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E D I TE D BY H E N R Y S U Z ZA L LO
P R ES I D E N T O F T H E U N I VE RS I T Y OF W A S H I N GTO N
, S EA TT L

DEV EL O P I N G
M EN TA L POW E R
BY

GEO RGE M A LC O L M ST RA TT O N
P RO FESSO R O F P S Y CH OL O GY
IN T HE U N I VERSI T Y OF C A LI FO RNI A

H OU GH T ON M I FFLI N C O M P A NY
BO ST ON , N EW YORK , C H I C A GO SAN F RAN CI SCO
,

(t h e mi new i oe We“ d a mb n b g e

Y
COP RI GH T, 1 9 2 2 , BY GEO RGE MAL COLM STRATTON

E b: M ush : fi re s:
CAM B RI DG E MA SACH
S U S ETTS

PRINTED I N THE
NOTE
'

A PART of what is here o fie re d has appeared in



article called The Mind as Misrepresented
$
to Teachers . The author wishes to thank the
Editor of the A tla n ti c M o n th ly where the paper
,

was first pub lished for permission to reprint it


, .

In preparing the present monograph however, ,

the earlier paper has been entirely rewritten an d


new material h as b een add ed .
vii

I . I s THE a A GYMNASI UM OR A T OOL - CHES T$ r

H .

TH E CARE OF TH E EMO T
I ON S

I$ . E$ C
E R I SE S F OR TH E W
IL L
$ . ES T L
AB I SHI N GGV O ERNMEN T IN THE MI N D
E D I T O R S I N TR O D U CT IO N

EVER Y teacher requires a working knowledge


of the fundamental nature of the human mi nd .

Without it teachi ng cannot b e made either an


interesting or a creative occupation When p sy
.

ch o l o gi ca lly uninformed the teacher can operate


,

on the mind of youth onl y in a formal and me


Chami cal way applying tradi tional and contem
,

p oraneous me thods o f procedure without much


abili ty to adapt technique to condi tions for the
purpose of gaining predictabl e resul ts .

C ertainly the teacher who would mak e his


teaching li fe an interesting and effecti ve a dv e n
tur e with youth will wish to possess whatever
scientific insight is necessary to an artful sti m u
lation and control of growing minds We recog
.

nize the field of human psychology as vast At .

best its mastery is a patient and diffi cul t matter .

The important thing is to make a correct begin


ning It will be highly economical of energy and
.

di scouragement The waste of wrong views and


.

partial views can hardl y be overestim ated And .

such waste is largely avoidable if o nl y the first


general view of the nature of mind is accurately
a cquired . Fundamental truths gained and held
VII
E D ITOR S INTR OD U CTION

in a comprehensive way will be a continuing


source of critical and constructive suggestion a ,

consta nt safeg uard against error a persisting


,

guide to the accurate interpretation of new facts


and theories of mind p ro lifica lly o fi e re d in an age
:

deeply interested in psychological truth .

We have long sought a presentation which


would give teachers and other dai ly workers
with mi nd a simple general view of mental life in
its fundamental working aspects We have been
.

fortunate enough to fin d the exposition required ,

and it is o fie re d in thi s monograph We are con


.

fide n t of the influence 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 t h e developing mind in a series
intended for teachers because of the particular
form of argument which the author has utiliz ed
to express hi s views It meets with b e n e fice 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


g a n i z a ti
,
o n s the makers of curricula and,
the
supervisors of teaching processes have been di
vi de d as to w hi ch particular theory of min d they

should follow in the settling of their practical


V111
E DITOR S INTRODUC TION

educational afi a i rs 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 trained in


, , .
,

almost any subject because the power gained


will transfer $ If so then only a few subjects
,

need to be included within the curriculum and ,

the tradi tional courses with a well establi shed -

tech nique will obviate the waste of mastering new


subjects and the methods of teaching them .

Or should they follow the special disciplinarians ,

taking sanction from recent scienti fic evidences ,

and sa y th a t the mind is so highl y and finely


differentiated and specialized that the only way


to be sure of a wholly di sciplined mind is to give
it trai n ing through as large a variation 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


, .

Each side of the controversy has summoned


respectable scienti fic evidence to support its
par ticular p oint of View and by interpretation
,

minimi zed the significance of the Opposing facts .

Gradually there has been an abandonment of


I$
ED ITOR S INTROD UCTION

extreme claims on b oth sides but for all the scut


,

tling of arguments two po ints of view have re


,

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 is therefore not difficult to understand


the warm appreciation whi ch experienced and
thoughtful teachers will have for a theory of mind
which will settle controversial matters in a way
that is obedient to the sum total of science and
consistent with the faiths created by long e xp e
ri e n ce
,
supply missing considerations which a
purely intellectual interpretation of mi nd has
ignored and gi ve that u ni ty of View which wil l
,

make the appli cation of psychology to the prob


lems of mental development at least in funda
,

mental matters a consistent matter free of the


,

controversies and confusions the compromi ses,

and the indecisions of the last two or three dec


ades It is with the greatest assurance that we
.

predict the influence of thi s 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 M E N T A L P O W ER
I
I S THE M I ND A GY MN AS I UM OR A
TOO L CH EST $
-

IF we ca n see though in outli n e what the min d


, ,

is much that is dark b oth to parent and to


,

teacher begins to clear On e may now kn o w i n


.

what quarter there is hope of success and where ,

failure and may set his course accordingly D e


,
.

c i si o n as to the general character of the mi nd is

thus momentous ; it almost of itself writes down



one s educational creed .

Yet upon the very outli ne of the mind the do c


tors disagree Science is brought to the support
.

of opposite assertions and the layman bewil


, ,

dered knows hardly where to look for guid


,

an ce Perhaps 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 i s no


mere pleasant play of wits ; knowing that we can
not as teachers and parents avoid decision and
, ,

must heed the di sputants so that our conclusion


may be more wise than theirs .

I
D 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 life for all importa nt needs Nor does it .

greatly matter whether the subjects studie d


have intrinsic value ; the weighty thi ng is that
they should discipline 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 ’


-
,

is held cannot be foreseen depending so largely


, ,

on later circumstance and choice But by a mind .

disciplined this knowledge will readily be gained


when the need itself is clear .

Schooling so planned need not b e with an eye


wholly averted from the useful ; there may be
heed first of all to the most u seful o f things ,
,

namely the mi nd itself traini ng it well in the b e


, ,

ginning an d expecting it thus to meet in t rue ,

2
A GYMNASI U M OR A TOOL CHEST
-

economy the demands of whatever later is 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 wi der service and enjoy


,

ment which is not a matter of b argain and sale .

B ut now for a moment their opponents shall


have the floor And these impatiently declare
.

that all who believe in a few great mental powers


and would direct the school to their discipli ne are
suckled in a creed o utw o m Science has de .

stroyed the simple faith Experiments by $ ames .


,

Thorndike Woodworth and others have shown


, ,

how idle is the attemp t to train these general


powers ; have shown indeed that there are no
, ,

general powers to train The belief in such .

powers goes with the antiquated idea of mental


faculties now of merely histori c interest and
,

s w ept aside with phrenology and its absurd map


of the skull and brain No study gives general
.

training ; it g ives only particular traini ng $ 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

3
DEVELOPING M ENTAL POWER

train e d
“ $
hi mself
mem orizing the entire first
b ook of P a ra di se Lo st On going back to learn
.


a new portion of Victor Hugo s work of exactly
the length of the old how much evidence di d he
,

fin d of a memory strength ened by its month or


more of exercise $ No evidence ; he had to give
more time than b efore to the task Likewise .

Tho rndike and Woodworth who practiced the ,

estimation of the area of rectangles found that a ,

marked improvement with rectangles of a given


shape and size brought no like improvement with
rectangles of another shape an d size And it has .

b een observed that neatness attained in arith


metic papers brought no slightest neatness i n
papers of language an d spelling .

H aving destroye d in this way the faith in


general powers an d their training what d o the ,

destroyers offer in its place $ A b elief in p a rti cu


lars an d in particulars 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 mi n d this group .


,

maintains is our convenient name for countless


,

special operations or functi ons We may train .


-

one of these functions or a numb er of them b ut ,

not a facul ty in general attention in general ,

o r o b servation in general or reasoni ng Fur ther


, .
,

4
A GYMNAS I U M OR A TOOL C HEST -

these countless particular functions are inde


pendent ; they act almost as though they were i n
sul a te d from one another ; when you have trained

one of them you h ave trained that limited func


,

tion and none else What you do to the mi nd by


.

way of education knows its place ; it never spreads .

You train what you train .

The educational corollary of this latter b elief


is of wide effect It means that we must discover
.

the speci fic reactions the specific information


, ,

which the child will use in after life and make


sure that he possesses these and only these If .

life will not demand of him the particular knowl


edge the particular functions used in algebra
, ,

the study of algebra is time wasted If in life he .

will fin d appli cation for the special ideas the ,

special reactions involved in chemistry time ,

spent upon chemistry is well spent The teacher s.


di rection of attention here veers from east to


west At the center of interest is no longer the
.

child s mind but the particular situations 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 wi ll have to be



done $ and not
$
D oes the study make the
,

chi ld s mind more alert or sound or sane $



, ,
$


The purpose for which subjects are taught ,
D EVELOPING MENTAL POWER
writes D r Abraham Flexner
. lies not i n th e
,

pupil s mind but in the subject matter and its t e



,
-

lation to existence and li fe D r E rnest 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 .
$

givi ng to the mind form we give it information


, .

I nstead of mo ulding the mind we are to fill the


,

m ind. Where the education whose aim is men


tal discipline mi ght 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 mi ght have as its symbol some


receptacle that is being filled a to o l chest k
-
,

with screw driver chisel and plane


-
, , .
D EVELOPING MENTAL POWER
almost simple and uni form throughout An d .

this we know is false Memory is not a simm


. e
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 fin e cons piring of almost every power


we have .

Moreover the beli evers in mental discipline


,

too often fix their interest upon the powers by


whi ch 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 i n te lle c


tual powers themselves are ill understood The -
.

sources of judgment are not seen nor the cond i


tions of its success A certain deftness of bare
.

intellect is overvalued to the misprising of the


,

deep forces that drive and direct the inte llect as ,

well as of something more nearly external the ,

de finite and detailed knowledge of the objects


with whi ch intelligence must deal .

The defects of thi s account of mind are thus


8
D EFE CTS IN T HE RIVAL A CC O UNTS
greater than many even of its criti cs seem to
know B ut some of the defects are caught and
.

well denounced by those who hold the mind but



as a receptacle to be given contents They .
$

rightl y see the mind helpless even were it deft


and strong they see its lack of actual knowledge
, .

They see also that the mind is of immeasurably


more varied powers than are nominated in the
Short list of faculties in whi ch the old school

master was taught to believe .

B ut with these rugged virtues why not take the


“ $
whole doctrine of contents to our hearts $
First and perhaps least important its watch ,

word confi 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


thi s crude notion a scientific seal So far as the
.

child s training is viewed as menta l contents the



,

mind itself is viewed as a receptacle a container


, .

And a contai ner is both inert and indifferent .

A tool chest takes no active part to receive its


-

tools and a sharp Chi sel 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


9
D EVELOPING MENTAL POWER
cry out with one voice that they did not mean
th a t.

For if there is anythi ng upon whi ch p sy ch o lo


gists are agreed it is that the mind is active ; not
,

indifferent 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 reacti on ; and with them we create for our


selves a strange counterpart of the reality with
out And for one object awakening enough i n
.

te re st to be noticed ten have vainl y assailed our


,

e yes and ears and been ig nored These acts of .

notice and selection do not seem acts being with ,

o ut e fi o r t without strain of will But action is



.
,

not always marked by effort : a child at play is as


active as a child at some deadeni ng task .

If the things we Se e and hear enter the mind


hardl y as into a passive receptacle more clearly ,

is this tr ue of our recollections o ur imaginings , ,

our conclusions rea soned out U nless we a c


.

ti v e ly reconstruct the past and recognize it as


past we do not remember The child can p o s
,
.

IO
DEFE C TS IN THE RIVAL A CC O UNTS
sess no imaginings or judgments save wh at he h a s
himself i magined or judged Nor can he create .

$
them once and forever after contain them ;
,

each time that they are before hi m 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 $

body as use th is name for the marvelous e xp ras


sions of the mi nd .

And still more Clearly is this dead image broken


by the will In hi s purpose the boy proclaims
.

hi mself no mere recipient but a doer ; not clay


, ,

but the potter He takes h i s place among the


.

infant deities imposing hi s ideas upon brute


,

substance until in some measure it is made into


the likeness of his mind .

But we waste time upon this unhappy watch


word of the party Not until we fin d a tool ches t
.
-

that helps to fashi on and use the tools it holds ,

a tool chest that is also both machi ni st and car


-

p e n te r not until then will this image do more


than darken counsel .

Turni ng 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 startli ng and to some


.
, , ,

almost disheartening impor tance if the child s


,

i mprovement in a foreign language French or


Latin let us say
,
had no effect upon his com
mand of the English language or upon hi s inter ,

e st i n European history .

The exp eriments in clear support of thi s doc


trine however that you train merely what
,


you train are few ; most experiments con
tra di ct it . Improvement in judging the area of
certain figures as was just said does not bring
, ,

equal improvement in judging other figures .

B ut the judgment of these other figures is not


left untouched On the contrary it receives
.
,

mark e d benefit And while neatness in Classroom


.

may remai n withi n narrow limits it can easily ,

be made to pass these limi ts 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 practice with
.
, ,

the right hand the tossing and catching of balls ,

keeping two in the air at once until he has a t ,

ta i n e d a high degree of skill will the effect of the


,

practice be confined to the right hand $ No ; i t


w ill appear also in the left ; it may be as though

12
D EFE CTS IN THE RIVAL A CC O UNTS
fully two thi rds of th e practice had in some way
been transferred to the hand th at h a s not been
practice d at all And in many other directions of
.

r e search transfer of training is found The cul


,
.

ti va ti o n of the mind is thus not at all like that of


land where the ploughing of one field does not
,

a fi e c t the soil beyond the fence Eff ects here do


.

not stay confined but spread ,


.

It will hardly be possible to follow the a t


tempted explanation o f thi s spread ; it ca n hardly
be explained away Nor need the teacher feel
.

dismayed 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 i m


, ,

portant ; th e effort would be well repaid if p ra c


tice in justn e ss of conduct in school were to bring
even the slightest increase in justice of conduct
in all other relations of lif e ; or if his accuracy i n
work at school make him even a little more a c
curate i n all ways when he has left school .

Instead then of proving that you train what


, ,

you train the psychological experiments which


,

have so troubled the waters of education prove


that no rmally you train what you do not train .

Indeed these experiments seem to have b een


,

13
D EVELOPING MENTAL POWER
seized upon by men convinced already and beat
ing about for evidence rather than by men un ,

biased and glad to go wherever the evidence


might lead .

B ut the question just con sidered Whether the ,

benefits of train i ng can be transferred to regions


that have not been the immediate place of the
trainin g $ is inti m ately connected with another .

Indeed we shall fin 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 ar



ti sa n s of contents
$
.

Is it then true as some maintain 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


,

chi ld and later the man may practice prompt


, ,

ness in keeping all manner of appointments $ Or


must we think 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 sch o o l fo r but one must not press too far
, _
.

14
D EVELOPING MENTAL POW ER
whi ch the schools can rightly have at heart The .


Chi l d who is inclined to give up at the least $

di ffi culty has a habit which applies to many and


most varied situations And if i nstead he can be
.
, ,

turned about can be made to assume a fighting


,

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 is stoutly


asserted is almost universal in little children
, .

Nor is it a trai t which is called forth o nl y in some


few and special situations ; but rather upon all
those infinitely 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 first a n d foremost to his o w n p a rti c


ular self to be vain to be selfish to sulk
, ,

thi s is a general form of action whi ch 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 seeki ng a -
,

spur to action that is generous .

These habits of mind and a host like them are


, ,

perhaps less wide than the memory i n general or - -

16
DEFE CT S IN THE R IVAL AC CO UNT S
the reason -
in
general of the older education The
-
.

qu e stion whether the only appropriate term for


“ $
them is particular or general would have $

delighted the profe ssors of old Padua or B ologna .

For us the important th i ng is to see their i m


mense range of use in all manner of situations
,

and by all manner of men whether they b e d ay


,

laborers or di plomatists .

Considered with care th e n we , ,hearti l y


ca n

accept neither the description in whi ch the mind


is made to be a composite of a few great faculties ,

nor that in which the mind appears as an endl ess


array of distinct functions We have di scerned
.

som e thing of wh at is wrong in th e se a ccounts .


III
T
TH E I N ERP LAY OF M I ND AND BODY
E VEN in what has been reviewed thus far we ,

have caught glimp ses of the mind s behavior .

But there has been interest in refutation m de ,

nial ; and deni al by itself profits 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 will ing to look directly
,

at the mi nd itself to see if possible its co n sti tu


, , ,

tion When once we have ceased to notice our


.

di sputants save upon occasion and out of the cor


ner of the eye their artifi cial di visions 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 di ssected 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 affection
and in te lligence and in their stead we se e once
,

more the human and expressive countenance .

And first 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 O DY

whole .Its powers may b e distingui shed 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 itself is vitally connected


,

with the body and the child is both mind and


,

body Wh atever se ri ously influences his body


.

influences hi s mi nd If he is mentally slo w or is


.

widely uni nterested we may well inquire whether


,

he is undernourished or physically fatigued or in ,

bodily discom fort or is sick P oisons un e li m i


,
.

mated that disturb the child s nerves and muscles


disturb also hi s mi nd ; they poison his i n te lli


gence his emotions hi s will Some of the great
, , .

discouragements of teachi ng will be gone when ,

by wise co Op e ra ti o n with the home and with phy


si ci an s and nurses these condi tions in the bod
, i es
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 diffi culties ; or that


opposite condition in which he is listless or di s
,

c o ura g e d or irritable these are often the ex


pression of the bodi ly sta te and are weakened or
,

1 9
D EVELOPING MENTAL PO W ER
made more intense accor ding to the direction in
,

which the bodily state is Ch anged .

“ $
Even the muscular set of the face reacts
upon the mind A chi ld will more ea sily be
.

Cheerful deep within if his sour expression ca n


,

even artifi 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 genui ne Likewise the position of the body
.

affects the attitude toward the object of our


attention A Child will notice the difference if
.
,

first he undertake hi s problem with body all lan


guid and ill supported and now he pull hi s 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 I llustrated in a n


other way I t is 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 Chi ld 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 incli ne to remain alone The original vio .

20
THE I NTERPLAY OF MIN D AND B ODY
lati on o f that which according to our present
,

knowledge is an innate advantage of one side of


,

the body h a s here disturbed the delicate nervous


,

mec h ani sm of speech and through that has , ,

chang ed the color of distant regions of the mi nd ;


a n d relief has been known to come when the i n

te rfe re n ce ceased We are onl y at the threshold


.

of our knowledge of the brain and of the inter


relations of brain and mind It is improbable that
.

a serious e ffect in one part of the bra i n cortex ever -

leaves the rest of the brain cortex or leaves al l


-
,

forms of mental action unaffected The change


,
.

may be greater in one region than in another ,

b ut it is perhaps never narrowly circum scribed .

B ut while the body thus influences the mind the ,

rev erse is also true The eagerness of the chi ld s


.

interest is reflected in hi s kindly loo k hi s for ,

ward bent body ; hi s boredom hi s vacant eye


-
, ,

hi s fidg e ti n g . B ut in a less passing way the


mental condition is all the while helping to build

or tear down the body s strength and health .

The di gestion of food the rate and depth of


,

breathi ng 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 i n the m ind .

21
D EVELOPIN G M ENTAL POWER
Health ful interests healthful enjoyment freedom
, ,

from worry are strength giving for the mi nd 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 ,

th e bla me of teacher and parent ;


,
these are
rightly kept short of persistent a nxiety espe ,

c i a lly in the weak and the sensitive Moreover .


,

certain forms of skil l found in professional work


would be impossible without strong support from
consciousness A dentist whom I know is of the
.

Opini on 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 with inf 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 hi mself be satisfied 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 di ly and
menta l functions than is actua lly found : it has
not been proved for example that success i n
, ,

22
IV
I NF L UENC ES W I TH I N I NTE LLI GENCE
PASSI N G from
these evidences that the bodily and
the mental functions interplay let us now o b ,

serve to what extent the mind s own functions

touch one another .

W e shall see the need first of all of , , kno w l


edge . is to thi nk effectively of sugar beets
If one
o r airplane engines he must study such beets
, ,

such engines B ut he will not think effectively


.

upon these if he think of these alone ; his interest


a n d hi s knowledge must widen to the principles
.

o f agriculture or of aerodynami cs ; and beyond ,

he will need bo tany or physics and chemistry , .

C hemistry then is i mportant for a lad un ce r


, ,

tain whether he w ill deal with beets or engines .

B ut 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 hi s 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 ,

b e ready for the day of ac tion $ Inevitable and


e normous was te is in that direction He had .

24
INFLUEN CE WITHIN INTELLIGENC E
b est be at home in the central studies into whi ch
all special subjects lead .These more central
studies may be less attractive just because they
ar e more abstract more remote from some par
,

ti cul 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 forbiddi ng generalities The .

skill of the teacher is displayed in conquests of


this 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 wil l
,

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


ta gi o us i nteres t felt by another who can see the
endless applications of what is universal On e .

h a s to fortify hi mself with th e stern conviction of


thi s in or der to resist tho se who se e only the a t
,

2S
D EVELOPING MENTAL POWER
an endless list of particular studie s
tra c ti ve n e ss of
of nature and of handi craft and who would urge
them to such a pitch that there is no firm grasp of
the sciences which deal with principles Pa rti c .

ular and general ideas conjo i ned is our need ; e r


ro rs 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 ri
.

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
its value as a universal trait Ideas then are .
, ,

gui des are directors of habit ; in them is com


,

p a c te d wisdom and wh
, o ever tries to do without a
good stock of them foregoes the advantage whi ch
comes from the experience of the race They per .

meate the special functions whi ch seem so sepa


rate and bind them into a common plan and use
, .

The organizing effect of such ideas helps one to


escape that pseudo education given by books of
-

ten thousand facts which is so attractive to


,

scattered wits .

B ut with kno w ledge with the i dea s the la d


, ,

26
INFL UEN CE WITHIN INTELLIGEN CE
will need certain established habits of min d that
are n o t kn d w le dg e 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 anybody .

Because it is not the whole of reason we must not


be blind to the part it can play in reason i m ,

m e n se ly wide even universal in its sweep


,
Then .

other habits are part of right intell ectual 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 significant to an eye bewildered by the end


less array of special functions which for some are
the o n ly things left These wide and superior
.

powers call for training and the lad who has them
,

trained has an incalculable advantage over every


lad in whom they remain untrained .

There is cheer at th is point for the teacher the ,



parent discouraged by the child s talent for for
,

27
DEVELOPING MENTAL POW ER
g etting what h a s been painfully ta ught U nde r .

the old creed which laid such stress upon mem


ory and even under the ne w with its stress upon
,

contents there seems here but wasted effort
,
$
.

B ut w e 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 kno w ledge from both life and school



i n g ; his education had in a certa in sense been
$

knocked out of him An d y e t i t 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 original pra e


,

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 po w er
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 effort to be brought to full expression .

This is a fact of cheer to weary workers .

28
V
EM O T I ON AN D M EN T AL ENERG Y
BUT were we now to look to the ene rgy of the
mind we should fin d something of wider bearing
, ,

evident not only in our th i nking but in every ,

form of will Thi s energy makes itse lf known in


.


th e strength of the man s attention in the vigor ,

of his intellectual attack and out beyond intel , ,

li g e n ce in his endurance in the impact and te n a é


, ,

ity of his purpose Its amount is not the same


.

as the amount avail able which suffers changes ,

not due merely to the ups and dow ns of health .

Some crisis as all kno w from $ ames s essay on



,

The Energies of Men may open a hi dden res
,
$

e rvo i r from which power now flo w s 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 demand 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 electric li ght burning dull , ,

suddenly receives fresh current and leaps i nto ,

29
D 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 somethi ng ,

single and yet varied holding together all func


,

tions and energizing them with a co m mon life


, .

Now if we were to ask as to 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 intell ectual


powers is markedly affected 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 T hey make and unma ke .

the man They hold our powers together ; they


.

disorganize and di srupt The war brought n e w


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


,

3 0
DEVELO PING MENTAL POWER
d uring the emotion itself
, A knowledge of .

these interconnections makes for tolerance : the


’ ’
teacher s the parent s o w n judgment is subject to
,

fluctuations due to abundance or want of cheer .

Health and buoyancy in the teacher health and ,

buoyan cy i n the taught multiply the power avail


,

Some experiments in our lab oratory have a


b earing upon matters of the school Showing that ,

surroundi ngs clearly influence 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 floors ,

dingy chaotic with odds and ends of apparatus


, ,

well lighted from above but with no outlook , .

Those who had the pleasanter surroundings


greatly outdi stanced their 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 cco m


p li sh e d the fruit
,
of the e f
f ort And in a dif .

fe re n t experiment the effect of the emotional a t


3 2
EMOTION AND M ENTAL ENERG Y
ti tude of the worker showed its e fie c t A score o r
.

more of youths had singly been set by Mrs .

M c a rles 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 i n a group
.
,

of students otherwise not superior to their co m


ti t rs brought much larger success in the work
p e o ,

With animals in our laboratory it is found by stu ,

dents under D r Tolma n s di rection that a mild


.

,

penalty attached to each mistake shortens the



process of learning a n incentive more in favor
with an older generation of schoolm asters and ,

which I here report without recommendati on .

Nor woul d all be willing to imitate that simi lar


use of the emotions as an aid to learni ng reported ,

by Benvenuto C elli ni when his father showing


, ,

hi m a salamander in their household fire b eat ,

the lad lest he forget the rare experience .

Emotions 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 rs ago ; and now upon any
33
D EVE LOPING 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 hi nder the free expression of


power In a wider and b e n e fice n t way we know
.
,

that love may quicken the thought the imagina ,

tion the purposes of the lover ; f resh life has


, ,

pulsed through all hi s powers .

The play of emotion thus reveals the mind If .

its powers seem stubbornly spe cialized and sepa


rate and insu l ated thi s is true only in part and
,

for the surface D eep within we fin d free inter


.

course free circul ati on For all its particular


, .

i ze d abilities then the mi nd is whole and flui d


, ,
.

A passion acts in it like a drop of strong chemical ,

that causes ebull ition or precipitation throughout


the whole We cann ot afford to neglect these
.

universal potencies The sect called C hristian


.

S cientists with its eye upon some of these ener


,

g i z i n 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 pounds ,
-

of exercise p er di e m The spirit of play in the


.

exercise is the secret elixir and with it apparently


,

the exercise can almost be spared Some day we .

34
EMOTI ON AN D MENTAL ENERGY
shall know how much the great and b alanced

workers owe to their power to play i n mind if
not in body Wilson like Lincoln enjoyed the
.
, ,

theater ; and humor was a grace of each With a .

right grasp of the mi nd s character th e emo


tions will come into their own They are not


.

mere di sturbers mere ornaments ; they decide


,

whether the abilities shall be blo cked or set free .

Time and some i mpatience will bring us to share


the conviction of the wise physician Si r $ ames
,

C richton Browne that in all education the emo


-

tions need uncommon care ; that the right and


sensitive emotions of the person can alone give
effect to his learning and his judgment and his
skill of hand .
VI
TH E O RG NI Z A ATI ON OF I M PULSES AND WI LL
BU T 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 mi nd s worth as
,

somethi n 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 ity here i n
.

vite our full attention .

All children if we look closely at their co n


,

d uct show a number of inbo rn traits among


,

others an interest in possessing thi ngs an attach


, ,

ment to other persons a desire to shi ne in one s


,

own and in others eyes a curiosity 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 difference clear .

3 6
I MP ULSES AN D WILL
Inone kind of youth these various impul ses a ct
almost in independence Each pushes toward its
.

goal with hardl y a touch from the others ; um


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 aff ection
and genero sity now he is wholly the bully an d
,

In another youth the se impulses are made the


sl aves of one of their roughest number The i n .

te re st in possessions let us say or in self a gg ra n


, ,
-

di ze m e n t has become a ruli ng passion ; and if


,

c uriosi ty is sti ll alive it lives only to serve th i s


,

m aster .

In still a thi rd youth the imp ul ses are strong


a n d un ited but i n a freer way keeping watch
, ,

upon one another ; no one of them can s ti r with


o ut ears pricked up in all the rest ; and its b ehav

fo r is subject to their urgi ng and restraint But .

ou r present youth is indeed a fortunate youth


, , ,

for i n h i m the sense of attachment to others ,

expan ded and refined into obligation speaks the ,

last word to all the competing interests C uri .

o si ty is free the love of admi ration the love of


, ,

prope rty is free and is encouraged to fresh life ;


, ,

each may summon the rest to its assistance ; but


always this free life is withi n the wi de bounds
37 .
D EVELOPING MENTAL POW ER
fixed by respect for other persons Such a mind
i s not in chains ; its love of distinction is not dead ,

n either is it inordinate ; there is a desire to shi ne ,

b ut not at any cost or in any manner Instead of .

vani ty and the craving for notoriety ( the rank


growth of aggrandizement in fops and in some
crimi nals) the love of admiration has been
,

trained to fin e strength The native impul ses


.

have been b rought 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 Th e .

i ndividual is enriched and also the community .

For in a man so trained the instincts that either


d evastate or upb ui ld our common life the i n ,

sti n cts of pugnacity and of sex have become n o t


,

e nemi es but friends of the general good Di slo y


,
.

alty to this great interest even that exceptional


,

treachery whi ch takes the form of crime is usu ,

ally from neglect or misgui dance Few if any .


, ,

men are born with truly un g o v e m a b le passions .

The criminal is usually one in whom the right


relation the right organiz ation of hi s own deep
, ,

promptings has been possible but has never been


,

attained H e h as remaine d une d ucated even


.
,

3 8
DEVELOPING MENTAL PO W ER
liam $ ames when he says that there is reason to
suppose that i f we often flinch from making an
effort before we know it the effort making capac
,
-


ity will be gone and that the man who has
daily inured himself to habits of concentrated
attention energetic volition and self denial in
, ,
-

u nnecessary thi ngs will stand like a tower


.

when everything rocks around him and when ,

hi s softer fell ow mortals are winnowed like chaff


-

$
in the blast .

We mi ght well regard the mind as inviting an d ,

indeed requirin g not only particul ar training


,

and useful i nf orma tion but also a profound re


,

directing and strengthening of its inner order ,

not wholly unlike religious conversion Such a .

change will usually not be sudden or marked by


e motional storm b ut gradually and in calm there
,

will come a new perception and a new attach ment


of the affections and a striving toward a new goal .

Some thing like thi s is in Plato s thought that



,

t rue education is that which leads us to love what


we ought to love and to hate what we ought to
hate from the beginni ng to the end .

C hanges in the di rection of the affections even ,

changes that seem instantaneous are not co n ,

fined to religion but are general possibilities of


,

ou r n ature . A friend of mine working ably in


,

40
IMP ULS ES AND WILL
s cience veered round to poetry which there
, ,

af ter remained his chief and lifelong in terest .

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
,

version is but the final stage of a long struggle


wi thin . A new ordering of old interests and
i mpulses has at last come and a new stab i lity ,


is the result as with an iceberg that by long
melting below the ocean s sur face must fin d a lost

balance and with a plunge shows to the ai r a new


,

side.

Such ch anges with 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 re


working in us good or ill No system of educa .

tion can afford to miss them and the constituti on


of the mind which they imply The mind as we .

study it begins to reveal an immensity and an


inner life hardly dreamt of by many who repeat
solemnly what they take to be the final word of
science Each man s mind is doubtless as varied
.

and de ep and wide in i ts own way as is the phy s


, ,

.
41
D EVELOPING M ENTAL POWER
ical world Its soundi ngs and its sweep will for
.

ever exceed description yet we ca n already di mly


,

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 notice only what i s


local an d mi n ute
.
VI I
A
T H E C RE OF T H E EM O T I O NS
BU T 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 rci s


ing its separate functions or fa culties they woul d ,

hold not because this alone is good but because


, ,

this alone is possible How can we unl ock th e
.


child s reservoir of energy $ they will a sk ; How
’ $

are we to make his emotions strength givers i n -

deed and not his ruin $ I s it possible to enter


among his wild instincts leaving them no longer
,

to howl in anarchy or under despoti sm but ,

to be a commonwealth governed fre ely b y th e


best $ $

It will requi re gen iu s here as el sewhere to re


veal fully what is admirab le and fit for the work
geni us that when it comes will make a ll that
, ,

has gone before seem mere groping Yet even .

now we ca n se e somethi ng of the way along which


we must go Let me se t down almost as in a for
.
,

mal catalogue particulars close to practice that


,

pro mise to be of use in dealing with the emotions .

43
D EVELOPING MENTAL POWER
I . Emotions
are of two kinds strength giving : -

stke n i c emotions like cheer self c o n fide n c e good


, ,
-
,

will love ; and the strength taking a sth en i c emo


,
-

tions like fear shame gloom Even the weak


, , ,
.

e n i n g emotions have their place and use ; there are

times when we should be checked in mid career -


.

Yet such emotions are good o nl 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 whi ch we should strive to make endur

2 What shall be the dominant emotions of the


.

child w il l depend in part upon the condition of his


body : upon freedom from disease ; upon suitable
food ; upon physical exercise includi ng work that ,

is measured to hi s strength ; and upon sufli ci e n t


and regular sleep There is a natural cheer in
.

ch ildren ; 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


.

unhappy pupils ; an irritable teacher will hardly


have them other than Cheerless and perplexed .

Ch i ldr en catch more than learning ; they catch


44
THE CARE OF THE EMOTION S
the emotions of those about them They are i m .

i ta ti v 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 nfi dence cheer , , ,

and aff ection Words of encouragement and a p


.

preciation an occasional bit of m e rri m m t a good


, ,

nature d pleasantry even to drag from some dis


a ff ected one a smi le a z eal for the children and
,

for their work these when added to the rec


,

o g n i ze d teacher — abilities help to give an under ,

tone of joy in the work C hildren s healthy a d .


mi ra ti o n for the teacher and honest pride in her,

person and po w er is not to be despised Sta nley


,
.
,

when in darkest Africa felt that he must look to,

his pe rson and dress even to hold hi s black fol


,

lowers Trivial means may increase prestige and


.

g ive a buoyant co n fidence that diffi c ul ties are su


p e ra b l e which adds to the power actually to over
,

co me them .

5 There sho ul d be those externals that give


.

a se nse of pleasing order in the room without

cro w ding and di stracti on ; there sho uld be simple


and harmonious ornament by wall tinting and -

pictures and flowers C heery lighting with a .

pleasant garden or wooded outlook m a y at times


45
D EVELOPING MENTAL POWER
coax interest away from studies but it will in th e
,

end repay in added energy for the work .

6 Irresponsible enjoyment of fin e things e n


.
,

j y
o m e n t directly sought and without ulterior mo
tive is worth the having Pict ures i n strum e n
,
.
,

tal music songs poetry stories and plays if


, , , , ,

beautiful are their own excuse for being ; and the


,

chi ld should be encouraged to enjoy them wi th ,

out tricki n g him through them into learning If .

children ca n be taught to sing with pleasure some


melodies of B ach s (as I have seen it done by

little chi ldren at Mrs Hocking s school at C am


.

b ridge) 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 chi l
dren unprompted did not care to know Where .

fin e appreciation is forever subordi n ated to the


art of wedging knowledge into the mi nd a large ,

end is defeated We must multiply and keep


.

Open the channels of right pleasure of right a p ,

preciation as having an eq ual place with knowl


,

edge .

7. Im a gination and co urtesies are a means to


heighten sympathy and pleasure Only by i m .

a gi n a ti o n c a n one see through the opaque co v

ering of many a stranger into the life beneath


,
.

Fairy tales are an early way to know that appear $

46
DEVELOPING M ENTAL POWE R
who never wil l b e able to paint Youthful 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 chi ldhood


practices to be judged but by what they leave ,

behi nd concealed in the permanent springs of


appreciation .

9
. E motions if they are to
,
be steady strength
e n e rs of the mind must become silent habits of
,

emotion An emotion i s of little service th at is


.

a passing ebulli tion ; it must become a durable


trend a lasting sentiment Onl y occasionally
,
.

will a situation arise that needs a passionate out


pouring fire 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 fro w ning pouting and the li ke To


, , , .

attack or to b ui ld stronger the emotion habit one -

may well attack or fortify the emotional expres


sion making the scowler stop sco w ling making
, ,

the pout give way to a smi le even though it be at ,

first galvanic Youths and adults even teachers


.
, ,

may gai n by some suggestion to themselves of the


feeling that should be there Th e y w i ll learn .
,


too that in choo sing one s associates o f per ’
,

, ,

sons books plays o r music 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 pro fit


by books or friends that hang the heavens with
black Teachers shoul d occasiona lly read Lea
.

cock and Lamb and U ncle Remus and leave to


,

the humorists the works o f Schopenhauer and th e


whole trib e of the prophets of despair
.
V III
I NS TI NCTS WI L D AND TAM E
BUT the emotions cannot be separated from th e
instincts nor these from the will All are dis
,
.

ti n cti o n s withi n the total life and if the full min d


,

is to be made effective we must sketch some plan


,

of action that drives hard into the realm of pur


pose C an something here be sugg ested for those
.

bent upon deeds and weary of theory and discus


sion $ A few thi ngs should perhaps be set down .


I
. To train the child s will we must have in it
the great natural driving forces but have these ,

made b e n e fice n t E ach of the great native de


.

sires o r impulses which we already have co n


si de re d the impulse to have property to shine ,

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 modified can be e d ,

uca te d and through it the others can be reached


, .

Indeed each becomes safe and civil only by bind


,

ing it into a system with the others having them ,

check and subdue it compelling it to have outlet


,

50
IN STIN CT S W ILD AND TAME
and expression only with them L et us consid er .

some of these great impulses an d see how th e


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 .

B irds eggs butterflies minerals and endless



, , ,

other things may with youths too solitary or


, ,

self centered be made a way of entrance into


-
,

compani onship with those interested in like o b


je c t s
,
and into sharing with new found friends ;
-

with others i n whom taste or precise observa


,

tion would be increased they can be made to lead,

into drawing painting and literary descrip tion ;


, ,

with the joyless and all others into an interested ,

pleasure in the places and setting of the collected


objects a pleasure in trees streams mountains
, , , ,

and all natur e that cannot be collected or appro


p r i a t e d S
. tarting as a narrow eagerness — a

sheer cupidity a passion to grasp and m a ke many


,

things mi n e and to exclude others from them


th i s greed is led on until it finds itse lf a delight
freed from this exclusiveness a deli ght 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 uld civiliz e the


.

possessive and commercial passion early ca n here

SI
D EVELOPING MENTAL POWER
3 S
.e l f appreciation the desire to win admi ra
-
,

tion must keep its strength and be di scipli n ed


,

into right ambition In its early form it is a .

c rude love of attention and it may if continued , , ,

become an itch for notoriety of any ki nd But it .

need not remain base It can be a wholesome sat .


i sfa c ti o 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 chiefly in the finer 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 i ti o n has disappeared Gladstone we are told .


,

b y $ ohn Morley urged the students of Edi n


,

b urgh to seek distinction to gain reputation ,

through true excellence The power of ambi .

tion is thus used without its sting .

4 Self abasement and pugnacity must also be


-
.

there trained into loyalty The c hi ld s sense


,
.

of in suffi 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 gui ded into fealty


, .

Boys fin d their heroes in men of strength and


skill ; in wrestlers football captains and mighty
, ,

hunters Samson young D avid Achilles Liv


.
, , ,

5 2
IN STIN CTS WIL D AND TAME
i n g sto n e ,the hunter Roosevelt rightly win the ,

youth s attachment But from prowess the a d



.

mi ring look ca n be rese rve d for the one who fights


a good fight The search for some one that can
.

en list the affections thus grows into a search for a


cause worthy of one s full devotion and fighting

str ength a cause that with ti me can almost be


,

personifi ed into the capta in of one s so ul At ’


.

ta ch m e n t can join hands with fin e jealousy and


pug nacity and the youth finds hi mself a v o lun
,

te er against vice against ignorance and di sease


, ,

against human wastage in mi nes and factories or ,

against war ; a volunteer in the fight for th e wel


fare of children and women for sanitation for , ,

education for social and political reform for i n


, ,

te rn a ti o n a l order and organization These great .

ardors where one forgets hi mself and e m e m b e rs


,

only the great enterprise are in ch ildhood petty ,

enough ; and yet the petty forms are to b e re


sp e c te d for what comes of them .

5 . With regard to the sex impul se more is ,

needed than to satisfy curiosity good as this ,

may be Thi s imperious motive strikes into far


.

more than intell ect and questioni ng ; it colors


and forms imag ination emotion sentiment i m , , ,

pul se choice and purpose What becomes of


, , .

thi s passion decides whether the character shall


53 .
D EVELOPING MENTAL POWER
b e 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 hygiene .

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


.

helps to free one s self Examples of such re



.

se n tm e n t in fin e characters here will help C olo .

nel N e w co m e leaving the room in hot indigna


tion when that old reprobate C aptain C ostigan , ,

sang a lewd song ; that other colonel without fear ,

Theodore Roosevelt rebuking a group of his men


,

hosts in the North w est 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 w hat is gross wi ll ,

elevate their interests and give courage .

6 The kindly attachments which run b e tween


.

54
I$
E$ ERCI S ES F O R TH E W I LL
W I TH this glance at the savage i nstincts become
civilized one may well turn to the will ask
, ,

what a strong will really is and by what forging ,

it has its temper .

I. And first we shall see that there are thre e


features in a will that is trained and that we ,

must not think too exclusively of its sheer force .

Violent stormy children and adults have ample


,

force yet with wills undisciplin ed An eff ective


,
.

will has vi gor; but besides it has ste a di n e ss; and


, , ,

still more ri gh tn e ss of a i m
,
The will is not .

schooled until it has been brought to right meas


ure 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. Steadi ness has ten times the worth of sheer


weight of blo w 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 a w ay until Sh e fell


into the water Had she rushed against the
.

craft she might have dashed herself to pieces


,

5 6
E$ ER C I SES FOR THE WILL
without budgi ng it So with the mi nd ; the child s
.

will is the wi nd s will at first gusty and variable



, ,

until it ca n blow true like the trades S teadiness


,
.

not only has ten times the effect of violence it is ,

ten times more readily attained We ca n expect .

by training to make the will constant where we ,

c a n do little to alter its original force of atta ck .

Let us then carry our admiration from the strong


“ ’
to the constant will It s dogged as does it $ $
.

3
. S teadiness of will means power to do the irk
some to resist the lure of the easy and the co m
,

fo rta b le The child must be psychically tough


.

ened ready to defy his present sensations


,
.

Spartan youths were taught to stand pain .

Their Athen ian critic said that they and all other
lads had better be taugh t to sta nd ple a sure
where character so often breaks down This does .

not mean that there is no need to enl arge the cir


c le of the agreeable ; or that wi th Mr D ooley it ,
.
,

does 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 w ill soon enough
.

assign work which will be distasteful and must


for success be labored i nto and through Young .

Grenfell taking to the North Se a and then to


$

La brador young Lincoln training h imself where


,

57
DEVELOPIN G M ENTAL POWER
all was uninviting such men show the spare
sinews of the will contemptuous of the merely
pleasant .

4
. Within reason,
a decision once made shoul d
b e held to tooth and nai l It may be that the
.

purpose should be changed but there should be ,

prejudi ce against this In general we can trust


.

a child to adjust his will to new evidence new ex ,

p e ri e n c,
e new opportu ni ties ; we c a n less sec urely
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 it b e 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 .

C hildren in whom this fickle n e ss is not trained


out grow into men and women forever remodel
,

ing their houses before they are half b uilt -


.

5
. Interruptions will occur ; the will must
swing back to its ol d direction li ke a compass ,

needle when the obstruction goes Steadi ness of .

will c a n 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 b ring the child


sponta neously and of habit back to the un finished
work to keep active in his sub consciousness the
,

5 8
E$ ER C I SES FOR THE WILL
old in terest ready to stan d forth and summon
,

him back to what is incomplete D iscouragement .

bec ause of interruption ri s 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 habits of muscular a c


.

tion and of th i nking along wi th ha bits of feeling


,

and emotion An eff ective w ill requires the sup


.

port o f an organized group of habits ha bits of ,

hand of sp eech of weighing and deciding o f


, , ,

steady atta chments and aversions i n a thousand ,

fo rms and dire ctions Will has b uilt into it h a b


.

its ; and unless they be for us they will b e against


us N 0 one can conquer who has not an army of
.

such helpers that ca n be d epend e d upon no

more than can a general , a genius in s trategy b ut ,

w ithout troops .

7 .There must be a right d i r e ction of the wil l .

It is not enough that the will be powerful and n u


swe rving .The hunter of steady aim must aim at
the right thing ; and not as di d one in the Sierra
, ,

W h o woun ded a friend of mine mi staking hi m for ,

a bea r $ Napoleon Bi smarck of almost i rre si st


, ,

ible purpose lacked some powerful ingredi ent to


,

complete their will The defect is not so much a


.

fail ure to se e the facts as a failure to apprai se th e


,

59
D EVELOPING MENTAL POWER
facts seen ; a true scal e of valuati on is lacking
'
.

U ntil thi s is suppli e d by an imparting of taste ,

morals and religion the will has only a form of


, ,

training and lack ssubstance 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 b e sub


j e c t to a love of the B est .

8 The desired qua li ties of will should be


.

sought not alone by maxim encouragement and , ,

command ; gra de dexerci se 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 ,

rewardi ng in themselves and chosen perhaps , , ,

from cooking drawing modeling painting act


, , , ,

ing reading or any other of a hundred thi ngs


, ,

but now used in order to make habitual the right


ways of p urpose applicable in any work These
,
.

'
right ways mi ght here be set down with another ,

purpose than was gui ding us earlier in thi s se c


tion as : (a ) suitable forethought ; (6) speed and
,

energy of attack once the d e cision is made ; (6 )


,

perseverance in what is undertaken ; (d) economy



of action elimination of waste effort form ;
, ,
$

( )
e excellence of result in the product ;0) re sto ra

tion of order when the work is done putting ,

away of too ls an d materials cle aring an d clea n ,

60
E$ ERCI SES FOR THE W I LL
ing up Each of these six phases of the process
.

should r e ceive due attention perhaps one at a ,

time as Benjamin Franklin practiced the vi r


,

tues but recurring and with different degrees


, ,

of difficulty There shoul d b e brief explanation


.

before and after the fact that the i de a of what is ,

sought should come wi th the practice and should ,

help to m a ke th e practice itself more fruitful an d


ready to reappear spontaneo usly in new places .

And whatever is approved elsewhere as a means


to interest and prog re ss mi ght be use d here ; i f
“ $
marks rewards praise or rivalries are go o d to
, , ,

spur on in numbering or writing or any other


study this present learni ng to wil l ari ght is a s
,

worthy of their incentive .

9 A
.s an exercise in sui ta b le forethought th e ,

foll owing might serve as a door to somethi ng b et


ter There is let us say b ut ten minutes left
.
, , ,

and the child must choose between cutti n g some


design in paper and making candy ; and the choice
is then appraised with explanati on according as
, ,

the chi ld has stopp ed to thi nk to look ahead b e , ,

fore decidi ng Or again havi ng a t hand only


.
, ,

some modeli n g wax a pair of scissors and some , ,

very narrow strips of thin colored paper one ,

must decide w hether to b uild a paper house or


ma ke th e figure o f a dog Or sti ll again the .
,

61
'

DEVELOPING MENTAL POWER


child without actual materials at hand and with
,

the use only of his imagination must say w i th ,

no change of vote permitted which line of co n


duct is suitable either in cases like tho se just
,

given or where some one of a thousand other sit


,

ua ti o 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 first


“ $
play authors or play tag $
I O For an exercise in per sistence
. the chi ld , ,

havin g started upon somethi ng which he him


self perhaps has Chosen is
, ,

marked is praise d
, ,
$

o r left unpraised according to the full constancy


,

with which he continues to its end th e work in


h and For the earlier and easier steps in such an
.

e xer ci se that can b e matched in its duration an d


,

in a ll el se to the child s years and progress there



,

wi ll b e an ab sence of intentional di straction


and temptation that must be resisted ; there w ill
be enough to contend with in the spontan e o us
prompting to slow up to stop to do something, ,

else B ut when self control h a s reached its proper


.
-

pitch the se t task will be to continue without


,

remission when thi ngs lie at hand to play with ,

o r when the other chi ldren are at attractive work

o r at play If it is known beforehand to be


.

a tri al of constancy joyously announced as a


,

62
D EVELOPING MENTAL POWER
no one ca n steal ; to be cheerful and of good will ; -

to have conscience lit with knowl e dge Th e .

teacher s task is thus to remake the chi ld entire



,

to make of hi m a person ; it is to use S tevenson s


,

words a ta sk for all that a m an has of fortitude


,

and delicacy .

The task is in de e d diffi cult and demands the


, ,

ta lent of creative artists Not i n one generation


.

nor in two will the means b e di scovered and


b rought to b ear B ut whatever comes of the
.

best family life or of fortunate friendshi p s o r o f


g reat pub lic opportu n i ty an d need whatever

co mes to the mind s benefit from these is clearly

w i thin the aim of right e ducation Whatever can


.

b e wrought by happy environment ca n in some


measure be wrought by the schoo l which i s an ,

environment planned and chosen The resul t


.

may be of less amount than comes from b eyond


schoo l but it need have no diff erent quality
, .

And most of all where the world b eyond schoo l


promises the child not the best b ut only th e ,

worst fami ly life with no fortunate friendshi ps


,

and only the bleak pro sp e ct of factory and mi ll


and min e then is the demand insistent that we
,

neglect nothing that will even slightly remak e the


mi nd i nto what is right and whole Men per
se vere d at a viation from the days of D a da lus ,

64
E$ ER C I S ES FOR THE W ILL
closing their ears to the wagging gray beards who -

cried i mpossible .
$
An honored professor of
mi ne a physi cist of distinction used to demon
, ,

strate to us that the attempt to make a flying ma


chine was absurd ; even as others had proved that
slavery was part of the eternal ordi nance of Go d .

But once recogniz e the demand and the i n 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 experi mental schools e s ,

p e c i a ll y those which look steadily to true under


standing and to the will and the affections 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 b rain an d
, ,

h and and ton gue .


$
ES T A B L I S H I NG G O V ERNM EN T I N TH E M I ND

THE education that is needed will touch the per


son part and entire body and spirit running
, , ,

through senses memory understanding a ffe 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 reluctan ce to give substantial knowledge to


the child without which his action will be blind
, .

But go i ng beyond the empty exercise of i n te ll e 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 whi ch with all ,

its separate organs and special functions must ,

attain a unity which is not there from the begin


ning so that ear serves eye eye hand hand lips
, , , .

66
GOVERNMENT IN T HE MIND
The interrelations of these memb ers are multi
plied and strengthened ; they are stirred and co n
tro lled by hidden glands by ne r ves by bra i n that
, ,

is both servant and master of them all Powers .

are present which no one of us c a n outright cre


a te but by taking thought we extend contract
, , ,

and modify them in to harmony and fuller c o Op


c ration .

So it must b e with the whole person His 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 indifferent 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


,

view .

It will b e clear that there is no sp ecial virtue


i n d oing what is intrinsically useless although ,

poetry may be as useful as typewriting But the .

sinews of the mind ca n strengthen on what is of


service and delight of whi ch there is enough
, ,

without incessant treadmill work B etter to


paint the shi p for discipline than to knock rust
, ,

o ff the anchor .

There is i n the View here attain e d aid an d


, ,

comfort for those who would interconnect the


67
D EVEL OPIN G MENTAL POWER
different sides of schooling making each interest ,

of the child each subject studied enrich and


, ,

kindle the rest : making literature add to hi story


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 uni te bring ing the chi ld 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 offer e d a new lamp for an old we ,

must rub the new to se e how much of the old


Aladdi n magic it conta ins Let us have the new .

with the least loss The cry for special training


.

is a cry also for specialists as teachers ; and desir


able as they are they will bear watchi ng ; 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 chi ld is almost forgotten for the


thi ngs he is to learn so the stuff of the teacher can
,

too easily disappear behi n d the bales of i nforma


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 i ntimacy without wh i ch the impart ,

ing of useful knowledge is as sounding brass The .

68
GOVERNMENT IN THE MIND
archaic teacher who taught the same children
everyth i ng that la y be t w een 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 ut not for,

the whole strong structure of the mind Up .

buil ding can come only from those tha t have it ,

and the demand for it must not weaken in the de


mand for the expert in his field An erect mind
.

kn owing the sa lient thi ngs will do more to quicken


and give a right facing to other minds than w ill a
dozen husks of h uma n ity w ith the entire alpha
b e t i n capitals after their names .

Instead then of following whole hea rtedly the


, ,
-

new lights of education whose gospel is that sub


je c ts are more im portant than minds we Shall re
,
s

affi rm the exact opposite while yet ope n ing the


door to the useful The Chi ld is bigg er than any
.

thing he can carry to market I n h i m is a di vin


.

ity ready for employment but greater than any


,

employment that he w ill choose I n fitting the


.

ch il d to hi s job we must have a live chi ld left


, .

This means no slighting of detai l s His general


.

powers must be brought do w n to partic ulars and ,

to parti culars that are useful His thinki ng Wi ll


.

69
D EVELOPING MENTAL POWER
not be counted as trained until he ca n demon
strate not only some proposition in geometry
, ,

but the truths that touch chi ldren 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 hi s fiber he


,

will escape daintiness and a repugnance to what is


wholesome and of the soil He will know the way
.

into 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 This great c o m .

p l e ti o n may not aid him as a producer of com


m o di ti e s ; it may even hinder But as D r C abot
. .

has reminded us that some of the greatest thi ngs


of life are unhygienic so we shall not forget that
,

some are uneconomic Man as was said of old


.
, ,

is 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 symb ol does justice to the mysterious re


70
D EVELOPING MENTAL POWER
difle re n tfrom and with a favoring for
tune the republic o i the mind is established
,

and unf urls its splendid b anner with festival


and so n g .
O U TL I N E
I I S THE M I ND A GYM NAS I UM OR A
L CH ST $

T OO - E

2 . Co n tro versy as to th e na ture of mi n d an d i ts

O i th i i li wf f w e n e rd
a l a cul ti e s g f
d
3 n e v
. e : e sc p n e o a e

4 So m e sci e n ti fic e vi de n ces h i ch un e rm i n e th i s
. w
5 An o th e r vi e w : th e tra i ni n g of co un tl e ss in de

d
.

t Op e ra ti o ns

du d
pe n en

6 Th e . e ca ti o n a l co nse $ ue n ces o f th i s t
o c ri n e

II . D EFECT S I N T HE RI V AL ACCOUNTS
r. Th e e rro rs o f th e m e n ta l di sci p li nari ans
a M e n ta l w
p o e rs a re n o t si m p le a n d uni o rm f
d b d
.

f
b Th e e e p o rce s e hi n i n te lle cti o n are ne g
.

le c te d . “

d l
.

c Po w n fini te y va ri e i
a n d a c tu l
k w dg
. e rs a re a
le e IS i m p o rta n t

d
no

2. Erro rs i n th e curre n t o c tri n e o f co n te n ts


a Th e mi n d
i s a c ti v e a n d sel e c ti ve
gd d
.

f
6 Pr a c ti ce e fe c ts a re n o t ri i ly co nfin e
d
. .

c Th e co m p l e
. a n d va ri e x
na ture o f o ur p a r

III TH E I N ERP T LAY O F M ND AN I D BO DY


di rg i d u i t wi th di ti
.

I . Th e mi n s an o a n ze n s ng uish

73
O U TLINE
d
Th e mi n i s vi ta lly co nn e c te i th th e o y dw bd
W bd
2. .

h a te ve r i n flue n ce s th e o y i n flue n c e s th e
d
a .

mi n .

x
b M uscula r e p re ssi o n an d m e n ta l efi e c ti ve
.

n e SS . o 0 o

Th e i n sta n ce o f l e t h a n de dn e ss f
bd d d
c .
-
.

Th e o y i s al so vi ta lly i n flue n c e b y th e mi n
a . So m e co n cre te i llustra ti o ns

I V I NF LU EN CES W I TH I N IN ET LL I G ENCE

ge n e ra l i de a s i n e duca ti ve kno wl
.

1 . Pa rti cula r and

Wi d e a n dsup e ri o r p o we rs gai n e d th ro ug h trai n e d


h bi d
2 .

mi nts of

d b b du
a .

3 . I m p a rte a ili ty i s a e tte r m e a sure ofe ca ti o n


th a n reco lle c ti o n
V EM OT I O N AND M ENT AL ENERGY
d
.

I . Th e e m o ti o n al li fe as an un e rly i n g so urce of

2 . Th e e ffe c t o f vi o le n t di tu b s r a n ces o f th e em o

»
t
Th e i nflue n ce o f o r i n a ry e m o ti o na l to n e s d
h- Envi ro nm en t cl e a rly i n flue n ce s p o e r to l e a rn w
l
l
(
Em o ti o ns m a e stro n k
tra ns e rs a n d a sso ci a g f
Th e m i n d , th o ug di
h p a rti cul a rize a b ili ty , is
s

O n

w h o le an d flui d “

VI TH E O RG N I Z A AT O N OI F I M P U S ES AND L
W LL
.

I . Th e i m p ulse s an d i ll a s n e le c te Op p o rtuni tyw g d .


36
2 . Tw o extre m e ty p e s o f m e n tal o r a ni za ti o n g .
37

74
O UTL IN E

6 Va ri o us i m p ulse s su
. b dior na te d to a ruli n g
37
3 A t h i
. r a nd h o l edso m e t y p e w
o f o r an i ze m i n g d d
.
38
g
4 Th e ca re a n d o r a n i za ti o n o f i nsti n cts re $ uire s
.

g
Ch a n es i n e m o ti o n a l g
re o r a n i za ti o n may be
g d
ra u al an d ca lm o r su dd e n a n d mar e k d 40

VI I A
T H E C RE O F TH E EM O TI ONS
ki n ds
.

I. Em o ti o ns a re o f tw o
0 Th e th e ni c e m o ti o ns fo r lo ng an d
d
. s a re

ste a y use
b Th e
. e mo ti o ns h ave o nl y a li mi te
a sth e n i c d
a n d sh o rt use

d
Th e o mi na n t e m o ti o ns o f ch i l h o o in d dd d
bd d
2. epe n

t il y co i ti on

d
p a r o n o n .

Exa m p le a n d i m i ta ti o n h ave a p ro fo un e fie ct

4 Oth e r
. sp e ci a l m e a ns of gi vi n g an un de rto n e o f

5 Pl i o r e r Ing d e x te rn als will S


a Si st “

b
.e as n “

6 Th e i rre sp o nsi le
.
j
e n o ym e n t o f fin e th ings 13 o f
'

g
7 I m a i n a ti o n a nd co ur te sy a s a i s d
d d
. .

8 Th e fin e a rts sh o ul b e p ri ze fo r th e p up il
W d
. .

9 .o r th y e m o ti o ns m ust b e m a e i n to la sti n g
se n ti m e n ts .

VI I I . I NS T I NCTS W I L D AND TAM E


1 . Ma ki n g th e grea t na tura l fo rces b e ne fice n t is

75
O UTLINE
-

Th e p a ssi o n fo r h a vi n g an d co lle c ti n g th i n gs
b d
.

Am i ti o n o r th e e si re to w i n a dm i ra ti o n
b
.

Se lf a a se m e n t a n d p ugn a ci ty
-

Pe rso n a l
Ed uca ti o n m ust p e n e tra te be y o dusua l scho o l
n

i n g a n d i n te lli e n ce g
I$ E$ ERCI S ES FO R T H E WI L L
d will
.

I . Th e th re e fe a ture s o f a tra i n e .

Vi go r, ste a di n e ss, a n d t i g h tn e ss o f a i m

d
a . .

g
Th e re a t va lue o f ste a i n e ss o f i ll w
w
Ste a di n e ss o f ill m e a n s p o e r to do th e i r so m e w k
d g
.

Th e p re ju i ce a a i ns t ch a n e o f d e ci si o n g
w
Ste a di n e ss o f ill m ust a n ti ci p a te i n te rrup ti o n s
W d d b
.

ill e p e n s up o n h a i ts o f m usc ula r a cti o n an d

7 A t i d will i m h i gh hi s at t tt n g
8 D i d $ u li ti f will g i d th
ra n e a e r $

gh gra d
ed
.

. e s re a es o a ne ro u

6o
9 P . i i ui bl f
ra c t c e h ugh t n s ta e o re t o 6I
D v l pi g h i fp i t tra t o e rs ste n ce 62
i d
10 . e e o n e .

A ill full w i u h
y tra co n st t te s c a ra c te r 63
Edu ti d m d h t l
I I . ne

I 2 . ca on f e an s t e a ent o cre a ti ve a rti sts . 64

$ ESTAB L I S H I NG G O V RNM
. E EN T I N TH E
M ND I

I Edu ti
. l k ca h l
on g i
oo s to t e to ta o r a n za ti o n of th e

I t se e ks a ulle r co b p e ra ti o n f of e xi stin g we rs
d
2 .
po
g
th r o u h th e i r m o i fica ti o n
d d d
.

3 Th e Ch il
. m ust b e e uca te as a w h o le , no t

p ece m ea l
i

7 6
O UTLINE
4 . Th e re is no sp e ci al vi r tue in dio n g wh a t i s in

5 . Th e di ffe re n t Si d e s o f sch o o li n g re $ uire i n te rco m

Mi n d m o re i mp o rta n t th an subj t
At d d
7 . s a re ec s

8 . ra i n e g
ta ste , a stre n th e n e
7o
9 Th e
. true re la ti o n bte w e en mi n d an d th e te a ch e r 7:
OTHER B OO KS BY
GEORGE M STRAT TON .

E$ PERI ME N A T YC Y
L P S H OL OG AND I TS B EAR
I NG UP ON CU L TURE London a n d New
.

York , 1 903 .

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

London and New York 1 91 1 , .

TH EOP H RASTU S AND THE GREE K P H Y SI O

L OGI C A L PS YC L G
HO O Y B E F ORE ARI STOTL E .

London and New York , 1 91 7 .


RIVERSIDE EDUCATIONAL MONOGRAPIIS
Ed i t d b y H ENRY S UZ Z ALLO
TT g g G g
e

d
A d
w hi f Hy i e i

n Th e
re ss s th e ac n o en n e ra es
At d Th h y d P cti ce o f th Ki n d a rt
oo

s e e or an ra e er en
B il y A t Edu ti

a e s r ca on
B tt
e N w I d l i Rura l Sch o o ls
s s

e ea s n
Th R i t ti
V G

B tt
e s s e ec a on
ui d
Bl m fi l d ti
V
al o f Y uth

oo e s o ca on an c e o
C b t lu t H l p t th S h l
a o

s o n e er e o e c oo s
C l I n du t i l Ed u ti i th e El m tary Sch o o l
g gg Tg g G

o e s s r a ca on n e en
C ly L u
oo e

s hi i th
an r d a e eac n n e a es
Cub b l y C h n i
er e C pti ’
s f E d u ti n
a n o n ce o ns o ca o
Cub b l y Th I m p
DD ww m t f Rur l Sc h o o ls

er e s e ro ve en o a
d Efi t i E d u ti

e y In t
e t s e re s an or n ca on
M l P i i pl i n Edu ti
D

e y e s o ra r nc es ca on
Th Ed u ti D o W e ll
T
f th N
g

l y
oo e s e ca on o e

e e r- -

E h t
ar ar hi C h il d t S tudy

s eac n re n o
El i t Edu ti Em i

o s f y ca on or c e nc
El i t C d Pr ti cal i n M o de rn Ed uca ti o n

o s t o n cre e a n ac
Ed u ti
Em
TT g g g

e rso n s ca on

hi
g
f H i h Sc h l M th m ti cs

E va n s sTh e eac n o oo a e a
F i h i l d Th
g gf hi t y i n th e Hi h Sch o o l

a rc sfP e e ac n o oe r
Fi h Th M e i
g

s e s fI e y an n o n a nc
dw ri ti n
F
T hin
g fH
G

m
re e Th T an s e eac o an

ra d e s
w
H li b u t
T g hi P try i n th e

a d Sm i th
r on an s eac n oe
H t ll Th hi f Hi t y

ar e s e eac n o s or
i th S o da ry Sch o o l
B y
TT g C
Eco mi ’
a ne s s no cs n e ec n
H i ll s Th e e a ch i n o f i vi c s

Td g
Ho rn e s Th e e a ch e r a s Arti st

d p
G
Hy e s Th e e a ch e r s P h i l o so h y
’ ’

d
D
$ e n ki n s s Re a i n i n th e Pri m a ry

ra es

k
$ udd s Th e Evo l uti o n o f a
G m o cra ti c Sc h o o l Sy ste m

e
d
K e n a ll a n d Stry e r s Hi s to ry i n th e El e m e n ta ry ra e$

d
p d
g M
K il a tri c k s Th e o n te ss o ri S y ste m Exa m i n e

L d C p
Lw D g
s En li sh o m o si ti o n a s a So ci al Pro b l e m

e o nar

M w T g
i s s e m o c ra cy s Hi h Sc h o o l
’ ’
e

b
M w T

a x e l l s Th e O se rva ti o n o f e a ch i n

g

a x e ll s Th e S e l e cti o n o f e xtb o o ks
M d d M d
e r e i th s Th e E uca ti o n a l B e a ri n s o f

o e rn P sy ch o l o gy

f Cd T M
P a l m e r s Eth i ca l a n d
g o r a l I ns tructi o n i n th e S ch o o ls

Pa lm e r s Se l - ul ti va ti o n i n En l i sh

T d Tf
'
P a l m e r s Th e I e a l e a ch e r
P a l m e r s ra e s a n d Pro e ssi o n s

T
P e rry s S ta tus o f th e

e a ch e r

Pro sse r s Th e e a ch e r a n d O l d Ag e
d d
gb d V
Russe l l s Eco n o m y i n S e co n a ry E uca ti o n

Sm i th s Esta b li sh i n I n ustri a l Sc h o o ls

d
W k
Sn e dde n s Th e Pro l e m o f o ca ti o na l E uca ti o n

d
D p g Mg w
'
S to c kto n s Pro j e c t or i n E uca ti on
Stra tto n s e ve l o i n

e n ta l P o er

T g p g
Suzza l lo s Th e T e a c h i n o f P ri m a ry Ari th m e ti c

w f p TD f
S uzza l lo s Th e e a ch i n

o f S e lli n
S i t s S e e ch

C d
e e cts i n Sc h o o l h il r e n

T d k dd d
Te r m a n s Th e e a c h e r s H e a l th
’ ’

h o r n i e s I n i vi ua li ty

Tua ll s Th e S tu y o f Na ti o ns

We e ks s Th e P e o l e s Sc h o o l
’ ’
p
16
RI VERSI D E TE$ TB OO K S
I N ED U CA TI O N
Ge ne ra l Educa ti o na l Th eo

AVERILL : P sych o l o gy fo r N o r m a l S ch o o l s
M
FRE E A N : Ex p e ri m e n ta l Ed uca ti o n
FRE E MAN : H o w C
h il dr e n e a rn
FRE E MA N : Th e Psy ch o l o gy o f th e
L
C
omm o n Bran ch es
P E RR Y : Di sci p l i n e a s a S ch o o l Pro b l e m
SMI TH : An I n tr o d ucti o n to Ed uca ti o na l So ci o l o gy
M
THO AS : T
ra i n i n g fo r E fi e c ti v e S tud y
WADDLE : An I n tro d ucti o n to h il d P sy ch o lo gyC
CUB BERLE Y : Th e Hi sto ry of Ed uc a ti o n

CC U B BE RLEY :
UB BERLE Y:
Re a di n g s I n th e Hi sto ry
'

Pub li c Ed uca ti o n i n th e
of
U
E d uca ti o n
n i te d S ta te s

Adm i n i stra ti o n
AY
a nd Snpcrvi sto n of Sch oo ls
RES, WILLI AM
S , WOOD : H e a l th ful S ch o o l s
CUBB ERI E Y : P ub li c S c h o o l Ad mi ni stra ti o n
Lf
CUBl ERLEY : Rura l i e a n d E d uca ti o n
A MA
HO G AND TER N : H e a l th W o rk i n th e S c h o o l s
g
M O NROE : M e a suri n th e Re sul ts o f e a ch i n
MONRO E , D E Vo ss, K EL L Y : Educa ti o na l e sts an d
T Tg M eas
ure m e n ts
N U TT Th e Sup er vi si o n o f I n structi o n
.

C
RU GG : S ta ti sti cal M e th o ds Ap p li e d to Ed uca ti o n
SE AR S : la ssro o m Orga ni za ti o n an d o n tr o l
SHO W A LTE R : A H an d b o o k fo r Rural S ch o o l Cmccta
C
TE RMA N : Th e H y gi e n e o f th e S ch o o l h ild
TE RMA N : Th e M e a sur e m e n t o f I n te lli e n ce
Cg
M
TE R AN : Th e I n te lli g e n c e o f S ch o o l h il dren C
T L
BOLE NIU S : e a ch i n g i ter a ture i n th e ra mma r ra d es a n d
Hi gh Sch o o l
G G
K E ND AL L, M I RI CR : H o w to
K E ND AL L M IRI CR : H o w to
TT
e a ch th e Fu n da m e n tal Sub j e cts
e a ch th e Sp e ci a l Sub j e cts
,

STO NE : S i l e n t a n d O ra l Re a d i n g
TRAF TO N : Th e
T T
e a ch i n g o f S ci e n ce i n th e El e m e n tary Sch o o l
WOOFTE R: ea ch i n g i n Rur al Sch o o ls
Seco n da ry Educa ti o n
BRI GGs : Th e un i o r H i h S c h o o l
$ g
I NGL I s : Pri ncrp l e s o f Se co n da ry Ed uca ti on

T HO MA S : Th e T
SNE D DE N : P ro b l e m s o f Se co n dar y Ed uca ti o n
e a ch i n g g
o f En l i sh i n th e S e co n dary Sch o o l

T
H O U GH O N MI F F I N C O M P L ANY
1724
HOW TO STUDY AND
'

TEACHINGHOW TO STUDY
By
F. M Mc M URRY
.

P rofessor of Eleme ntary Educa ti o n , Teach e rs Co l lege


Columbi a Un i ver si ty

Ev ery teacher student and p arent should


, ,

read this book p erha p s the most funda


,

mentally imp o rta nt educational book that h a s


r ec ently a p p ea red .

Some the $ uestions which are fully a n d


Of
help fully answe red in the book :
Wh y y o un g p e o p l e h ave b
no t e en le a rni n g to

Th e ch an ges n e ce ssa ry to b e m d i n th e sch o o ls


d t udy p ro p e rly
a e
i n o r e r th a t th e y ma y le a rn to s .

Ho w th e la rge a mo unt o f waste i n h o m e st udy


ca n b e p re ve n te d .

Ho w a dults sh o uld study .

To wh a t e xte n t ch i ldre n h ave th e n a tive ca p a


ci ty a nd e xp e ri e n ce n e ce ssa ry fo r f ru i tful study .

Wh a t ca n b e do n e to wards te a chi ng e ve n th e
y o un g e st ch i l dre n to fo rm th e ri gh t h a b i ts o f study .

U
HO GHTON M l FF LIN COMPANY
ms
PROBLEMS OF CONDUCT
BY

D URANT DRAKE

An I n tro ducto ry Survey of Eth i cs



Tr a n s cr ip t sa 3 I t i s th e g re a t
f
m e ri t Of P ro e s so r D ra ke s b o o th a t i t m o v e s a l a ys

w
f
i n a c o n c re te sp h e re o f li e a s w e d ai ly l i ve i t I t .

n e v e r m o ra l i ze s , i t n e ve r l a ys d o w
n o bzte r di cta , i t
s i m ly ta l ks o ve r w b
i th us o ur p e rso n a l p ro le m s p re
x w
c i s e y a s a ke e n, e p e ri e n c e d , a n d a l a s s m p a th e ti c
y
f g
ri e n d m i h t do . T
h ro u h a n d th ro n g
s c re n ti fic a n d

sc h o l arly, i t i s n e ve r a c a e m i c i n m e th o d a n d m a tte r
$
.

PROBLEMS O F RELIGION
BY

D URANT DRAKE
Th i s b o o k, l i ke P ro f so r D a ke s
es r

P r o bl e m s
Co n duct, re p re se n ts a c o urs e Of l e c ture s i ve n g
s e ve ra l ye ar s to un d e rg ra d ua te s o f W e sl e y a n U n i v e r
s i ty T g
h e i r a i m i s to i ve a ra p i d s urve y o f th e fie l d ,
b
.

s uc h th a t th e m a n w h o i s c o n use d f th e c h a o s o f
Op i n i o n s o n th e se m a tte rs , a n d i ms e bb ut l i ttle a le b
g b w g
to jud e e t e e n c o n fli c ti n s ta te m e n ts , m a y h e re g e t
b g
h i s e a ri n s a n d s e e h i s w a y to s ta l e e li e b b
and f
g
e n e r e ti c a cti o n .

U
HO G HTON MIF FL I N COMPANY
um
VO CA TIO NA L PR EPARATIO N
Th e Vo ca ti on a l Gui da n c e of Yo uth by ME YE R
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bl m D A VI D
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Th e P ro e of Vo ca ti o nal Educa ti o n , b y
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Pre vo ca ti o na l Educa ti o n b y FR AN K M LEA I TT a n d , .

E DI TH B R OW N
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Pri n ci p l e s a nd M e th o d s of I ndustri al Educa tio n , b y


W I LLI AM H D OO L E Y
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Th i s i s a b o o k fo r use i n te a c h e r tra i ni n g cl asse s. T h e re i s an ID

App Ld d
tro ducti o n b y CHARLES A P ROSS ER . .

In dustri a l Educa ti o n , b y L B E RT H E A KE
d p du
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A stu y a n d c ri ti c i sm o f th o rtun i ti e s ro vi e for th e


d
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ti o n of th e i n ustr i al or e r.

Esta b li sh i n g I n dustri a l Sch o o l s, b y H A RRY BR A D LE Y


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di scussi on o f th e ste p s to b e ta k en in e sta bli sh i n g i n us d

H O U G H T O N MI FFLIN CO MPA N Y
1930
THE HO UGHTON MIFFLIN
PRO FESSIO NAL LIBRARY
For Teach ers an dStudents o f Educati o n

P ra cti ca l Asp ects of Educa ti o n

CHAR T g C
T g g
e a ch i n

TERS S th e o mm o n Bra n ch e s
NOLAE S Th e ’
e a ch i n of A ri cul ture

WILSON S Th e ’
Mo ti va ti o n of Sch o o l Work
LEAVI rr '
AND BROWN S Pre vo ca ti o na l E uca ti o n i n

d th e Publi c

T
Sch o o ls
A g
T
H LL S Th e $ ue sti on as a Facto r i n

e a ch i n
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KREADY S A Stu y o f Fai ry a le s

A
BRY NT S H o w to e ll S to ri e s to h i l

C d re n
Ch i l d
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CAEOT S Eth i cs fo r

re n

C
BROWNLEE S h a ra cter Buil i n i n Sch oo l

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A o urse in i ti ze n sh i a n d P a tri o ti sm
BLOOi uI ELD s Yo uth , Sch o o l , a n d o ca ti on
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C L Lf
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M
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FUL ER S Th e Use o f th e Ki n de r a rte n Gifts
T gL

BArEs s alks on ea ch i n i tera ture


Tb e a m a n d P ri n ci p le s o f Educa ti o n
D OOLE YS ’
P ri nci l e s p and Me th o ds o f I n dus tri a l Ed uca ti on
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Bo s mr r Th e rri cul um

s

McM URRY S (F M ) Ho w to S tudy and e a ch i n H o w


g T g
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McMURRY s ( C A ) Co n fli cti n Pri n ci l e s i n e a ch i n


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WOODLEY S Th e Pro fe ssi o n o f e ach i n


p d
RUEDIcE R s Th e Prin ci l e s o f E uca ti o n
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O SHE S So ci al

A e ve l o me n t a n d E u

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HENDERsON s E uca ti o n an d th e ar e r i fe

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CHANCEIL OR S A Th e o ry oi Mo ti ve s , I de a ls and Val ue s i n Educa ti o n

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R U R A L SC H O O L T E A C H ER S

An dr H e al th E uca ti o n i n Rural Sch oo l s


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Be tts N e w I d e al s i n Rural S ch o o l s
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Be tts Th e Re ci ta ti o n
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Ca ot Eth i cs fo r C h i l re n
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C h a rte rs T e a ch in g th e C o mm o n Branch e s
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Cu e rl e y Th e I m p ro v e m e n t o f Rura l Sch o o l s
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e rl e y . Rural Li fe an d E ca on

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Ho a g an d Te rm a n H e a or n th e Sch o o l s
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No la n Th e T e a ch i n g o f A gri c ulture
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Sh o wa l te r H an o o k fo r Rura l S ch o o l Ofi ce rs

Te rma n Th e H y gi e n e o f th e Sc h o o l Ch i l d
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Th o ma s Trai n i n g fo r Efi e cti v e S tudy


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oo te r . e ac n n ra c oo s

H O U GH TO N M L N C M AN IFF I
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