tw o extr e m e ty pe s o f m e n ta l o r a n za t o n

74

AND

ity

36
37

O UTL IN E

b Va r io u s im puls e s

subo r

din a te d

to

r ulin

n d w ho le s o m e t y pe o f o r a n ize d m in d
i
d
t
h
r
a
A
3
4 The c a r e a n d o r a n iza t io n o f in s t in c ts r e 'u ir e s
.

Cha n

ge s

in
ua l a n d

gr a d

VI I
I.

ga n iza tio n m
o r s u dde n a n d m a r ke d
i

emo t on a

ca

lm

reo r

T H E CA RE O F TH E EM O

kin ds
s the n ic
e m o t io n s

Em o ti o n s
a The

a re o f

s tea

37
37

38
39

y be

40

TI ONS

tw o

fo r

a re

dy us e

lo n g

an

b The a s t he n i c e m o tio n s ha ve o n ly a lim i te d

a n d s ho r t u se
2 The do m in a n t e m o t io n s o f c hil dho o d d e pe n d in
pa r t o n b o dily c o n di t io n
3 Exa m le a n d im i ta t io n ha ve a pro fo un d e e c t

44

44

4 Othe r
.

pe c ia l

m ea

Ple a s in g o r de r

5
6 The
.

irr e s po n s i

gi

in
b le

n s of

givin g

e x t e rn a ls w
en

an

un

ill a s s is t

jo y m e n t o f

id

de r to n e

of

thin gs

is

of

7 I m a n a t o n a n d c o u rt e s y a s a s
8 The n e a r t s s ho u l b e r ze f o r t he pu p l
h
t
m
r
t
e
m
o
o
n
s
u
s
e
m
o
t
b
a e
n to la s t n
y
9
.

se n

tim e n ts
VI I I

pi d

d i

44

i g

46

47
48

T I NCTS WI L D AND TAM E

gr ea t n a tu ra l fo rc e s b e n e c e n t is

I NS

Ma kin g t he

so

75

OUTLINE
-

The pa s s io n fo r ha vin a n d c o lle c tin t hin

t
h
e
s
r
t
m
r
t
n
A
i
i
r
d
i
d
i
i
b
t
n
o
e
e
o
w
i
n
a
a
o
o
m
3
4 Se lf a b a s e m e n t a n d pu n a c i ty
2

P e r so n a l a t t a c hm e n ts

t
r
n
E
c
a
o
m
u
s
t
n
e
t
d
u
p
e
a te b e yo n
7
in g a n d n t e ll e n c e
.

ig

I'

d us u a l sc ho o l
55

E'ERCI S ES FO R T H E

W I LL

The t hr e e fe a tur e s o f a t r a in e d w ill

a
Vigo r , s t e a din e ss , a n d r ight n e s s o f a im
The gr e a t va lu e o f s t e a din e s s o f w ill
St e a din e s s o f w ill m e a n s po w e r t o do t he i r ks o m e
The pr e ju di c e a ga in s t c ha n ge o f d e c is io n
St e a di n e s s o f w ill m u s t a n ti c ip a t e in t e rru pti o n s
Will de pe n ds u po n ha b i ts o f m us c ul a r a c t io n a n d
.

3
4

5
6

A tr a in e d w ill a im s

7
8 D
.

i d

e s re

9
10

5
6

gs

I I

I 2

'u a li ti e s

of

ight t hin g
w ill ga in e d th o u gh gr a d
t t he

i ta b le fo e tho ght
D e ve lo p i g t he t a i t o f pe rs is t e c e
A w ill full y t a in e d c o s ti t u t e s c ha r a c t e r
Edu c a tio n de m a n ds the ta le t o f c r e a t ive a r ti s ts
Pr a c t i c e

in

su

59

6o
61
62
63
64

' ESTAB L I S H I NG G O VERNM ENT I N TH E

M I ND
.

du c a tio n

k
g

lo o

ks

t o the t o ta l

I t s e e s a fu lle r c o b p e r a t io n
t hr o u h t he r m o c a t o n
The c hl m u s t b e e u c a t e

id

iec e m ea l

di

i
d

6
7

or

ga i a tio n
n

of

i i g

of ex st n

the

po w e rs
66

as

w ho e , n o t

OUTLINE
4

The re
The

is

diff e

n o

ren

pe c i a l
s

ide s

v r tu e

in

do in g

i g r e 'u ir e

o f s c ho o l n

ha t is in
67

in t e r c o n
67

6
7
8

Min ds

m o re

A tr a in e d ta s t e

9 The
.

a re

true re la tio n

im po r ta n t tha n s ub jec ts
a s tr e n g t he n e d
b e t w e e n m in

d a n d the te a c he r

7o
71

OTHER B OO KS B Y
GEORGE M STRATT ON
.

P SY CH OLOGY AND I TS B EAR

CUL TURE London a n d New

E'PERI ME N TAL
I NG

UP ON

York

1 903

P SYCH OL OGY OF THE RE LI GI OUS LI FE

London and New York 1 91 1
.

TH EOPH RASTU S
L OGI

CAL

AND

THE

P SY CH OL OGY

GREE K P HY SI O

B E F ORE

London and New York

1 91 7 .

ARI ST OTLE

RIVERSIDE ED UCATIONAL MONOGRAPIIS

Ed it e d b y H ENRY S UZ Z ALLO

An dr e s s s The e a c hin o f H y ie n e in the

ra d e s

he o r y a n d ra c tic e o f the Kin d e r a r t e n

At w o o d s The
'
B a ile y s Ar t Edu c a tio n

B e t t s s Ne w I d e a ls in Rura l Sc ho o ls

B e t t s s The Re c ita tio n

u id a n c e o f Yo u th
B lo o m e ld s Vo c a tio n a l

C a b o t s Vo lun t e e r H e l t o t he S c ho o l s

C o le s I n du s tr ia l Ed u c a tio n in the Ele m e n ta r y S c ho ol

C o o le y s La n u a e e a c hin in the r a d e s

C o n c e tio n s o f Ed u c a tio n
Cu b b e r le y s C ha n in

Cu b b e r le y s The I m r o ve m e n t o f Rur a l Sc hoo ls

e w e y s I n t e r e s t a n d E o r t in E d u c a tio n

o ra l
r in c i l e s in E d u c a tio n
ew ey s

o o le y s The Ed u c a tio n o f the N e e r -D o -W e ll

Ea r ha r t s e a c hin C hil d r e n t o S tu dy

Elio t s Edu c a tio n f o r E c ie n c y

Elio t s C o n c r e t e a n d r a c tic a l in
o de r n Ed uc a tio n

E m e rs o n s Ed u c a tio n

E va n s s The
e a c hin
o f H i h Sc ho o l
a the m a tic s

of
Fa ir c hild s The
e a c hin
o e tr y in the Hi h Sc hoo l

of In a n c y
e a n in
Fis ke s The

o f H a n d w r itin
Fr e e m a n s The
e a c hin

o e tr y in the
Ha lib u r t o n a n d Sm it h s e a c hin
ra d e s

Ha rt w e ll s The e a c hin o f H is t o ry

B a y n e s s Ec o n o m ic s in t he S e c o n da ry Sc hoo l

H ill s The e a c hin o f C ivic s

Ho r n e s The e a c he r a s r tis t

Hy d e s The e a c he r s hil o s o hy

in the r im a r y
ra de s
e n kin s s Re a din
'

'u dd s The Evo lu tio n o f a e m o c r a tic Sc ho o l Sy s te m

K e n d a ll a n d St r y e r s His to r y in the Ele m e n ta ry Gra d e s

o n t e s s o r i S y s t e m Exa m in e d
K il a t r ic k s The
L e o n a r d s En lis h C o m o s itio n a s a So c ia l ro b le m

L e w is s e m o c r a c y s Hi h Sc ho o l

a x w e ll s The O s e r va tio n o f T e a c h
in
a x w e ll s The S e le c tio n o f
e xt b o o ks

e r e d it h s The Ed u c a tio n a l B e a r in
s of
o d e rn
s y c hol o gy

a l m e r s Eth
ic a l a n d
or a l I n s tr u c tio n in the S c hoo ls

a lm e r s Se l -C ul tiva tio n in En lis h

'
a l m e r s The I d e a l
e a c he r

r o e s s io n s
a lm e r s
ra de s a n d

e r r y s S ta tu s o f the
e a c he r

r o s s e r s The
e a c he r a n d O l d Ag e

Ru s s e ll s Ec o n o m y in S e c o n da r y E d u c a tio n

S m it h s Es ta b lis hin I n d u s tr ia l Sc ho o ls

Sn e dd e n s The
r o le m o f Vo c a tio n a l Ed u ca tio n
'
S t o c kt o n s ro j e c t W o r in Ed uc a tion

Str a t t o n s
e ve lo in
e n ta l
owe r

e a c hin
of
r im a r y Ar ithm e tic
Su zza llo s The

S u zza llo s The

e a c hin
o f S e llin

Sw i t s S e e c h e e c ts in Sc ho o l C hil dr e n

Te r m a n s The
e a c he r s H e a l th

T
T

T
T

M
M
M

g
b

g
g

p gM

D f

P
T

gP

P
P
P
P
P
P

A
P
p
P
G

g
M
g
f
T
g
T
T
g
T
g

g g T
g g

D
D
D

P
p

RIVERSI D E T E'TB OO K S
I N ED U CAT I O N
Ge n e ra l Ed uc a t io n a l Th e o

AVERI LL : P s yc ho l o gy f o r N o r m a l S c ho o ls
FRE E MAN : Ex pe r im e n ta l Ed uc a tio n

MAN
MA

FRE E
FRE E

How

Child

Le a r n

re n

The Ps y c ho lo gy o f t he
o mm o n B ra n c he s
P E RRY : D is c i lin e a s a S c ho o l Pr o b le m
S I H : An I n tr o d u c tio n to Ed u c a tio n a l So c io lo gy
THO S : T ra in in g f o r E e c tiv e S tu d y
E : An I n tr o d u c tio n t o
W
hil d Ps y c ho lo gy
N:

MT
MA
ADDL

CU BB RL Th Hi t y f Ed ti
C B
L A B i f H i t y f E d ti
C RL Y R di g i th Hi t y f E d
E

EY

U B ER E Y

U B BE

s or

r e

(NB BERI E Y :

ea

Pu b lic

on

a n

Y : Pu b lic

on

uca

s or

Ed u c a tio n in the

WI LLI AMS WOOD :

C BB RL
R
CU
H AG N

uc a

s or

Adm in is t ra tion

AYERS,

Un

f Sc hoo l:
l thf u l S c ho o l s

d Sup e r vis io n

Hea

tio n
it e d S ta t e s
uca

S c ho o l d m in is tr a tio n
B I E LEY : Rur a l Lif e a n d E d u c a t io n
A D TER
N : H e a l th W o r k in the S c ho o l s
O
M O NROE : M e a s u r in g the Re s u lts o f T e a c hin g
MONRO E , D E Vo s s , K E Y : Edu c a tio n a l T e s ts a n d
U

ur em e n

TT
A C
ALT
MA
MA
MA

MA

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ts

NU
The Su p e r vis io n o f I n s tru c tio n
RU GG : S ta tis tic a l M e tho ds Applie d to Ed u c a tio n
SE R S : la s s r o o m Or ga n iza tio n a n d o n tr o l
E R : A H a n d b o o k f o r Rur a l S c ho o l O c e rs
SHO W
T E R N : The H y gie n e o f the S c ho o l hild
TE R N : The M e a s ur e m e n t o f I n te llig e n c e
TE R N : The I n te llige n c e o f Sc ho o l hil dr e n
.

C
C
C

BOLE NIU S : T e a c hin g Lit e r a tur e in the Gr a m m a r Gr a d e s a n d

High Sc hoo l
w to T e a c h the Fun da m e n ta l Su b j e c ts
KEN
, M I RI CR : H o
KE N
M IRI CE : H o w to T e a c h the S pe c ia l Su b j e c ts
STO NE : S il e n t a n d O ra l Re a d in g
T R F ON : The T e a c hin g o f S c ie n c e in the El e m e n ta ry Sc hoo l
Wo o rTE R: T e a c hin g in Rur a l Sc ho o ls

DALL
DALL

AT

Sa

do r: Educ a t io n

'
p

The u n io r H igh S c ho o l
I NGL I s : Pr in c i l e s o f Se c o n da r y Ed u c a tion
SNE D E N : Pr o b l e m s o f S e c o n da r y Ed u c a tio n
T HO
S : The T e a c hin g o f En glis h in the S e c o n da r y Sc hoo l
Bn

re o s :

MA

HO

U GHTO N

MI FF LI N C O M P A N Y
1724

HOW TO STUDY AND

TEACHING HOW TO STUDY
By
F

P rof e ss or

M MCM URRY
.

Elem e n ta r y Educ a tio n

Tea c he rs Co llege

Colu mbia Un iver s ity

teacher student and parent should

r ead this book
p erhaps the most funda
mentally imp o r ta nt educa tional book that ha s
r ec ently app ea re d
Ev ery

Some

of the 'uestions which are fully a n d

helpfully answe r ed in the book :
Why

yo u n

pe o pl e ha ve

n ot

been

le a rn in g

to

The c ha n e s n e c e s s a r y t o b e m a e in t he s c ho o ls
in o r e r tha t t he y m a y le a rn t o s t u y p ro pe r ly

la rge a m o un t o f wa s te in ho m e s tu dy
c a n b e pr e ve n t e d
Ho w a dults s ho u l d s tu dy
To w ha t e xt e n t c hi ldr e n ha ve t he n a t ive c a pa
c i t y a n d e xpe ri e n c e n e c e ss a r y f o r f ru i t fu l s t u dy
Wha t c a n b e do n e t o w a r ds te a c hin g e ve n t he
h
a
f
t
s
r
m
h
r
b
t
s
o
u
g
t
i
l
d
f
o
i
g
h
t
i
dy
n
n
t
o
t
e
s
o
c
h
r
e
u
e
y
Ho w t he

HOU GHTON M IFFLIN

.93 3

COMPANY

PROBLEMS OF COND UCT

BY

D URANT DRAKE
An I n

Su r vey of Ethic s

tr o du c to ry

I t is t he g r e a t

t ha t it m o v e s a lw a y s
m e r t o f r o fe s s o r
ra ke s b o o
in a c o n c r e t e S he r e o f l fe a s w e d a ly l ve it I t
n e v e r m o ra l ze s , it n e ve r la ys d o w n o b zt e r dic ta , it
r o b le m s p r e
e rs o n a l
s im ly ta l ks o ve r w t h us o u r
c s e y a s a ke e n , e x e r e n c e d , a n d a l w a s s m a the t c
y
hr o u h a n d t hr o u g s c re n t i c a n d
fr e n d m ht do
'
s c ho la r ly, it is n e ve r a c a e m c in m e t ho d a n d m a tt e r

Tr a

i
i

ig

n s cr i

pt

3 :

i i
p

i
p i
T

se

PROBLEMS O F RELIGION
BY

T his

b o o k,

D URANT D RAKE
like P r o f s o r D a k e s
es

P r o ble m s

gi
U i

Co n d u c t , r e r e s e n t s a c o u rs e Of l e c t u r e s
ve n
n ve r
s e ve r a l ye a r s t o u n d e r g r a d u a t e s o f W e s le y a n
s ity
he r a im is t o
d s ur ve y o f the e ld ,
ve a r a
s u c h t ha t t he m a n w ho is c o n fu s e d b
t he c ha o s o f
n o n s o n t he s e m a tt e r s , a n d him s e
O
b u t l t t le a b le
t o ju d e b e t w e e n c o n c t n
s t a t e m e n ts , m a y he r e g e t
his b e a r n s a n d s e e his w a y t o s t a b le b e l e f a n d
.

pi i

T i
g

i g

gi

pi

i i g

e n e rg e t c a c t o n

HOU G HTON MIFFL I N

1929

COMPANY

V O CATIO NAL P REPARATIO N

The V c a tion a l Gu i da n c e o f Yo u th b y ME YE R
BLO M L D
D i t f th V t i B
m
1
g p h b y th f m
g
Yo u th Sc ho o l a n d Vo c a tio n b y ME YE R B LOOMF I E LD
i
i g
h d p
f th m
d
k f th
A fi
m
m
l g id
ti
b y FR ANK PARSONS
Cho o s in g a Vo c a t i
Thi b k i i di p bl m l f
ti
l
y
l
The Pr o b l e m o f Voc a tio n a l Edu c a tio n b y DA VI D
SN DD N
f th l d
i th m
m
tf
d p
h i
th l
Th
h l t th
t
l
d f y th
f p bli
t ti
Pr vo c a tio n a l Edu c a tio n b y FR AN K M LE A VI TT a n d
E D T H B R OW N
th p bli
h l m y
h i ti
Th t
b k t t ll h
p p p il t l i l y h k hi h th y b t m p g;
KS
The P p le s S c ho o l b y RU T H MARY W
o

FI E

o s to n

ra

on o

or

oc a

on

ur e a u 0

,
re s e n

r s t- a n

on a

ta t

ea n n

an

w or

e vo c a

e n sa

s an

en

on

oo

on

o ve

a n ce

re c o r o

er

a n ua

or

vo c a

e ve r

on a

c oun

co or .

e a ut

ea

oo s

c sc

on

s on e o

or

e rs

e a c ua

o ve

n ee

en

s o

or

e c o s er a

ou

a ut

rs

ta

oo

ve

o se ec t w se

a re

or

ow

to

e w or

c sc

eo
A s t a te m e n t
c o un t r y a n d a

Vo c a ti o n s
RI NE

a r

W I LE Y

I n f o r m a tio n a s t o c on dit io n s o f w o r
m o r e c o m m o n vo c a tion s o e n t o ir ls
c a t io n

a re

es

EE

din g the vo c a t io n a l
br o a d
f or G r ls , b y M RY A
re

oo s

t r a in in

g mo

ve

m e n t in

this

L A SE LLE a n d KATH E

pp

d t he o o r tun itie s in t he
w it h o n l y a hi h-s c ho o l e d u

an

ion a l

io n

Edu c a t

Vo c a t

MARY W E E K S

by
d EL L w
,

DAV I D
oo
P

SNE DDE N , RU
CU
ER E Y

BB L

TH

n
an
A c o m in a t io n o f t hr e e vo l u m e s r o m t he River s id e E d u c a tio n a l
M on o g r a p hs t r e a tin d iff e re n t ha s e s o f voc a tio n a l e d u c a tio n ,
t he o r y , a d min is t ra t io n , a n d r a c t ic e

Pr in c ip l e s

W I LLI A

d
M H

M e tho d s

a n

OO

of

I n d us tr a l Edu c a t o n

This ie a b o o k f o r us e in t e a c he r tr a in in g
t r o d u c t io n b y CHARLES A P a o s s s n

c la s s e s .

LB T

The r e is

an

by
In

ER
H LE KE
In du s t r ia l Edu c a t o n , b y A
A s t u d y a n d c r it ic is m o f t he o
r o vide d f or t he e d u c a
o r tu n it ie s
tio n o f t he in dus t r ia l w o r e r
Es ta b l s h n I n du s tr a l Sc ho o ls , b y H RRY R D LE Y
SM I H
A ra c tic a l dis c u ss ion o f the s t e s t o b e ta e n in e s t a blis hin g in d us

t r ia l

i i g
T

sc

ho o ls

pp

B A

H O U G H T O N MI FFLIN
1930

CO MPA N Y

THE HOUGHTON MIFFLIN

PROFESSIONAL LIBRARY
For Tea c he r s

an

d Studen ts

of

Educ a tio n

P r a c tic a l Asp ec ts of Educ a ti o n

Cn

aa

Non m

Teachin g the Comm on B ra

The Teachi g of Agriculture

a s s

ch

es

The M otivation of Sc hool Work

AND
BROWN S Pre vocation al Educ ation

Wn s o u s

Lu

'

vm

School

in

the Public

The 'uestion

as a Factor i Tea hi g
A Study of Fairy Tal s
B
H
to Tell Stori es to Childre
Ethics for C hildre
C
m
Charact er B uil di g i School
B
A Course i Ci ti e ship
d P atriotism
B
m
Youth School
d Vocatio
Literature
C
d Life i Sch ool
The U of the Ki dergarte Gift
m
Talks T eachi g Lit eratur e
B
HALL S
Ka s m

ow

'

ABOT S

a own

z n

sa

OLBY S

se

on

a rn s s

an

an

a n

'

Lo o

a vAN r s
'

Tb e a m

a n

d P r in c ip le s

f Edu c a tio n

s Pri cipl es d Method of I d strial Ed atio

The Curriculum
B m
MM
to Study d Teachi g H to St dy
(F M 'H
MM
(C A 'Co icti g Pri ci l es i T eachi g
The Professio of T achi g
W m
oo m

os

uc

rr s

URRY S

URRY S

Run n mn a
O

an

oo n

'

HE A S

ow

an

ow

The Prin cip l es of Educatio

Socia l D evelopm en t a n d Education

ucat

the a er fe
f M es d

L r g Li
ion a n d
Ha m
s o u s Ed
otiv , I e als a n d Value s in E
Cn m c mm a s A The o ry o

duc ation

Va lu a b le H e lp s to

RU RA L SC H O O L T EA C H ERS
An dress H e a l th Educati on i n Rura l S chool s
B etts N e w I d eal s in Rura l S chools
Bett s The R eci ta ti on
.

row nlee Charact er B uil ding in School

Cabo t Ethi cs f o r Chil dren
Cabo t e t als A C our s e in Citize ns hip

an

d Pa

tr io tis m

C hart ers T ea ching the Com m on B ra nche s

Cubberley The I m p rov em ent of Rur al Schools
Cubb erley Rura l Li fe an d Edu cati on
.

arhart Typ e s of T eaching

Hoag a d Term an Health Work in the Schools
Ke da ll an d Mi ri ck H o w to T e a ch the Funda
m ental Sub j ec ts
Kendall and Mi ri ck H o w to Te a c h the Sp e c ia l
S u b j ects
Maxw ell The S el ec ti on of T ex tb ook s
M c Mur r y H o w to S tu dy
M o n roe M ea suri n g the R e sults of T eachin g
Nolan The T eachin g of Agri c u lture
Sho w al ter H a n d b ook f o r Rural S choo l O c e r s
Term an The Hy gi ene of the Schoo l Chil d
Tho m as T r a i nin g f o r E e c tiv e S tu dy
Webster Am eri can i za ti on an d C i ti z en shi p
Wilson The M o tiva ti on of S choo l W ork
Woodl ey The P rofe s s i on of T eachin g
Woofter T eachi n g i n Rural S choo ls
E

H O U G H T O N M I F F L I N C O M PA N Y
r 946