,,ont>io ,,normal ,,s*ool ,,manuals ,,sci5ce ,,( ,,education ,,au?oriz$ ,,by ,,! ,,m9i/] ,,( ,,education ,,toronto ,,! ,,ry]son ,,press ,,copyright1 ,,canada1 #aiae1 ,,by ,,! ,,m9i/] ,,( ,,education ,,= ,,ont>io ,second ,pr9t+1 #aiai4 ,?ird ,pr9t+1 #aibc4 ,,cont5ts ,,"p ,i ,,! ,,pr9ciples ,,( ,,education ,,*apt] ,i ,,page ,,nature ,,& ,,purpose ,,( ,,education #a ,conditions ( ,gr[? & ,developm5t #b ,wor? 9 ,human ,life #d ,factors 9 ,social ,effici5cy #f ,,*apt] ,,ii ,,=ms ,,( ,,reaction #i ,in/9ctive ,reaction #i ,habitual ,reaction #aj ,consci\s ,reaction #aa ,factors 9 process #ab ,exp]i5ce #ac ,relative value ( exp]i5ces #ae ,influ5ce ( ,consci\s ,reaction #ag ,,*apt] ,,iii ,,process ,,( ,,education #ai ,consci\s ,adju/m5t #ai ,education z ,adju/m5t #ai ,education z ,control ( ,adju/m5t #bb ,requirem5ts ( ! ,in/ructor #bd ,,*apt] ,,iv ,,! ,,s*ool ,,curriculum #be ,purposes ( ,curriculum #be ,dang]s 9 ,use ( ,curriculum #bh ,,*apt] ,v ,,educational ,,in/itutions #cd ,! ,s*ool #cd ,o!r ,educative ,ag5ts #ce ,! *ur* #ce ,! home #cf ,! vocation #cf ,o!r in/itutions #cf ,,*apt] ,,vi ,,! ,,purpose ,,( ,,! ,,s*ool #ch ,civic ,views #ch ,individuali/ic ,views #dj ,! ,eclectic ,view #dc ,,*apt] ,,vii ,,divisions ,,( ,,educational ,,/udy #df ,control ( ,exp]i5ce #df ,! ,in/ructor's ,problems #dh ,g5]al me?od #di ,special me?ods #di ,s*ool managem5t #ej ,hi/ory ( education #ej ,,"p ,,ii ,,me?odology ,,*apt] ,,viii ,,g5]al ,,me?od #eb ,subdivisions ( ,me?od #eb ,me?od & ,m9d #ec ,,*apt] ,,ix ,,! ,,lesson ,,problem #ee ,nature ( ,problem #ee ,ne$ ( ,problem #eg ,pupil's ,motive #ei ,awak5+ ,int]e/ #fa ,k ( ,problem #fg ,h[ to ,set ,problem #fi ,examples ( ,motivation #ga ,,*apt] ,x ,,le>n+ ,,z ,a ,,select+ ,,activity #ge ,! ,select+ ,process #gg ,law ( ,prep>ation #hb ,value ( prep>ation #hc ,precautions #hd ,necessity ( prep>ation #he ,examples ( prep>ation #hf ,,*apt] ,,xi ,,le>n+ ,,z ,a ,,relat+ ,,activity #hi ,nature ( ,syn!sis #ij ,int]action ( ,processes #ia ,k unifi$ #id ,,*apt] ,,xii ,,application ,,( ,,k #ie ,types ( ,action #if ,nature ( ,expression #ig ,types ( ,expression #ii ,value ( ,expression #ajj ,dang]s ( ,omitt+ #ajb ,expression & ,impression #ajc ,,*apt] ,,xiii ,,=ms ,,( ,,lesson ,,pres5tation #ajf ,! ,lecture ,me?od #ajf ,! ,text-book ,me?od #aji ,uses ( text-book #aaa ,abuse ( text-book #aac ,! ,develop+ ,me?od #aac ,! ,objective ,me?od #aaf ,! ,illu/rative ,me?od #aah ,precautions #aai ,modes ( ,pres5tation ,comp>$ #aba ,,*apt] ,,xiv ,,classification ,,( ,,k #abb ,acquisition ( ,p>ticul> ,k #abb ,?r\gh s5ses #abb ,?r\gh imag9ation #abb ,by d$uction #abc ,acquisition ( ,g5]al ,k #abd ,by conception #abd ,by induction #abe ,appli$ k g5]al #abf ,processes ( ,acquir+ ,k ,simil> #abg ,,*apt] ,,xv ,,modes ,,( ,,le>n+ #abi ,developm5t ( ,p>ticul> ,k #abi ,le>n+ ?r\gh s5ses #abi ,le>n+ ?r\gh imag9ation #aca ,le>n+ by d$uction #acc ,examples = /udy #acg ,developm5t ( ,g5]al ,k #aci ,! conceptual lesson #aci ,! inductive lesson #adj ,! =mal /eps #ada ,conception z le>n+ process #adc ,induction z le>n+ process #add ,fur!r examples #ade ,! inductive-d$uctive lesson #adh ,,*apt] ,,xvi ,,! ,,lesson ,,unit #aej ,:ole to ,p>ts #aea ,p>ts to ,:ole #aed ,precautions #aee ,,*apt] ,,xvii ,,lesson ,,types #aef ,! ,/udy ,lesson #aeg ,! ,recitation ,lesson #afj ,conduct+ recitation lesson #afa ,! ,drill ,lesson #afb ,! ,review ,lesson #afe ,! topical review #aff ,! comp>ative review #afi ,,*apt] ,,xviii ,,que/ion+ #aga ,qualifications ( ,good ,que/ion] #aga ,purposes ( ,que/ion+ #agc ,socratic ,que/ion+ #agd ,! ,"q #agg ,! ,answ] #agi ,limitations #aha ,,"p ,,iii ,,educational ,,psy*ology ,,*apt] ,,xix ,,consci\sness #ahc ,value ( ,educational ,psy*ology #ahf ,limitations #ahf ,me?ods ( ,psy*ology #ahg ,phases ( ,consci\sness #ahi ,,*apt] ,,xx ,,m9d ,,& ,,body #aib ,! ,n]v\s ,sy/em #aib ,! ,cortex #aih ,reflex ,acts #aii ,*>act]i/ics ( ,n]v\s ,matt] #bjb ,,*apt] ,,xxi ,,in/9ct #bjg ,human ,in/9cts #bji ,curiosity #bad ,imitation #bag ,play #bba ,play 9 education #bbc ,,*apt] ,,xxii ,,habit #bbf ,=mation ( ,habits #bcj ,value ( ,habits #bca ,improvem5t ( ,habits #bcd ,,*apt] ,,xxiii ,,att5tion #bcg ,att5tion ,selective #bdj ,involunt>y ,att5tion #bdc ,non-volunt>y ,att5tion #bde ,volunt>y ,att5tion #bdf ,att5tion 9 ,education #bea ,,*apt] ,,xxiv ,,! ,,feel+ ,,( ,,int]e/ #beg ,classes ( ,feel+s #beh ,int]e/ 9 ,education #bfa ,developm5t ( int]e/s #bfd ,,*apt] ,,xxv ,,s5se ,,p]ception #bfg ,g5esis ( ,p]ception #bgj ,factors 9 ,s5sation #bgc ,classification ( ,s5sations #bgd ,education ( ! ,s5ses #bgf ,,*apt] ,,xxvi ,,memory ,,& ,,app]ception #bhb ,di/+ui%$ #bhc ,factors ( ,memory #bhd ,conditions ( ,memory #bhe ,types ( ,recall #bhh ,localization ( ,"t #bij ,classification ( ,memories #bij ,memory 9 ,education #bia ,app]ception #bic ,conditions ( ,app]ception #bid ,factors 9 ,app]ception #bif ,,*apt] ,,xxvii ,,imag9ation #bih ,types ( ,imag9ation #bii ,passive #bii ,active #cjj ,uses ( ,imag9ation #cja ,,*apt] ,,xxviii ,,?9k+ #cjd ,conception #cje ,factors 9 concept #cji ,aims ( conceptual lessons #caj ,! def9ition #cac ,judgm5t #cae ,errors 9 judgm5t #cag ,reason+ #cbj ,d$uction #cbj ,induction #cbc ,developm5t ( ,reason+ ,p[] #cbh ,,*apt] ,,xxix ,,feel+ #ccj ,conditions ( ,feel+ ,tone #cca ,s5su\s ,feel+s #ccd ,emotion #ccd ,conditions ( emotion #cce ,o!r ,types ( ,feel+ #cdj ,mood #cdj ,disposition #cdj ,temp]am5t #cdj ,s5tim5ts #cda ,,*apt] ,,xxx ,,! ,,w #cdb ,types ( ,movem5t #cdb ,developm5t ( ,control #cdc ,volition #cde ,factors 9 volitional act #cdf ,abnormal ,types ( ,w #cdh ,,*apt] ,,xxxi ,,*ild ,,/udy #ceb ,me?ods ( ,*ild ,/udy #cee ,p]iods ( ,developm5t #ceh ,infancy #ceh ,*ildhood #cei ,adolesc5ce #cfa ,individual ,diff]5ces #cfc ,,app5dix ,,sugge/$ ,,read+s #cfi ,,! ,,sci5ce ,,( ,,education ,,"p ,i4 ,,pr9ciples ,,( ,,education ,,*apt] ,i ,,nature ,,& ,,purpose ,,( ,,education ,value ( ,sci5tific ,k4--,9 ! practice ( any intellig5t occupation or art1 9 s f> z ! practice atta9s to p]fection1 !re are manife/$ 9 ! processes c]ta9 sci5tific pr9ciples & me?ods to :i* ! "w ( ! "o practis+ ! art con=ms4 ,9 ! successful practice1 = example1 ( ! art ( composition1 !re are manife/$ ! pr9ciples ( rhetoric2 9 t ( h\sebuild+1 ! pr9ciples ( ar*itecture2 & 9 t ( gov]nm5t1 ! pr9ciples ( civil polity4 ,9 practis+ any su* art1 moreov]1 ! work] f9ds t a k ( ^! sci5tific pr9ciples & me?ods w guide him 9 ! correct practice ( ! art1--a k ( ! sci5ce ( rhetoric assi/+ 9 ! art ( composition2 ( ! sci5ce ( ar*itecture1 9 ! art ( h\sebuild+2 & ( ! sci5ce ( civil polity1 9 ! art ( gov]nm5t4 ,! ,sci5ce ( ,education4--,if ! practice ( tea*+ is an intellig5t art1 !re mu/1 9 l mann]1 be f\nd 9 its processes c]ta9 pr9ciples & me?ods :i* may be set =? 9 sy/ematic =m z a sci5ce ( education1 & appli$ by ! educator 9 ! art ( tea*+4 ,assum+ ! exi/5ce ( a sci5ce ( education1 x is fur!r evid5t t ! /ud5t-tea*] %\ld make himself acqua9t$ ) its lead+ pr9ciples1 & likewise le>n to apply ^! pr9ciples 9 8 practice ( ! art ( tea*+4 ,to ?is end1 h[ev]1 x becomes necess>y at ! outset to det]m9e ! limits ( ! subject-matt] ( ! sci5ce4 ,we %all1 !re=e1 fir/ consid] ! g5]al nature & purpose ( education s f> z to decide ! facts to be includ$ 9 ?is sci5ce4 ,,conditions ,,( ,,gr[? ,,& ,,developm5t ,a4 ,physical ,gr[?4--,al?\gh diff]+ 9 _! p>ticul> conception ( ! nature ( education1 all educators agree 9 sett+ ! *ild z ! c5tral figure 9 ! educative process4 ,z an individual1 ! *ild1 l o!r liv+ organisms1 develops ?r\gh a process ( inn] *anges :i* are l>gely condition$ by outside influ5ces4 ,9 ! case ( animals & plants1 physical gr[?1 or developm5t1 is f\nd to consi/ ( *anges caus$ 9 ! ma9 ?r\gh ! individual respond+ to ext]nal /imulation4 ,tak+ "o ( ! simple/ =ms ( animal life1 = example1 ! amoeba1 we f9d t :5 /imulat$ by any =eign matt] n con/itut+ its food1 say a p>ticle ( s&1 su* an organism at once )draws itself f ! /imulat+ elem5ts4 ,on ! o!r h&1 if x comes 9 contact ) suitable food1 ! amoeba n only fl[s t[>d x1 b by assimilat+ x1 at once beg9s to increase 9 size1 or gr[1 until x f9ally divides1 or reproduces1 itself z %[n 9 ! foll[+ figures4 ,h5ce ! amoeba z an organism is n only able to react appropriately t[>d diff]5t /imuli1 b is also able to *ange itself1 or develop1 by its appropriate reactions ^u su* /imulations4 ,9 plant life1 also1 ! same pr9ciple holds4 ,z long z a gra9 ( corn1 :eat1 etc41 is kept 9 a dry place1 ! life pr9ciple /or$ up )9 ! se$ is unable to manife/ itself 9 gr[?4 ,:51 on ! o!r h&1 x is appropriately /imulat$ by wat]1 heat1 & light1 ! se$ awak5s to life1 or g]m9ates4 ,9 o!r words1 ! se$ reacts ^u ! ext]nal /imulations ( wat]1 heat1 & light1 & manife/s ! activity kn[n z gr[?1 or developm5t4 ,?us all physical gr[?1 :e!r ( ! plant or ! animal1 is condition$ on ! en]giz+ ( ! inh]5t life pr9ciple1 9 response to appropriate /imulation ( ! environm5t4 ,illu/ration3 ,a4 ,simple amoeba4 ,b4 ,an amoeba develop+ z a result ( assimilat+ food4 ,c4 ,an amoeba ab\t to divide1 or propagate4 ,b4 ,developm5t 9 ,human ,life4--,9 addition to its physical nature1 human life has )9 x a spiritual law1 or pr9ciple1 :i* enables ! individual to respond to suitable /imulations & by t means develop into an intellig5t & moral be+4 ,:51 = in/ance1 waves ( light f an ext]nal object /imulate ! n]v\s sy/em ?r\gh ! eye1 man is able1 ?r\gh 8 intellig5t nature1 to react m5tally ^u ^! /imulations &1 by int]pret+ !m1 build up )9 8 exp]i5ce consci\s images ( light1 col\r1 & =m4 ,9 l mann]1 :5 ! n]ves 9 ! h& are /imulat$ by an ext]nal object1 ! m9d is able to react ^u ! impressions &1 by int]pret+ !m1 obta9 images ( t\*1 temp]ature1 & weight4 ,9 ! sph]e ( action1 also1 ! *ild :o is /imulat$ by ! sight ( 8 eld] p\nd+ ) a hamm]1 sweep+ ) a broom1 etc41 reacts imitatively ^u su* /imulations1 & ?us acquires skill 9 action4 ,s also :5 /imulat$ by means ( 8 human surr\nd+s1 z1 = example1 ?r\gh ! k9dly acts ( 8 "m1 fa!r1 etc41 he reacts morally t[>d ^! /imulations & ?us develops su* social qualities z sympa?y1 love1 & k9dness4 ,nor are ! conditions ( developm5t diff]5t 9 m complex intellectual problems4 ,if a *ild is giv5 n9e blocks on :i* are pr9t$ ! n9e digits1 & is ask$ to arrange !m 9 ! =m ( a squ>e s t ea* ( ! horizontal & ! v]tical columns w add up to fifte51 !re is equally an inn] gr[? ?r\gh /imulation & response4 ,9 su* a case1 s9ce ! answ] is unkn[n to ! *ild1 ! problem s]ves z a /imulation to 8 m9d4 ,fur!rmore1 x is only by react+ ^u ?is problem ) 8 pres5t k ( ! value ( ! v>i\s digits :5 comb9$ 9 ?rees1 z #a1 #f1 #h2 #e1 #g1 #c2 #i1 #b1 #d2 #a1 #e1 #i2 etc41 t ! necess>y gr[? ( k relative to ! solution ( ! problem w take place )9 ! m9d4 ,,wor? ,,9 ,,human ,,life ,b ! possession ( an intellectual & moral nature :i* responds to appropriate /imulations implies1 also1 t z man develops intellectually1 he w f9d mean+ 9 human life z realiz$ 9 himself & o!rs4 ,?us he becomes able to recognize wor? 9 human life & to det]m9e ! conditions :i* fav\r its highe/ gr[?1 or developm5t4 ,! ,wor?y ,life n a ,natural ,gr[?4--,grant+ t x is ?us possible to recognize t life is n a blank1 b t x %\ld develop into some?+ ( wor?1 x by no means foll[s t ! "y *ild w adequately recognize & desire a wor?y life1 or be able to und]/& & control ! conditions :i* make = its developm5t4 ,al?\gh1 inde$1 !re is implant$ 9 8 nature a spiritual t5d5cy1 yet 8 e>ly int]e/s are almo/ :olly physical & 8 attitude impulsive & selfi%4 ,left to himself1 !re=e1 he is likely to develop l>gely z a creature ( appetite1 controll$ by bl9d passions & ! *ance impressions ( ! mom5t4 ,until su* "t1 !re=e1 z he obta9s an adequate developm5t ( 8 intellectual & moral life1 8 behavi\r con=ms l>gely to ! wants ( 8 physical nature1 & 8 actions are irrational & wa/eful4 ,"u su* conditions ! "y *ild1 if left to himself to develop 9 accordance ) 8 native t5d5cies ?r\gh ! *ance impressions :i* may /imulate him f )\t1 mu/ fall %ort ( atta9+ to a life ( wor?4 ,= ?is reason education is design$ to control ! gr[?1 or developm5t1 ( ! *ild1 by direct+ 8 /imulations & responses 9 su* a way t 8 life may develop into "o ( wor?4 ,"* ( ! ,wor?y ,life4--,if1 h[ev]1 x is possible to add to ! wor? ( ! life ( ! *ild by controll+ & modify+ 8 natural reactions1 ! fir/ problem confront+ ! sci5tific educator is to decide :at con/itutes a life ( wor?4 ,?is "q belongs prim>ily to e?ics1 or ! sci5ce ( "r liv+1 to :i* ! educator mu/ turn = 8 solution4 ,"h x w be le>n$ t ! high] life is "o made up ( moral relations4 ,9 o!r words1 ! p]fect man is a social man & ! p]fect life is a life made up ( social rights & duties1 :]e9 "o is able to realize 8 own good 9 con=mity ) ! good ( o!rs1 & seek 8 own happ9ess by includ+ )9 x ! happ9ess ( o!rs4 ,b to live a life ( social wor?1 man mu/ ga9 su* control ov] 8 l[] physical wants & desires t he c con=m !m to ! ne$s & rights ( o!rs4 ,he mu/1 9 o!r words1 9 adapt+ himself to 8 social environm5t1 develop a s5se ( duty t[>d 8 fell[s :i* w cause him to act 9 co-op]ation ) o!rs4 ,he mu/ refuse1 = in/ance1 to satisfy 8 own want by caus+ want to o!rs1 or to promote 8 own desires by giv+ pa9 to o!rs4 ,secondly1 he mu/ obta9 su* control ov] 8 physical surr\nd+s1 includ+ 8 own body1 t he is able to make ^! s]ve 9 promot+ ! common good4 ,9 ! wor?y life1 !re=e1 man has s adju/$ himself to 8 fell[ m5 t he is able to co-op]ate ) !m1 & has s adju/$ himself to 8 physical surr\nd+s t he is able to make ?is co-op]ation effective1 & ?us live a socially effici5t life4 ,,factors ,,9 ,,social ,,effici5cy ,a4 ,k1 a ,factor 9 ,social ,effici5cy4--,! foll[+ simple examples w m fully demon/rate ! factors :i* ent] into ! socially effici5t life4 ,! "y *ild1 = in/ance1 :o lives on ! %ore ( "o ( our great lakes1 may le>n ?r\gh 8 k ( col\r to di/+ui% betwe5 ! wat] & ! sky on ! horizon l9e4 ,?is k1 he f9ds1 h[ev]1 does n ent] 9 any degree into 8 social life )9 ! home4 ,:5 on ! same basis1 h[ev]1 he le>ns to di/+ui% betwe5 ! ripe & ! unripe b]ries 9 ! g>d51 he f9ds ?is k ( s]vice 9 ! community1 or home1 life1 s9ce x enables him to di/+ui% ! fruit 8 "m may desire = use 9 ! home4 ,"o m>k ( social effici5cy1 !re=e1 is to possess k t w enable u to s]ve effectively 9 society4 ,b4 ,skill1 a ,factor 9 ,social ,effici5cy4--,9 ! sph]e ( action1 also1 ! *ild might acquire skill 9 mak+ /ones skip ov] ! surface ( ! lake4 ,"h1 aga91 h[ev]1 ! acquir$ skill w\ld s]ve no purpose 9 ! community life1 except p]haps occasionally to enable him to amuse himself or 8 fell[s4 ,:51 on ! o!r h&1 he acquires skill 9 v>i\s home occupations1 z op5+ & clos+ ! gates1 att5d+ to ! furnace1 h>ness+ & driv+ ! horse1 or play+ a musical in/rum5t1 he f9ds t ?is skill enables him 9 "s measure to s]ve 9 ! community life ( :i* he is a memb]4 ,a second factor 9 social effici5cy1 !re=e1 is ! possession ( su* skill z w enable u to co-op]ate effectively )9 our social environm5t4 ,c4 ,"r ,feel+1 a ,factor 9 ,social ,effici5cy4--,b grant+ ! possession ( adequate k & skill1 a man may yet fall f> %ort ( ! socially effici5t life4 ,! ma*9i/1 = in/ance1 may "k fully all t p]ta9s to ! mak+ ( an excell5t eng9e = ! int5d$ /eamboat4 ,he may fur!r possess ! skill necess>y to its actual con/ruction4 ,b ?r\gh indiff]5ce or a desire = selfi% ga91 ?is man may build = ! vessel an eng9e :i* lat]1 ?r\gh its poor con/ruction1 causes ! loss ( ! %ip & its crew4 ,a ?ird necess>y requisite 9 social effici5cy1 !re=e1 is ! possession ( a s5se ( duty :i* compels u to use our k & skill ) full reg>d to ! feel+s & rights ( o!rs4 ,?us a c]ta9 am\nt ( socially useful k1 a c]ta9 measure ( socially effective skill1 & a c]ta9 s5se ( moral obligation1 or "r feel+1 all ent] z factors into ! socially effici5t life4 ,,=mal ,,education ,assum+ t ! educator is ?us able to di/+ui% :at con/itutes a life ( wor?1 & to recognize & 9 "s measure control ! /imulations & reactions ( ! *ild1 x is evid5t t he %\ld be able to devise ways & means by :i* ! *ild may gr[ into a m wor?y1 t is1 into a m socially effici5t1 life4 ,su* an attempt to control ! reactions ( ! *ild z he adju/s himself to ! physical & social _w ab\t him1 9 ord] to r5d] him a m socially effici5t memb] ( ! society to :i* he belongs1 is describ$ z =mal education4 ,,*apt] ,,ii ,,=ms ,,( ,,reaction ,,in/9ctive ,,reaction ,s9ce ! educator aims to direct ! developm5t ( ! *ild by controll+ 8 reactions ^u 8 physical & social surr\nd+s1 we h next to consid] ! =ms "u :i* ^! reactions occur4 ,ev5 at bir? ! human organism is end[$ ) c]ta9 t5d5cies1 :i* enable x to react effectively ^u ! pres5tation ( appropriate /imuli4 ,our in/9ctive movem5ts1 su* z suck+1 hid+1 grasp+1 etc41 be+ inh]it$ t5d5cies to react "u giv5 conditions 9 a m or less effective mann] = our own good1 con/itute "o type ( reactive movem5t4 ,at bir?1 !re=e1 ! *ild is end[$ ) p[]s1 or t5d5cies1 :i* enable him to adapt himself m or less effectively to 8 surr\nd+s4 ,because1 h[ev]1 ! *ild's e>ly ne$s are l>gely physical1 _m ( 8 in/9cts1 su* z ^? ( fe$+1 fight+1 etc41 lead only to self-pres]vative acts1 & are1 !re=e1 individual r ?an social 9 "*4 ,ev5 ^! individual t5d5cies1 h[ev]1 enable ! *ild to adju/ himself to 8 surr\nd+s1 & ?us assi/ t physical gr[? )\t :i*1 z w be le>n$ lat]1 !re c\ld be no adequate intellectual & moral developm5t4 ,b besides ^!1 ! *ild inh]its _m social & adaptive t5d5cies--love ( approbation1 sympa?y1 imitation1 curiosity1 etc41 :i* enable him ( himself to p>ticipate 9 "s measure 9 ! social life ab\t him4 ,in/9ct & ,education4--,our in/9cts be+ inh]it$ t5d5cies1 x foll[s t !y mu/ cause u to react 9 a some:at fix$ mann] ^u p>ticul> ext]nal /imulation4 ,= ?is reason1 x might be assum$ t ^! t5d5cies w\ld build up our "* indep5d5tly ( outside int]f]5ce or direction4 ,if su* 7 ! case1 in/9ctive reactions w\ld n only lie beyond ! prov9ce ( =mal education1 b might ev5 s]i\sly int]f]e ) its op]ation1 s9ce our in/9ctive acts diff] widely 9 value f ! /&po9t ( ! effici5t life4 ,x is f\nd1 h[ev]1 t human in/9cts may n only be modifi$ b ev5 suppress$ ?r\gh education4 ,= example1 z we %all le>n 9 ! foll[+ p>agraphs1 in/9ctive action 9 man may be gradually supplant$ by m effective habitual modes ( reaction4 ,al?\gh1 !re=e1 ! *ild's in/9ctive t5d5cies und\bt$ly play a l>ge "p 9 ! e>ly in=mal developm5t ( 8 "* outside ! s*ool1 x is equally true t !y c be br\ght "u ! direction ( ! educator 9 ! "w ( =mal education4 ,= t reason a m ?or\gh /udy ( in/9ctive =ms ( reaction1 & ( _! relation to =mal education1 w be made 9 ,*apt] ,,xxi4 ,,habitual ,,reaction ,a second =m ( reaction is kn[n z habit4 ,on acc\nt ( ! pla/ic "* ( ! matt] con/itut+ ! n]v\s tissue 9 ! human organism1 any act1 :e!r in/9ctive1 volunt>y1 or accid5tal1 if once p]=m$1 has a t5d5cy to repeat itself "u l circum/ances1 or to become habitual4 ,! *ild1 = example1 :5 plac$ amid social surr\nd+s1 by m]ely yield+ to 8 g5]al t5d5cies ( imitation1 sympa?y1 etc41 w =m _m valuable modes ( habitual reaction connect$ ) eat+1 dress+1 talk+1 controll+ ! body1 ! use ( h\sehold implem5ts1 etc4 ,= ?is reason ! e>ly in/9ctive & impulsive acts ( ! *ild gradually develop into def9ite modes ( action1 m suit$ to meet ! p>ticul> conditions ( 8 surr\nd+s4 ,habit & ,education4--,fur!rmore1 ! =mation ( ^! habitual modes ( reaction be+ l>gely condition$ by outside influ5ces1 x is possible to control ! process ( _! =mation4 ,= ?is reason1 ! educator is able to modify ! *ild's natural reactions1 & develop 9 _! /ead m valuable habits4 ,no small "p ( ! "w ( =mal education1 !re=e1 mu/ consi/ 9 add+ to ! social effici5cy ( ! *ild by end[+ him ) habits mak+ = neatness1 regul>ity1 accuracy1 ob$i5ce1 etc4 ,a detail$ /udy ( habit 9 its relation to education w be made 9 ,*apt] ,,xxii4 ,,consci\s ,,reaction ,an ,example4--,! ?ird & highe/ =m ( human reaction is kn[n z ideal1 or consci\s1 reaction4 ,9 ?is =m ( reaction ! m9d1 ?r\gh its pres5t ideas1 reacts ^u "s situation or difficulty 9 su* a way z to adju/ itself satisfactorily to ! problem ) :i* x is fac$4 ,z an example ( su* a consci\s reaction1 or adju/m5t1 may be tak5 ! case ( a "y lad :o 0 notic$ /&+ ov] a /ation>y iron grat+ ?r\gh :i* he _h dropp$ a small co94 ,a few mom5ts lat] ! lad 0 se5 ( 8 own accord to take up a rod ly+ ne>1 sme> ! end ) t> & grease f ! :eel ( a ne> by wagon1 ins]t ! rod ?r\gh ! grat+1 & ?us recov] 8 lo/ co94 ,an analysis ( ! m5tal movem5ts involv$ previ\sly to ! actual recov]y ( ! co9 w illu/rate 9 g5]al ! nature ( a consci\s reaction1 or adju/m5t4 ,factors ,involv$ 9 ,process4--,9 su* an exp]i5ce ! consci\sness ( ! lad is at ! outset occupi$ ) a def9ite problem1 or felt ne$1 dem&+ adju/m5t--! recov]+ ( ! lo/ co91 :i* ne$ acts z a /imulus to ! consci\sness & gives direction & value to ! result+ m5tal activity4 ,act+ "u ! dem&s ( ?is problem1 or ne$1 ! m9d displays an intellig5t initiative 9 ! select+ ( ideas--/ick1 adhesion1 t>1 etc41 felt to be ( value = secur+ ! requir$ new adju/m5t4 ,! m9d f9ally comb9es ^! select$ ideas into an organiz$ sy/em1 or a new exp]i5ce1 :i* is accept$ m5tally z an adequate solution ( ! problem4 ,! foll[+ factors are f\nd1 !re=e1 to ent] into su* an ideal1 or consci\s1 reaction3 #a4 ,! ,problem4--,! consci\s reaction is ! result ( a def9ite problem1 or difficulty1 pres5t$ 9 consci\sness & grasp$ by ! m9d z su*--,h[ to recov] ! co94 #b4 ,a ,select+ ,process4--,to meet ! solution ( ?is problem use is made ( ideas :i* already =m a "p ( ! lad's pres5t exp]i5ce1 or k1 & :i* are felt by him to h a be>+ on ! pres5t$ problem4 #c4 ,a ,relat+ ,process4--,^! elem5ts ( =m] exp]i5ce are organiz$ by ! *ild into a m5tal plan :i* he believes adequate to solve ! problem be=e him4 #d4 ,application4--,?is result+ m5tal plan s]ves to guide a fur!r physical reaction1 :i* con/itutes ! actual removal ( ! difficulty--! recov]y ( ! co94 ,significance ( ,consci\s ,reactions4--,9 a consci\s reaction ^u any situation1 or problem1 !re=e1 ! m9d fir/ uses its pres5t ideas1 or exp]i5ce1 9 weigh+ ! difficulties ( ! situation1 & x is only aft] x satisfies itself 9 !ory t a solution has be5 rea*$ t ! physical response1 or application ( ! plan1 is made4 ,h5ce ! individual n only directs 8 actions by 8 high] intellig5t nature1 b is also able to react effectively ^u v>i$ & unusual situations4 ,?is1 evid5tly1 is n s l>gely ! case ) in/9ctive or habitual reactions4 ,= effici5t action1 !re=e1 !re mu/ (t5 be an adequate m5tal adju/m5t prior to ! expression ( ! physical action4 ,= ?is reason ! value ( consci\sness consi/s 9 ! guidance x af=ds u 9 meet+ ! dem&s laid ^u u by our surr\nd+s1 or environm5t4 ,?is w become m evid5t1 h[ev]1 by a brief exam9ation into ! nature ( exp]i5ce itself4 ,,exp]i5ce ,its ,value4--,9 ! above example ( consci\s adju/m5t x 0 f\nd t a new exp]i5ce arises naturally f an ef=t to meet "s ne$1 or problem1 ) :i* ! m9d is at ! "t confront$4 ,our ideas1 !re=e1 naturally organize !mselves into new exp]i5ces1 or k1 to enable u to ga9 "s desir$ end4 ,x 0 9 ord] to effect ! recov]y ( ! lo/ co91 = example1 t consci\s ef=t 0 put =? by ! lad to create a m5tal plan :i* %\ld solve ! problem4 ,prim>ily1 !re=e1 man is a do] & 8 ideas1 or k1 is meant to be practical1 or to be appli$ 9 direct+ action4 ,x is ?is fact1 inde$1 :i* gives mean+ & purpose to ! consci\s /ates ( man4 ,h\r by h\r new problems arise dem&+ adju/m5t2 ! m9d grasps ! import ( ! situation1 selects ways & means1 organizes ^! into an intellig5t plan1 & directs _! execution1 ?us enabl+ u3 ,n )\t aim to g r\nd ,9 an eddy ( purposeless du/4 ,its ,!oretic or ,intellectual ,value4--,b ow+ to ! value :i* ?us atta*es to any exp]i5ce1 a new exp]i5ce may be view$ z desirable ap>t f its imm$iate application to conduct4 ,al?\gh1 = in/ance1 !re is no imm$iate physical ne$ t "o %\ld le>n h[ to resuscitate a dr[n+ p]son1 he is nev]!less prep>$ to make ( x a problem1 because he feels t su* k reg>d+ 8 environm5t may ent] into ! solution ( future difficulties4 ,?us ! value ( new exp]i5ce1 or k1 is (t5 remote & intellectual1 r ?an imm$iate & physical1 & looks to ! acquisition ( fur!r exp]i5ce q z mu* z to ! direct+ ( pres5t physical movem5t4 ,beyond ! value !y may possess 9 relation to ! removal ( pres5t physical difficulty1 !re=e1 exp]i5ces may be said to possess a second>y value 9 t !y may at any "t ent] into ! con/ruction ( new exp]i5ces4 ,its ,gr[?3 ,a4 ,le>n+ by ,direct ,exp]i5ce4--,! ability to recall & use =m] exp]i5ce 9 ! upbuild+ ( an intellig5t new exp]i5ce is fur!r valuable1 9 t x enables a p]son to secure mu* exp]i5ce 9 an indirect r ?an 9 a direct way1 & ?us avoid ! direct exp]i5ce :5 su* w\ld be undesirable4 ,"u direct exp]i5ce we include ! lessons :i* may come to u at fir/ h& f our surr\nd+s1 z :5 ! *ild by plac+ 8 h& ^u a ?i/le le>ns t x has %>p prickles1 or by ta/+ qu99e le>ns t x is bitt]4 ,9 ?is mann] direct exp]i5ce is a tea*]1 cont9ually adju/+ man to 8 environm5t2 & x is evid5t t )\t an ability to reta9 our exp]i5ces & turn !m to use 9 organiz+ a new exp]i5ce )\t express+ x 9 action1 all consci\s adju/m5ts w\ld h to be secur$ ?r\gh su* a direct me?od4 ,b4 ,le>n+ ,indirectly4--,s9ce man is able to reta9 8 exp]i5ces & organize !m into new exp]i5ces1 he may1 if desirable1 ent] into a new exp]i5ce 9 an indirect1 or !oretic1 way1 & ?us avoid ! h>%] lessons ( direct exp]i5ce4 ,! *ild1 = example1 :o kn[s ! discom=t ( a p9-prick may apply ?is1 )\t actual expression1 9 int]pret+ ! dang] lurk+ 9 ! ?orn4 ,9 l mann] ! *ild :o has fall5 f 8 *air realizes !reby1 )\t giv+ x expression1 ! dang] ( fall+ f a w9d[ or balcony4 ,x is 9 ?is indirect1 or !oretic1 way t *ildr5 9 _! e>ly ye>s acquire1 by injunction & repro(1 mu* valuable k :i* enables !m to avoid ! dang]s & to %un ! evils pres5t$ to !m by _! surr\nd+s4 ,by ! same means1 also1 man is able to ext5d 8 k to include ! exp]i5ces ( o!r m5 & ev5 ( o!r ages4 ,relative ,value ( ,exp]i5ces4--,:ile ! value ( exp]i5ce consi/s 9 its p[] to adju/ man to pres5t or future problems1 & ?us r5d] 8 action m effici5t1 x is to be not$ t diff]5t exp]i5ces may v>y 9 _! value4 ,_m ( ^!1 f ! po9t ( _! value 9 meet+ future problems or mak+ adju/m5ts1 mu/ appe> trivial & ev5 useless4 ,o!rs1 ?\gh adapt$ to meet our ne$s1 may d ?is 9 a crude & ineffective mann]4 ,z an illu/ration ( su* diff]5ce 9 value1 comp>e ! effectiv5ess & accuracy ( ! notation possess$ by primitive m5 z illu/rat$ 9 ! foll[+ /rokes3 #a1 #aa1 #aaa1 #aaaa1 #aaaaa1 #aaaaaa1 etc41 ) t ( our pres5t sy/em ( notation z sugge/$ 93 #a1 #aj1 #ajj1 #ajjj1 #ajjjj1 #ajjjjj1 #ajjjjjj1 etc4 ,9 l mann] to exp]i5ce t ice is cold is trivial 9 comp>ison ) exp]i5c+ its pres]vative effects z se5 9 cold /orage or its m$ic9al effects 9 c]ta9 diseases2 to "k t soda is :ite w\ld be trivial 9 comp>ison ) a k ( its prop]ties 9 bak+4 ,man ,%\ld ,p>ticipate 9 ,valuable ,exp]i5ces4--,( ! ?ree =ms ( human reaction1 in/9ctive1 habitual1 & consci\s1 or ideal1 x is evid5t t1 ow+ to its rational "*1 ideal reaction is n only ! mo/ effective1 b also ! only "o t w enable man to adju/ himself to unusual situations4 ,= ?is reason1 & because ( ! diff]5ce 9 value ( exp]i5ces !mselves1 x is fur!r evid5t t man %\ld p>ticipate 9 ^? exp]i5ces :i* are mo/ effective 9 facilitat+ desir$ adju/m5ts or 9 direct+ "r conduct4 ,x is f\nd1 moreov]1 t ?is p>ticipation c be effect$ by br++ ! *ild's exp]i5c+ dur+ 8 e>ly ye>s directly "u control4 ,x is held by "s1 inde$1 t ! :ole aim ( education is to recon/ruct & enri* ! exp]i5ces ( ! *ild & !reby add to 8 social effici5cy4 ,al?\gh ?is conception ( education leaves out ( view ! effects ( in/9ctive & habitual reaction1 x nev]!less cov]s1 z we %all see lat]1 no small "p ( ! purpose ( =mal education4 ,,influ5ce ,,( ,,consci\s ,,reaction ,a4 ,on ,in/9ctive ,action4--,be=e conclud+ our survey ( ! v>i\s =ms ( reaction1 x may be not$ t bo? in/9ctive & habitual action are subject to ! influ5ce ( consci\s reaction4 ,z a *ild's e>ly in/9ctive acts develop into fix$ habits1 8 gr[+ k aids 9 mak+ ^! habits intellig5t & effective4 ,consci\sness evid5tly aids1 = example1 9 develop+ ! in/9ctive movem5ts ( ! legs into ! rhy?mic habitual movem5ts ( walk+1 & ^? ( ! h&s into ! lat] habits ( hold+ ! spoon1 knife1 cup1 etc4 ,great] /ill w\ld be ! influ5ce ( consci\sness 9 develop+ ! crude in/9ct ( self-pres]vation into ! habitual reactions ( ! spe>man or box]4 ,9 g5]al1 !re=e1 in/9ctive t5d5cies 9 man are subject to intellig5t tra9+1 & may !reby be m\ld$ into effective habits ( reaction4 ,b4 ,on ,habitual ,action4--,fur!r new habits may be e/abli%$ & old ones improv$ "u ! direction ( consci\s reaction4 ,:5 a *ild fir/ le>ns to repres5t ! numb] f\r by ! symbol1 ! problem is necess>ily met at fir/ ?r\gh a consci\s adju/m5t4 ,9 o!r words1 ! *ild mu/ m5tally associate into a s+le new exp]i5ce ! numb] idea & c]ta9 ideas ( =m & ( muscul> movem5t4 ,al?\gh1 h[ev]1 ! *ild is consci\s ( all ( ^! factors :5 he fir/ attempts to give expression to ?is exp]i5ce1 x is cle> t v soon ! expressive act ( writ+ ! numb] is c>ri$ on )\t any consci\s direction ( ! process4 ,9 o!r words1 ! *ild soon acquires ! habit ( p]=m+ ! act spontane\sly1 or )\t direction f ! m9d4 ,inv]sely1 any habitual mode ( action1 9 :atev] way e/abli%$1 may1 if we possess ! necess>y exp]i5ce1 be repres5t$ 9 idea & be accept$ or correct$ accord+ly4 ,a p]son1 = in/ance1 :o has acquir$ ! necess>y k ( ! laws ( hygi5e1 may repres5t ideally bo? 8 own & ! prop] mann] ( /&+1 sitt+1 recl9+1 etc41 & seek to modify 8 pres5t habits accord+ly4 ,! :ole "q ( ! relation ( consci\s to habitual reaction w1 h[ev]1 be consid]$ 9 ,*apt] ,,xxii4 ,,*apt] ,,iii ,,! ,,process ,,( ,,education ,,consci\s ,,adju/m5t ,f ! example ( consci\s adju/m5t previ\sly consid]$1 x w\ld appe> t ! full process ( su* an adju/m5t pres5ts ! foll[+ *>act]i/ics3 #a4 ,! ,problem4--,! individual conceives ! exi/5ce )9 8 environm5t ( a difficulty :i* dem&s adju/m5t1 or :i* s]ves z a problem call+ = solution4 #b4 ,a ,select+ ,process4--,) ?is problem z a motive1 !re takes place )9 ! exp]i5ce ( ! individual a select+ ( ideas felt to be ( value = solv+ ! problem :i* calls = adju/m5t4 #c4 ,a ,relat+ ,process4--,^! relevant ideas are associat$ 9 consci\sness & =m a new exp]i5ce believ$ to ov]come ! difficulty involv$ 9 ! problem4 ,?is new exp]i5ce is accept$1 !re=e1 m5tally1 z a satisfactory plan = meet+ ! situation1 or1 9 o!r words1 x adju/s ! individual to ! problem 9 h&4 #d4 ,expression4--,?is new exp]i5ce is express$ 9 su* =m z is requisite to answ] fully ! ne$ felt 9 ! orig9al problem4 ,,education ,,z ,,adju/m5t ,example f ,writ+4--,an exam9ation ( any ord9>y educative process tak5 f s*ool-room exp]i5ce w %[ t x involves 9 "s degree ! factors m5tion$ above4 ,z a v simple example1 may be tak5 ! case ( a "y *ild le>n+ to =m capital lett]s ) %ort /icks4 ,assum+ t he has already copi$ lett]s involv+ /raight l9es1 su* z ,a1 ,h1 etc41 ! *ild1 on meet+ su* a lett] z ,c or ,d1 f9ds himself face to face ) a new problem4 ,at fir/ he may p]haps attempt to =m ! curves by b5d+ ! %ort ?9 /icks4 ,h]eupon1 ei!r ?r\gh 8 own failure or ?r\gh "s sugge/ion ( 8 tea*]1 he comes to see a %ort1 /raight l9e z "p ( a l>ge curve4 ,!reupon he =ms ! idea ( a curve compos$ ( a numb] ( %ort1 /raight l9es1 & on ?is pr9ciple is able to express himself 9 su* =ms z are %[n "h4 ,illu/ration ,illu/ration ,9 ?is simple process ( adju/m5t !re are cle>ly involv$ ! f\r /ages ref]r$ to above1 z foll[s3 #a4 ,! ,problem4--,! =m+ ( a curv$ lett] by means ( /raight /icks4 #b4 ,a ,select+ ,process4--,select+ ( ! ideas /raight & curv$ & ! fix+ ( att5tion ^u !m4 #c4 ,a ,relat+ ,process4--,an organization ( ! select$ ideas into a new exp]i5ce 9 :i* ! curve is view$ z made up ( a numb] ( %ort1 /raight l9es4 #d4 ,expression4--,work+ out ! physical expression ( ! new exp]i5ce 9 ! actual =m+ ( capitals involv+ curv$ l9es4 ,example f ,ari?metic4--,an analysis ( ! process by :i* a *ild le>ns t !re are f\r twos 9 eight1 %[s also ! foll[+ factors3 #a4 ,! ,problem4--,to f9d out h[ _m twos are conta9$ 9 ! vaguely kn[n eight4 #b4 ,a ,select+ ,process4--,to meet ?is problem ! pupil is l$ f 8 pres5t k ( ! numb] two1 to proce$ to divide eight objects into gr\ps ( two2 &1 f 8 previ\s k ( ! numb] f\r1 to measure ! numb] ( ^! gr\ps ( two4 #c4 ,a ,relat+ ,process4--,next ! ?ree ideas two1 f\r1 & eight are translat$ into a new exp]i5ce1 con/itut+ a m5tal solution ( ! pres5t problem4 #d4 ,expression4--,?is new exp]i5ce expresses itself 9 v>i\s ways 9 ! *ild's deal+s ) ! numb] problems connect$ ) 8 environm5t4 ,example f ,geometry4--,tak+ z ano!r example ! process by :i* a /ud5t may le>n t ! ext]ior angle ( a triangle is equal to ! two int]ior & opposite angles1 !re appe> also ! same /ages1 ?us3 #a4 ,! ,problem4--,! conception ( a difficulty or problem 9 ! geometrical environm5t :i* calls = solution1 or adju/m5t--! relation ( ! angle a to ! angles b & c 9 ,figure #a4 ,illu/ration3 ,fig4 #a ,illu/ration3 ,fig4 #b ,illu/ration3 ,fig4 #c #b4 ,a ,select+ ,process4--,) ?is problem z a motive !re foll[s1 z sugge/$ by ,figure #b1 ! select+ ( a s]ies ( ideas f ! previ\s exp]i5ces ( ! pupil :i* seem relative to1 or are consid]$ valuable = solv+ ! problem 9 h&4 #c4 ,a ,relat+ ,process4--,^! relative ideas pass into ! =mation ( a new exp]i5ce1 z illu/rat$ 9 ,figure #c1 con/itut+ ! solution ( ! problem4 #d4 ,expression4--,a fur!r apply+ ( ?is exp]i5ce may be made 9 adju/+ ! pupil to o!r problems connect$ ) 8 geometric environm5t2 z1 = example1 to discov] ! sum ( ! int]ior angles ( a triangle4 ,,education ,,z ,,control ,,( ,,adju/m5t ,! examples ( adju/m5t tak5 f s*ool-room practice1 are f\nd1 h[ev]1 to diff] 9 "o important respect f ! previ\s example tak5 f practical life4 ,?is diff]5ce consi/s 9 ! fact t 9 ! recov]y ( ! co9 ! modification ( exp]i5ce took place :olly )\t control or direction o!r ?an t furni%$ by ! problem itself4 ,"h ! problem--! recov]y ( ! co9--pres5ts itself to ! *ild & is seiz$ ^u z a motive by 8 att5tion solely on acc\nt ( its own value2 secondly1 ?is problem ( itself directs a fl[ ( relative images :i* f9ally br+ ab\t ! necess>y adju/m5t4 ,9 ! examples tak5 f ! s*ool1 on ! o!r h&1 ! processes ( adju/m5t are1 to a great] or less ext5t1 direct$ & regulat$ ?r\gh ! pres5ce ( "s type ( educative ag5t4 ,= in/ance1 :5 a /ud5t goes ?r\gh ! process ( le>n+ ! relation ( ! ext]ior angle to ! two int]ior & opposite angles1 ! control ( ! process appe>s 9 ! fact t ! problem is directly pres5t$ to ! /ud5t z an ess5tial /ep 9 a sequ5ce ( geometric problems1 or adju/m5ts4 ,! same direction or control ( ! process is se5 aga9 9 ! fact t ! /ud5t is n left :olly to himself1 z 9 ! fir/ example1 to devise a solution1 b is aid$ & direct$ !reto1 fir/1 9 t ! ideas be>+ ^u ! problem h previ\sly be5 made kn[n to ! /ud5t ?r\gh in/ruction1 & secondly1 9 t ! select+ & adju/+ ( ^! =m] ideas to ! solution ( ! new problem is also direct$ ?r\gh ! ag5cy ( ei!r a text-book or a tea*]4 ,a consci\s adju/m5t1 !re=e1 :i* is br\ght ab\t )\t direction f ano!r1 implies only a process ( le>n+ on ! "p ( ! *ild1 :ile a controll$ adju/m5t implies bo? a process ( le>n+ on ! "p ( ! *ild & a process ( tea*+ on ! "p ( an in/ructor4 ,= sci5tific treatm5t1 !re=e1 x is possible to limit =mal education1 s f> z x deals ) consci\s adju/m5t1 to ^? modifications ( exp]i5ce :i* are direct$ or controll$ ?r\gh an educative ag5t1 or1 9 o!r words1 are br\ght ab\t by means ( in/ruction4 ,,requirem5ts ,,( ,,! ,,in/ructor ,=mal education be+ an attempt to direct ! developm5t ( ! *ild by controll+ 8 /imulations & responses ?r\gh ! ag5cy ( an in/ructor1 we may n[ und]/& 9 g5]al ! necess>y qualifications & (fices ( ! tea*] 9 direct+ ! educative process4 #a4 ,! tea*] mu/ und]/& :at con/itutes ! wor?y life2 t is1 he mu/ h a def9ite aim 9 direct+ ! developm5t ( ! *ild4 #b4 ,he mu/ "k :at /imulations1 or problems1 are to be pres5t$ to ! *ild 9 ord] to h him gr[1 or develop1 into ?is life ( wor?4 #c4 ,he mu/ "k h[ ! physical1 intellectual1 & moral nature ( ! *ild reacts ^u ^! appropriate /imulations4 #d4 ,he mu/ h skill 9 pres5t+ ! /imuli1 or problems1 to ! *ild & 9 br++ its m9d to react appropriately !reon4 #e4 ,he mu/1 9 ! case ( consci\s reactions1 see t ! *ild n only acquires ! new exp]i5ce1 b t he is also able to apply x effectively4 ,9 o!r words1 he mu/ see t ! *ild acquires n only k1 b also skill 9 ! use ( k4 ,,*apt] ,,iv ,,! ,,s*ool ,,curriculum ,valuable ,exp]i5ce3 ,race ,k4--,s9ce education aims l>gely to increase ! effectiv5ess ( ! moral conduct ( ! *ild by add+ to ! value ( 8 exp]i5ce1 ! sci5ce ( education mu/ decide ! basis on :i* ! educator is to select exp]i5ces t possess su* a value 9 direct+ conduct4 ,n[ a /udy ( ! progress ( a nation's civilization w %[ t ?is advancem5t is br\ght ab\t ?r\gh ! gradual int]pretation ( ! res\rces at ! nation's comm&1 & ! turn+ ( ^! res\rces to ! atta9m5t ( human ends4 ,?us !re is gradually built up a community1 or race1 exp]i5ce1 9 :i* ! mat]ials ( ! physical1 economic1 political1 moral1 & religi\s life are organiz$ & br\ght "u control4 ,by ?is means is con/itut$ a body ( race exp]i5ce1 ! value ( :i* has be5 te/$ 9 its direct application to ! ne$s ( ! social life ( ! community4 ,x is f ! m typical =ms ( ?is social1 or race1 exp]i5ce t education draws ! exp]i5ce1 or problems1 = ! educative process4 ,9 o!r words1 ?r\gh education ! exp]i5ces ( ! *ild are s recon/ruct$ t he is put 9 possession ( ! m typical & m valuable =ms ( race exp]i5ce1 & ?us r5d]$ m effici5t 9 8 conduct1 or action4 ,,purposes ,,( ,,curriculum ,repres5ts ,race ,exp]i5ces4--,s f> z education aims to h ! *ild ent] into typical valuable race exp]i5ces1 ?is c be accompli%$ only by plac+ ^! exp]i5ces be=e him z problems 9 su* =m t he may realize !m ?r\gh a regul> process ( le>n+4 ,! purpose ( ! s*ool curriculum is1 !re=e1 to provide su* problems z may1 "u ! direction ( ! in/ructor1 control ! consci\s reactions ( ! *ild1 & enable him to p>ticipate 9 ^! m valuable race exp]i5ces4 ,9 ?is s5se ari?metic becomes a means = provid+ ! *ild ) a s]ies ( problems :i* may give him ! exp]i5ces :i* ! race has f\nd valuable 9 secur+ comm]cial accuracy & precision4 ,9 l mann]1 con/ructive "w provides a s]ies ( problems 9 :i* ! *ild exp]i5ces h[ ! race has turn$ ! mat]ials ( nature to human s]vice4 ,hi/ory provides problems ^: solution gives ! exp]i5ce :i* enables ! pupil to meet ! political & social conditions ( 8 own "t4 ,physics %[s h[ ! =ces ( nature h become in/rum5ts = ! s]vice ( man4 ,geography %[s h[ ! _w is us$ z a backgr\nd = social life2 & gramm>1 :at pr9ciples control ! use ( ! race language z a m$ium = ! communication ( ?\ght4 ,classifies ,race ,exp]i5ce4--,)\t su* control ( ! pres5tation ( ^! racial exp]i5ces z is made possible ?r\gh ! s*ool & ! s*ool curriculum1 ! *ild w\ld be likely to meet !m only z !y came to him 9 ! actual processes ( social life4 ,^! processes are1 h[ev]1 s complex 9 mod]n society1 t1 9 any attempt to secure exp]i5ce directly1 ! *ild is likely to be ov]:elm$ by _! complex & unorganiz$ "*4 ,! message boy 9 ! dye-works1 = example1 may h pres5t$ to him innum]able problems 9 numb]1 language1 physics1 *emi/ry1 etc41 b ow+ to ! confus$1 disorganiz$1 & m+l$ "* ( ! pres5tation1 ^! are n likely to be seiz$ ^u by him z direct problems call+ = adju/m5t4 ,9 ! s*ool curriculum1 on ! o!r h&1 ! diff]5t phases ( ?is seem+ly unorganiz$ mass ( exp]i5ces are ab/ract$ & pres5t$ to ! *ild 9 an organiz$ mann]1 ! diff]5t phases be+ classifi$ z facts ( numb]1 read+1 spell+1 writ+1 geography1 physics1 *emi/ry1 etc4 ,?us ! s*ool curriculum classifies = ! *ild ! v>i\s phases ( ?is race exp]i5ce & provides him ) a compreh5sive repres5tation ( 8 environm5t4 ,sy/ematizes ,race ,exp]i5ce4--,! s*ool curriculum fur!r pres5ts ea* type ( exp]i5ce1 or ea* subject1 9 su* a sy/ematic ord] t ! v>i\s exp]i5ces may develop out ( "o ano!r 9 a natural way4 ,if ! *ild 7 compell$ to meet 8 numb] facts altoge!r 9 actual life1 ! impressions w\ld be receiv$ )\t sy/em or ord]1 n[ a disc\nt exp]i5ce1 next a problem 9 fractions1 at ano!r "t "o 9 int]e/ or m5suration4 ,9 ! s*ool curriculum1 on ! o!r h&1 ! *ild is 9 ea* subject fir/ pres5t$ ) ! simple1 ne>1 & famili>1 ^! 9 turn =m+ basic exp]i5ces = le>n+ ! complex1 ! remote1 & ! unkn[n4 ,?us he is able 9 geography1 = example1 on ! basis ( 8 simple & kn[n local exp]i5ces1 to proce$ to a realization ( ! :ole _w z ! backgr\nd = human life4 ,cl>ifies ,race ,exp]i5ce4--,f9ally1 :5 a *ild is giv5 problems by means ( ! s*ool curriculum1 ! exp]i5ces come to him 9 a pure =m4 ,t is1 ! trivial1 accid5tal1 & di/ract+ elem5ts :i* are necess>ily b\nd up ) ^! exp]i5ces :5 !y are met 9 ! ord9>y walks ( life are elim9at$1 & ! s+le type is pres5t$4 ,= in/ance1 ! *ild may e day meet accid5tally examples ( reflection & refraction ( light4 ,b ^! n be+ sep>at$ f ! mass ( accompany+ impressions1 8 m9d may nev] seize z di/9ct problems ! important relations 9 ^! exp]i5ces1 & may ?us fail to acquire ! ess5tial pr9ciples involv$4 ,9 ! s*ool curriculum1 on ! o!r h&1 "u ! head ( physics1 he has ! ess5tial aspects pres5t$ to him 9 su* an unmix$1 or pure1 =m t he f9ds relatively little difficulty 9 grasp+ _! significance4 ,?us ! s*ool curriculum r5d]s possible an effective control ( ! exp]i5c+ ( ! *ild by pres5t+ 9 a compreh5sive =m a classifi$1 sy/ematiz$1 & pure repres5tation ( ! m valuable features ( ! race exp]i5ce4 ,9 o!r words1 x provides suitable problems :i* may lead ! *ild to p>ticipate m fully 9 ! life ab\t him4 ,?r\gh ! subjects ( ! s*ool curriculum1 !re=e1 ! *ild may acquire mu* useful k :i* w\ld n o!rwise be met1 & mu* :i*1 if met 9 ord9>y life1 c\ld n be appreh5d$ to an equal degree4 ,,dang]s ,,9 ,,use ,,( ,,curriculum ,:ile recogniz+ ! educational value ( ! s*ool curriculum1 x %\ld be notic$ t c]ta9 dang]s atta* to its use z a means ( provid+ problems = develop+ ! exp]i5ces ( ! *ild4 ,x is frequ5tly argu$ aga9/ ! s*ool t ! exp]i5ces ga9$ !re9 too (t5 prove ( little value to ! *ild 9 ! affairs ( practical life4 ,! _w ( k )9 ! s*ool1 x is claim$1 is s diff]5t f ! _w ( action outside ! s*ool1 t ! pupil c f9d no connection betwe5 !m4 ,if1 h[ev]1 z claim$ above1 ! value ( exp]i5ce consi/s 9 its use z a means ( effici5t control ( conduct1 x is evid5t t ! exp]i5ces acquir$ ?r\gh ! s*ool %\ld f9d direct application 9 ! affairs ( life1 or 9 o!r words1 ! s*ool %\ld influ5ce ! conduct1 or behavi\r1 ( ! *ild bo? )9 & )\t ! s*ool4 ,a4 ,*ild may n see ,connection ) ,life4--,n[ ! s*ool curriculum1 z has be5 se51 9 repres5t+ ! actual social life1 s classifies & simplifies ?is life t only "o type ( exp]i5ce--numb]1 language1 *emi/ry1 geography1 etc41 is pres5t$ to ! *ild at "o "t4 ,x is evid5t1 h[ev]1 t :5 ! *ild faces ! problems ( actual life1 !y w n appe> 9 ! simple =m 9 :i* he meets !m z repres5t$ 9 ! s*ool curriculum4 ,?us1 :5 he leaves ! s*ool & ent]s society1 he frequ5tly sees no connection betwe5 ! complex social life outside ! s*ool & ! simplifi$ & sy/ematiz$ repres5tation ( t life1 z previ\sly met 9 ! s*ool /udies4 ,= example1 :5 ! boy1 aft] leav+ s*ool1 is set to fill an ord] 9 a :olesale drug /ore1 he w 9 ! "o exp]i5ce be compell$ to use v>i\s phases ( 8 *emical1 ari?metical1 writ+1 & bookkeep+ k1 & t p]haps 9 ! mid/ ( a mass ( o!r accid5tal impressions4 ,9 l mann]1 ! girl 9 h] home cook+ might meet 9 a s+le exp]i5ce a situation requir+ ma!matical1 *emical1 & physical k = its successful adju/m5t1 z 9 ! sub/itution ( soda & cream ( t>t> = bak+-p[d]4 ,?is complex "* ( ! problems ( actual life may prove s bewild]+ t ! p]son is unable to see any connection betwe5 ! outside problem & 8 s*ool exp]i5ces4 ,?us s*ool k frequ5tly fails to function to an adequate degree 9 ! practical affairs ( life4 ,h[ to ,avoid ,?is ,dang]4--,to meet ?is difficulty1 s*ool "w mu/ be relat$ z closely z possible to ! practical exp]i5ces ( ! *ild4 ,?is w\ld cause ! tea*]1 = example1 to draw 8 problems 9 ari?metic1 8 subjects 9 composition1 or 8 mat]ials = nature /udy f ! actual life ab\t ! *ild1 :ile 8 lessons 9 hygi5e w\ld be> directly on ! c>e ( ! s*ool-room & ! home1 & ! heal? ( ! pupils4 ,moreov]1 t ! "w ( ! s*ool may repres5t m fully ! conditions ( actual life1 pupils %\ld acquire facility 9 correlat+ diff]5t types ( exp]i5ce ^u ! same problem4 ,9 ?is way ! *ild may use 9 conjunction 8 k ( ari?metic1 language1 geography1 draw+1 nature /udy1 etc41 9 s*ool g>d5+2 & 8 ari?metic1 language1 draw+1 art1 etc41 9 conjunction ) con/ructive occupations4 ,value ( ,typical ,=ms ( ,expression4--,a *ief cause 9 ! pa/ = ! lack ( connection betwe5 s*ool k & practical life 0 ! comp>ative abs5ce f ! curriculum ( any types ( human activity4 ,9 o!r words1 ?\gh ! ideas controll+ human activity 7 exp]i5c$ by ! *ild )9 ! s*ool1 ! mat]ials & tools involv$ 9 ! physical expression ( su* ideas 7 almo/ entirely abs5t4 ,! result 0 t ! physical habits connect$ ) ! practical use ( k 7 want+4 ,?us1 9 addition to ! lack ( any prop] co-ord9at+ ( diff]5t types ( k 9 suitable =ms ( activity1 ! k itself became !oretic & ab/ract4 ,?is dang] w1 h[ev]1 be discuss$ m fully at a lat] /age4 ,b4 ,curriculum ,may ,become ,fossiliz$4--,a second dang] 9 ! use ( ! s*ool curriculum consi/s 9 ! fact t1 z a repres5tation ( social life1 x may n keep pace ) ! social *anges tak+ place outside ! s*ool4 ,?is may result 9 ! s*ool giv+ its pupils =ms ( k :i* at ! "t h little functional value1 or little relation to pres5t life ab\t ! *ild4 ,an example ( ?is 0 se5 "s ye>s ago 9 ! habit ( hav+ pupils sp5d consid]able "t & en]gy 9 work+ intricate problems 9 connection ) ,briti% curr5cy4 ,?is curr5cy hav+ no practical place 9 life outside ! s*ool1 ! *ild c\ld see no connection betwe5 t "p ( 8 s*ool "w & any actual ne$4 ,ano!r m>k$ example ( ?is t5d5cy w be met 9 ! ,hi/ory ( ,education 9 connection ) ! educational practice ( ! la/ two c5turies 9 cont9u+ ! emphasis plac$ on ! /udy ( ! anci5t languages1 al?\gh ! functional relation ( ^! languages to ev]yday life 0 on ! decl9e1 & sci5tific k 0 beg9n+ to play a mu* m important "p !re94 ,:ile ! s*ool curriculum may ju/ly repres5t ! life ( pa/ p]iods ( civilization s f> z ^! reflect on1 & aid 9 ! int]pret+ (1 ! pres5t1 x is evid5t t 9 s f> z ! *ild exp]i5ces ! pa/ )\t any ref]5ce to pres5t ne$s1 ! connection :i* %\ld exi/ betwe5 ! s*ool & life outside ! s*ool mu/ t5d to be de/roy$4 ,c4 ,may be ,non-progressive4--,z a coroll>y to ! above1 is ! fact t ! s*ool1 :5 n wat*ful ( ! *anges go+ on )\t ! s*ool1 may fail to repres5t 9 its curriculum new & important phases ( ! community life4 ,at ! pres5t "t1 = example1 x is a debatable "q :e!r ! s*ool curriculum is1 9 ! matt] ( our indu/rial life1 keep+ pace ) ! *anges tak+ place 9 ! community4 ,x is 9 ?is connection t "o ( ! *ief dang]s ( ! s*ool text-book is to be f\nd4 ,! text is too (t5 look$ ^u z a f9al au?ority ^u ! p>ticul> subject-matt]1 r ?an be+ treat$ z a mode ( repres5t+ :at is held valuable & true 9 relation to pres5t-day int]e/s & activities4 ,! position ( au?ority :i* ! text-book ?us secures1 may s]ve z a *eck aga9/ ev5 necess>y *anges 9 ! attitude ( ! s*ool t[>d any p>ticul> subject4 ,d4 ,may ,pres5t ,exp]i5ce 9 too ,te*nical ,=m4--,la/ly1 ! s*ool curriculum1 ev5 :5 repres5t+ pres5t life1 may introduce x 9 a too highly te*nical =m4 ,s f> at lea/ z elem5t>y education is conc]n$1 ea* type ( k1 or ea* subject1 %\ld f9d a place on ! curriculum f a consid]ation ( its influ5ce ^u ! conduct &1 !re=e1 ^u ! pres5t life ( ! *ild4 ,!re is always a dang]1 h[ev]1 t ! tea*]1 :o may be a speciali/ 9 ! subject1 w wi% to /ress its m intellectual & ab/ract phases1 & ?us =ce ^u ! *ild =ms ( k :i* he is n able to ref] to 8 life ne$s 9 any practical way4 ,?is t5d5cy is illu/rat$ 9 ! desire ( "s tea*]s to sub/itute ) "y *ildr5 a te*nical /udy ( botany & zoology1 9 place ( m concrete "w 9 nature /udy4 ,n[ :5 ! *ild approa*es ^! phases ( 8 surr\nd+s 9 ! =m ( nature /udy1 he is able to see _! influ5ce ^u 8 own community life4 ,:51 on ! o!r h&1 ^! are introduc$ to him 9 too te*nical a =m1 he is n able1 9 8 pres5t /age ( le>n+1 to discov] ?is connection1 & ! s-call$ k rema9s 9 8 exp]i5ce1 if x rema9s at all1 z un9t]e/+1 non-significant1 & non-dige/$ in=mation4 ,9 ! elem5t>y s*ool at lea/1 !re=e1 k %\ld n be pres5t$ to ! *ild 9 su* a te*nical & ab/ract way t x w seem to h no contact ) daily life4 ,,*apt] ,v ,,educational ,,in/itutions ,,! ,,s*ool ,z man1 9 ! progress ( civilization1 became m fully consci\s ( ! wor? ( human life & ( ! possibilities ( its developm5t ?r\gh educational ef=t1 ! provid+ ( special in/ruction = ! "y naturally began to be recogniz$ z a duty4 ,z ?is duty became m & m app>5t1 x gave rise1 on ! pr9ciple ( ! division ( lab\r1 to corporate1 or in/itutional1 ef=t 9 ?is direction4 ,by ?is means !re has be5 f9ally develop$ ! mod]n s*ool z a fully organiz$ corporate in/itution devot$ to educational "w1 & support$ z an integral "p ( our civil or public obligations4 ,orig9 ( ! ,s*ool4--,to trace ! orig9 ( ! s*ool1 x w be necess>y to look briefly at c]ta9 m>k$ /ages ( ! developm5t ( civilization4 ,! e>lie/ & simple/ =ms ( primitive life sugge/ a "t :5 ! family con/itut$ ! only type ( social organization4 ,9 su* a mode ( life1 ! pr9ciple ( ! division ( lab\r w\ld be abs5t1 ! fa!r or patri>* be+ ! family c>p5t]1 but*]1 doctor1 judge1 prie/1 & tea*]4 ,9 ! two latt] capacities1 he w\ld give :atev] !oretic or practical in/ruction 0 receiv$ by ! *ild4 ,z soon1 h[ev]1 z a tribal =m ( life is met1 we f9d ! tribe or race collect+ a body ( exp]i5ce :i* c be reta9$ only by entru/+ x to a select$ body4 ,?is exp]i5ce1 or k1 is at fir/ ma9ly ( a religi\s "*1 & is possess$ & h&$ on by a body ( m5 =m+ a prie/hood4 ,su* prie/ly bodies1 or colleges1 may be consid]$ ! e>lie/ special organizations devot$ to ! (fice ( tea*+4 ,z civilization gradually advanc$1 a mass ( valuable practical k relative to man's environm5t 0 secur$ & add$ to ! m !oretic =ms4 ,z ?is practical k became m complex1 !re 0 felt a great] ne$ t ! *ild %\ld be made acqua9t$ ) x 9 "s sy/ematic mann] dur+ 8 e>ly ye>s4 ,?us develop$ ! conception ( ! s*ool z an in/rum5t by :i* su* educative "w might be c>ri$ on m effectively4 ,on acc\nt ( ! con/ant increase ( practical k & its add$ importance 9 direct+ ! political & economic life ( ! p1 ! civil au?orities began 9 "t to assume control ( secul> education4 ,?us ! gov]nm5t ( ! s*ool z an in/itution gradually pass$ to ! /ate1 ! tea*] tak+ ! place ( ! prie/ z ! controll+ ag5t 9 ! education ( ! "y4 ,,o!r ,,educative ,,ag5ts ,! ,*ur*4--,b not)/&+ ! organization ( ! pres5t s*ool z a civic in/itution1 x is to be notic$ t ! *ur* /ill cont9ues to act z an educative ag5t4 ,9 _m communities1 9 fact1 ! *ur* is /ill f\nd to reta9 a l>ge control ( education ev5 ( a secul> type4 ,ev5 9 communities :]e ! *ur* no long] ex]cises control ov] ! s*ool1 %e /ill does mu*1 ?\gh 9 a m indirect way1 to m\ld ! ?\ght & "* ( ! community life2 & is /ill ! *ief educational ag5t conc]n$ 9 ! direct attempt to enri* ! religi\s exp]i5ces ( ! race4 ,! ,home4--,:ile mu* ( ! k obta9$ by ! *ild )9 8 own home necess>ily comes ?r\gh self1 or in=mal1 education1 yet 9 mo/ homes ! p>5t /ill p]=ms 9 _m ways ! function ( a tea*]1 bo? by giv+ special in/ruction to ! *ild & by direct+ ! =mation ( 8 habits4 ,9 c]ta9 =ms ( exp]i5ce inde$1 x is claim$ by ! s*ool t ! in/ruction %\ld be giv5 by ! p>5t r ?an by ! tea*]4 ,9 que/ions ( morals & mann]s1 ! natural tie :i* unites *ild & p>5t w und\bt$ly enable mu* ( ! necess>y in/ruction to be giv5 m effectively 9 ! home4 ,x is (t5 claim$1 9 fact1 t p>5ts n[ leave too mu* to ! s*ool & ! tea*] 9 relation to ! education ( ! *ild4 ,! ,vocation4--,ano!r ag5t :i* may directly control ! exp]i5ces ( ! "y is f\nd 9 ! v>i\s vocations to :i* !y devote !mselves4 ,?is phase ( education 0 v important 9 ! days ( appr5tice%ip4 ,"o ess5tial condition 9 ! =m ( agreem5t 0 t ! ma/] %\ld in/ruct ! appr5tice 9 ! art1 or craft1 to :i* he 0 appr5tic$4 ,ow+ to ! introduction ( ma*9]y & ! consequ5t m complex division ( lab\r1 ?is type ( =mal education has be5 l>gely elim9at$4 ,x may be not$ 9 pass+ t x is ?r\gh ^! *ang$ conditions t night classes = me*anics1 :i* are n[ be+ provid$ by our te*nical s*ools1 h become an important factor 9 our educational sy/em4 ,o!r ,educational ,in/itutions4--,f9ally1 _m clubs1 in/itutes1 & societies attempt1 9 a m accid5tal way1 to convey def9ite in/ruction1 & !re=e s]ve 9 a s5se z educational in/itutions4 ,prom95t among su* in/itutions is ! mod]n ,public ,libr>y1 :i* af=ds opportunity = indep5d5t /udy 9 practically e dep>tm5t ( k4 ,our ,f>m]s' ,in/itutes also attempt to convey def9ite in/ruction 9 connection ) su* subjects z dairy+1 horticulture1 agriculture1 etc4 ,_m ,wom5's ,clubs seek to provide in/ruction = "y wom51 bo? ( a practical & also ( a moral & religi\s "*4 ,v>i\s societies ( a sci5tific "* h also done mu* to spread a k ( nature & h] laws & are likewise to be class$ z educational in/itutions4 ,su* movem5ts z ^!1 :ile tak+ place )\t ! limits ( ! s*ool1 may n unreasonably claim a c]ta9 recognition z educational factors 9 ! community & %\ld receive ! sympa!tic co-op]ation ( ! tea*]4 ,,*apt] ,,vi ,,! ,,purpose ,,( ,,! ,,s*ool ,,civic ,,views ,s9ce ! s*ool ( to-day is organiz$ & support$ by ! /ate z a special corporate body design$ to c>ry on ! "w ( education1 x becomes ( public int]e/ to "k ! p>ticul> purpose s]v$ ?r\gh ! ma9t5ance ( su* a /ate in/itution4 ,we h already se5 t ! s*ool seeks to int]pret ! civiliz$ life ( ! community1 to ab/ract out ( x c]ta9 elem5ts1 & to arrange !m 9 sy/ematic or sci5tific ord] z a curriculum ( /udy1 & f9ally to give ! *ild control ( ?is exp]i5ce1 or k4 ,we h attempt$ to %[ fur!r t by ?is means education s increases ! effectiv5ess ( ! consci\s reactions ( ! *ild & s modifies 8 in/9cts & 8 habits z to add to 8 social effici5cy4 ,z1 h[ev]1 _m div]g5t & incomplete views are held by educators & o!rs z to ! real purpose ( public in/ruction1 x w be well at ?is /age to consid] briefly "s ( ! mo/ important types ( ^! !ories4 ,ari/ocratic ,view4--,x may be not$ t ! exp]i5ce1 or k1 repres5t$ 9 ! curriculum _c exi/ outside ( ! kn[+ m9d4 ,9 o!r words1 ari?metic1 gramm>1 hi/ory1 geography1 etc41 are n some?+ exi/+ ap>t f m9d1 b only z /ates ( consci\sness4 ,text-books1 = in/ance1 d n conta9 k b m]ely symbols ( k1 :i* w\ld h no significance & give no light )\t a m9d to int]pret !m4 ,"s1 !re=e1 hold t ! s*ool1 9 seek+ to translate ?is social exp]i5ce into ! consci\sness ( ! "y1 %\ld h z its aim m]ely to cons]ve = ! future ! intellectual & moral a*ievem5ts ( ! pres5t & ! pa/4 ,?is !y say dem&s ( ! s*ool only t x produce an intellectual prie/hood1 or a body ( s*ol>s1 :o may cons]ve wisdom = ! light & guidance ( ! :ole community4 ,?us arises ! ari/ocratic view ( ! purpose ( education1 :i* sees no ju/ification 9 ! /ate attempt+ to provide educational opportunities = all ( its memb]s1 b holds r t education is necess>y only = ! lead]s ( society4 ,democratic ,view4--,aga9/ ! above view1 x is claim$ by o!rs t1 :ile public education %\ld und\bt$ly be conduct$ = ! b5efit ( ! /ate z a :ole2 yet1 s9ce a *a9 _c be /rong] ?an its weake/ l9k1 ! effici5cy ( ! /ate mu/ be measur$ by t ( its individual units4 ,! /ate1 !re=e1 mu/ aim1 by means ( education1 to add to its own effici5cy by add+ to t ( ea* & all ( its memb]s4 ,?is dem&s1 h[ev]1 t e individual %\ld be able to meet 9 an intellig5t way su* situations z he is likely to enc\nt] 9 8 community life4 ,al?\gh c>ri$ on1 !re=e1 = ! good ( ! /ate1 yet education %\ld be democratic1 or univ]sal1 & %\ld fit e individual to become a useful memb] ( society4 ,^! ,views ,purely ,civic4--,x is to be not$ t ?\gh ! latt] view provides = ! education ( all z a duty ( ! /ate1 yet bo? ( ! above views are purely civic 9 _! significance1 & hold t education exi/s = ! welf>e ( ! /ate z a :ole & n = ! individual4 ,if1 !re=e1 ! /ate c\ld be b5efit$ by hav+ ! education ( any class ( citiz5s ei!r limit$ or ext5d$ 9 an arbitr>y way1 no?+ 9 ! above conception ( ! purpose ( /ate education w\ld =bid su* a c\rse4 ,,individuali/ic ,,views ,oppos$ to ! civic view ( education1 _m hold1 on ! o!r h&1 t education exi/s = ! *ild & n = ! /ate1 & !re=e1 aims prim>ily to promote ! welf>e ( ! individual4 ,by ^! educators x is argu$ t1 s9ce ea* *ild is creat$ ) a sep>ate & di/9ct p]sonality1 x foll[s t he possesses a div9e "r to h t p]sonality develop$ indep5d5tly ( ! claims ( ! community to :i* he belongs4 ,accord+ to ?is view1 !re=e1 ! aim ( education %\ld be 9 ea* case solely to effect "s good = ! individual *ild4 ,^! educators1 h[ev]1 are aga9 f\nd to diff] conc]n+ :at con/itutes ?is individual good4 ,! ,culture ,aim4--,accord+ to ! practice ( _m educators1 education is ju/ifi$ on ! gr\nd t x furni%es ! individual a degree ( p]sonal culture4 ,accord+ to ?is view1 ! wor? ( education is f\nd 9 ! fact t x puts ! le>n] 9 possession ( a c]ta9 am\nt ( conv5tional k :i* is held to give a poli% to ! individual2 ?is poli% provid+ a di/+ui%+ m>k by :i* ! le>n$ class is sep>at$ f ! ignorant4 ,x is und\bt$ly true t ! s-call$ culture ( ! educat$ man %\ld add to ! grace & ref9em5t ( social life4 ,9 ?is s5se1 culture is n =eign to ! conception ( individual & social effici5cy4 ,a n>r[ cultural view1 h[ev]1 ov]looks ! fact t man's exp]i5ce is significant only :5 x enables him to meet ! ne$s & problems ( ! pres5t1 & t1 z a memb] ( a social community1 he mu/ apply himself to ! actual problems to be met )9 8 environm5t4 ,to acquire k1 !re=e1 ei!r z a m]e possession or z a m>k ( p]sonal sup]iority1 is to give to exp]i5ce an unnatural value4 ,! ,utilit>ian ,aim4--,o!rs express q an opposite view to ! above1 decl>+ t ! aim ( education is to enable ! individual to get on 9 ! _w4 ,by ?is is meant t education %\ld enable u to be m successful 9 our bus9ess1 & ?us live m com=table lives4 ,n[1 s f> z ?is practical success ( ! individual c be a*iev$ 9 h>mony ) ! int]e/s ( society z a :ole1 we may grant t education %\ld make = individual bett]m5t4 ,inde$ x may ju/ly be claim$ t an advancem5t 9 ! com=t ( ! individual "u su* conditions really implies an increase 9 ! com=t ( society z a :ole2 = ! man :o is n able to provide = 8 own welf>e mu/ prove1 if n a m5ace1 at lea/ a burd5 to society4 ,if1 h[ev]1 x is impli$ t ! educat$ man is to be plac$ 9 a position to advance 8 own int]e/s irrespective (1 or 9 direct opposition to1 ! rights & com=ts ( o!rs1 !n ! utilit>ian view ( ! end ( education mu/ appe> "o-sid$4 ,to emphasize ! good ( ! individual irrespective ( ! rights ( o!rs1 & to educate all ( its memb]s ) su* an end 9 view1 society w\ld t5d to de/roy ! unity ( its own corporate life4 ,! ,psy*ological ,aim4--,accord+ to o!rs1 al?\gh education aims to b5efit ! *ild1 ?is b5efit does n come f ! acquisition ( any p>ticul> type ( k1 b is due r to a developm5t :i* takes place )9 ! individual himself z a result ( exp]i5c+4 ,9 o!r words1 ! *ild z an intellig5t be+ is born ) c]ta9 attributes :i*1 ?\gh at fir/ only pot5tial1 may be develop$ into actual capacities or p[]s4 ,?us x is held t ! real aim ( education is to develop to ! full su* capacities z are f\nd already )9 ! *ild4 ,moreov]1 x is because ! *ild has su* possibilities ( developm5t )9 him1 & because he />ts at ! v outset ( 8 exi/5ce ) a div9e ye>n+ to develop ^! inn] p[]s1 t he rea*es out to exp]i5ce 8 surr\nd+s4 ,= ?is reason1 !y argue t e individual %\ld h 8 own p>ticul> capacities & p[]s fully & h>moni\sly develop$4 ,?us ! true aim ( education is said to be to unfold ! pot5tial life ( ea* individual & all[ x to realize itself2 ! purpose ( ! s*ool be+ prim>ily n to make ( ! *ild a useful memb] ( society1 b r to /udy ! nature ( ! *ild & develop :atev] pot5tialities are f\nd )9 him z an individual4 ,because ?is !ory places su* l>ge emphasis on ! natural t5d5cies & capacities ( ! *ild1 x is spok5 ( z ! psy*ological aim ( education4 ,limitations ( ! ,aim4--,?is view evid5tly diff]s f o!rs 9 t x f9ds ! ju/ification = education1 n prim>ily 9 ! ne$s or rights ( a l>g] society ( :i* ! *ild is a memb]1 b r 9 ^? ( ! s+le individual4 ,"h1 h[ev]1 a difficulty pres5ts itself4 ,if ! develop+ ( ! *ild's capacities & t5d5cies con/itute ! real purpose ( public education1 may n education at times conflict ) ! good ( ! /ate itself8 ,n[ x is evid5t t if a *ild has a t5d5cy to lie1 or /eal1 or inflict pa9 on o!rs1 ! developm5t ( su* t5d5cies mu/ result 9 h>m to ! community at l>ge4 ,on ! o!r h&1 x is cle> t 9 ! case ( o!r proclivities :i* ! *ild may possess1 su* z indu/ry1 tru?fulness1 self-sacrifice1 etc41 ! developm5t ( ^! _c be sep>at$ f ! idea ( ! good ( o!rs4 ,to apply a purely individual aim to education1 !re=e1 seems impossible2 s9ce we c h no /&>d to di/+ui% betwe5 good & bad t5d5cies1 unless ^! are measur$ f a social /&po9t or f a consid]ation ( ! good ( o!rs1 & n f ! m]e t5d5cies & capacities ( ! individual4 ,moreov]1 to attempt ! h>moni\s developm5t ( all ! *ild's t5d5cies & p[]s is n ju/ifiable1 ev5 9 ! case ( ^? t5d5cies :i* might n conflict ) ! good ( o!rs4 ,z already not$1 division ( lab\r has n[ gone s f> t ! individual may pr(itably be reliev$ f _m =ms ( social activity4 ,?is implies z a coroll>y1 h[ev]1 t ! individual w place great] /ress ^u o!r =ms ( activity4 ,,! ,,social1 ,,or ,,eclectic1 ,,view ,moreov]1 because1 z already not$1 ! *ild is by 8 v nature a social be+1 x foll[s t ! good ( ! individual c nev] 9 reality be oppos$ to ! good ( society1 & t :5ev] ! *ild has 9 8 nature any t5d5cies :i* conflict ) ! good ( o!rs1 ^! d n repres5t 8 true1 or social1 nature4 ,= education to suppress ^!1 !re=e1 is n only fitt+ ! *ild = society b also advanc+ ! developm5t ( ! *ild s f> z 8 high]1 or true1 nature is conc]n$4 ,?us ! true view ( ! purpose ( ! s*ool & ( education w be a social1 or eclectic1 "o1 repres5t+ ! elem5t ( tru? conta9$ 9 bo? ! civic & ! individuali/ic views4 ,9 ! fir/ place1 su* a view may be describ$ z a civic "o1 s9ce x is only by consid]+ ! good ( o!rs1 t is ( ! /ate1 t we c f9d a /&>d = judg+ ! value ( ! *ild's t5d5cies4 ,moreov]1 x is only by us+ ! =ms ( exp]i5ce1 or k1 t ! community has evolv$1 t conditions c be provid$ "u :i* ! *ild's t5d5cies may realize !mselves4 ,secondly1 ! true view is equally an individuali/ic view1 = :ile x claims t ! *ild is by 8 nature a social be+1 x also dem&s a full developm5t ( ! social or moral t5d5cies ( ! individual1 z be+ be/ = himself z well z = society4 ,?is ,view ,dynamic4--,9 su* an eclectic view ( ! aim ( education1 x is to be not$ fur!r t society may turn education to its own advancem5t4 ,by provid+ t an individual may develop to 8 utt]mo/ su* good t5d5cies z he may possess1 education n only all[s ! individual to make ! mo/ ( 8 own high] nature1 b also enables him to contribute some?+ to ! advancem5t1 or elevation1 ( society itself4 ,su* a conception ( ! aim ( education1 !re=e1 does n view ! pres5t social life z "s /atic ?+ to :i* ! *ild mu/ be adapt$ 9 any =mal s5se1 b z dynamic1 or z hav+ ! p[] to develop itself 9 & ?r\gh a full] developm5t ( ! high] & bett] t5d5cies )9 its individual memb]s4 ,a ,caution4--,:ile emphasiz+ ! social1 or moral1 "* ( ! aim ( education1 x is to be borne 9 m9d by ! educator t ?is implies m ?an a passive possession by ! individual ( a c]ta9 moral s5tim5t4 ,man is truly moral only :5 8 moral "* is function+ 9 goodness1 or 9 "r action4 ,?is is equival5t to decl>+ t ! moral man mu/ be individually effici5t 9 action1 & mu/ likewise control 8 action f a reg>d = ! rights ( o!rs4 ,!re is always a dang]1 h[ev]1 ( assum+ t ! developm5t ( moral "* consi/s 9 giv+ ! *ild "s passive m>k1 or quality1 )\t any necessity ( hav+ x cont9ually function+ 9 conduct4 ,b ?is r$uces morality to a m]e s5tim5t4 ,9 su* a case1 ! moral aim w\ld diff] little f ! cultural aim m5tion$ above4 ,,*apt] ,,vii ,,divisions ,,( ,,educational ,,/udy ,,control ,,( ,,exp]i5ce ,significance ( ,control4--,f our previ\s inquiry into ! nature ( education1 we may notice t at lea/ two important problems pres5t !mselves = inve/igation 9 connection ) ! educative process4 ,our /udy ( ! subject-matt] ( education1 or ! s*ool curriculum1 has %[n t its function z an educational in/rum5tality is to furni% = ! *ild exp]i5ces ( great] value1 ?is enhanc$ value consi/+ 9 ! great] social significance ( ! race exp]i5ces1 or k1 embodi$ )9 ! curriculum1 :5 comp>$ ) ! m individual exp]i5ces ( ! av]age *ild4 ,x has be5 not$ fur!r1 h[ev]1 t ! (fice ( education is n m]ely to h ! *ild translate ?is race exp]i5ce into 8 own m9d1 b r to h him add to 8 social effici5cy by ga9+ an adequate p[] ( control ov] ^! exp]i5ces4 ,x is n1 = in/ance1 m]ely to "k ! numb] comb9ations1 b to be able to meet 8 practical ne$s1 t ! *ild mu/ ma/] ! multiplication tables4 ,control ( exp]i5ce1 h[ev]1 z we h se5 f our analysis ( ! le>n+ process1 implies an ability to hold an aim1 or problem1 9 view1 & a fur!r ability to select & arrange ! means ( ga9+ ! desir$ end4 ,9 relation to ! multiplication table1 !re=e1 control ( exp]i5ce implies t a p]son is able to appreh5d ! pres5t numb] situation z "o t ne$s solution1 & also t he c br+1 or apply1 8 k ( ! table to its solution4 ,nature ( ,gr[? ( ,control4--,! "y *ild is evid5tly n able at fir/ to ex]cise ?is p[] ( control ov] 8 exp]i5ces4 ,:5 a v "y *ild is ar\s$1 say by ! s\nd proce$+ f a bell1 ! impression may give rise to c]ta9 r&om movem5ts1 b none ( ^! indicate on 8 "p any def9ite exp]i5ce or purpose4 ,:51 h[ev]1 "u ! same /imulation1 9 place ( ^! r&om movem5ts1 ! *ild reacts m5tally 9 a def9ite way1 x signifies on 8 "p ! recognition ( an ext]nal object4 ,?is recognition %[s t ! *ild n[ has1 9 place ( ! fir/ vague image1 a m or less def9ite idea ( ! ext]nal ?+4 ,be=e x 0 vague noise2 n[ x is a bell4 ,b a yet m valuable control is ga9$ by ! *ild :5 he gives ?is idea a wid] mean+ by organiz+ x z an elem5t into m complex exp]i5ces1 z :5 he relates x ) ! idea ( a fire1 ( d9n]1 or ( a call to s*ool4 ,be=e x 0 m]ely a bell2 n[ x is an al>m ( fire4 ,s f>1 h[ev]1 z ! *ild is lack+ 9 ! control ( 8 exp]i5ces1 he rema9s l>gely a m]e creature ( impulse & in/9ct1 & is occupi$ ) pres5t impressions only4 ,?is implies also an inability to set up problems & solve !m ?r\gh a regul> process ( adju/m5t1 & a consequ5t lack ( p[] to arrange exp]i5ces z guides to action4 ,9 ! educative process1 h[ev]1 z previ\sly exemplifi$1 we f9d t ! *ild is n a slave to ! pass+ transi5t impressions ( ! pres5t1 b is able to secure a control ov] 8 exp]i5ce :i* enables him to set up intellig5t aims1 devise plans = _! atta9m5t1 & apply ^! plans 9 ga9+ ! end desir$4 ,gr[? ( control takes place1 !re=e1 to ! ext5t to :i* ! *ild ?us becomes able to keep an end 9 view & to select & organize means = its realization4 ,elem5ts ( ,control4--,9 ! gr[? ( control manife/$ 9 ! le>n+ process1 ! *ild1 z we h notic$1 becomes able to judge ! value1 or wor?1 ( exp]i5ce4 ,9 o!r words1 he becomes able to di/+ui% betwe5 ! important & ! trivial1 & to see ! relative values ( v>i\s exp]i5ces :5 appli$ to practical ends4 ,fur!r1 he ga9s "r feel+ or an emotional w>m? t[>d t :i* 8 intellig5ce affirms to be wor?y1 or gr[s to appreciate ! "r4 ,?irdly1 he secures a p[] 9 execution t enables him to atta9 to t :i* 8 judgm5t & feel+ h set up z a desirable end4 ,9 f9e1 ! educative process implies = ! *ild a gr[? ( control by :i* he becomes able 7#a7 to select wor?y ends2 7#b7 to devise plans = _! atta9m5t2 & 7#c7 to put ^! plans into successful execution4 ,,! ,,in/ructor',s ,,problems ,! end 9 any le>n+ process be+ to set ! pupils a problem :i* may /imulate !m to ga9 su* an effici5t control ( useful exp]i5ce1 or k1 we may note two important problems confront+ ! tea*] z an in/ructor3 #a4 ,problem ( ,matt]4--,! tea*] mu/ be s conv]sant ) ! subject-matt] ( ! curriculum & ) its value 9 relation to actual life1 t he may select !refrom ! problems & mat]ials :i* w enable ! *ild to come into possession ( ! desirable exp]i5ces4 ,?is con/itutes ! "q ( ! subject-matt] ( education4 #b4 ,problem ( ,me?od4--,! tea*] mu/ fur!r be conv]sant ) ! process by :i* ! *ild gets comm& ( exp]i5ce or ) ! way 9 :i* ! m9d ( ! *ild1 9 react+ ^u any subject-matt]1 selects & organizes 8 k into new exp]i5ce & puts ! same into execution4 ,9 o!r words1 ! tea*] mu/ fully und]/& h[ to direct ! *ild successfully ?r\gh ! f\r /ages ( ! le>n+ process4 7a7 ,g5]al ,me?od4--,9 a sci5tific /udy ( education x is usually assum$ t ! /ud5t-tea*] has ma/]$ academically ! v>i\s subjects ( ! curriculum4 ,9 ! pr(essional s*ool1 !re=e1 ! subject-matt] ( education is /udi$ l>gely f ! /&po9t ( me?od4 ,9 8 /udy ( me?od ! /ud5t ( education seeks fir/ to ma/] ! details ( ! process ( education outl9$ 9 ! op5+ ,*apt]s "u ! head+s ( problem1 select+ process1 relat+ process1 & application4 ,by ?is means ! tea*] comes to und]/& 9 great] detail h[ ! m9d ( ! *ild reacts ^u ! pres5t$ problems ( ! curriculum 9 ga9+ control ov] 8 exp]i5ces1 or1 9 o!r words1 h[ ! process ( le>n+ actually takes place )9 ! consci\sness ( ! *ild4 ,?is sub-division is treat$ "u ! head ( ,g5]al ,me?od4 7b7 ,special ,me?ods4--,9 addition to ,g5]al ,me?od1 ! /ud5t-tea*] mu/ /udy ea* subject ( ! curriculum f ! /&po9t ( its use 9 sett+ problems1 or lessons1 :i* %all enable ! *ild to ga9 control ( a ri*] exp]i5ce4 ,?is sub-division is kn[n z ,special ,me?ods1 s9ce x consid]s ! p>ticul> problems involv$ 9 adapt+ ! matt] ( ea* subject to ! g5]al purpose ( ! educative process4 #c4 ,problem ( ,managem5t4--,f :at has be5 se5 9 ref]5ce to ! s*ool z an in/itution organiz$ = direct+ ! education ( ! *ild1 x is app>5t t 9 addition to ! imm$iate & direct control ( ! process ( le>n+ z involv$ 9 ! me?od ( in/ruction1 !re is ! m indirect control ( ! process ?r\gh ! sy/ematic organization & managem5t ( ! s*ool z a corporate in/itution4 ,^! m indirect problems connect$ ) ! control ( education )9 ! s*ool w include1 n only su* topics z ! organization & managem5t ( ! pupils1 b also ! legal ways & means = provid+ ^! v>i\s educational in/rum5talities4 ,^! indirect elem5ts ( control con/itute a ?ird phase ( ! problem ( education1 & _! /udy is kn[n z ,s*ool ,organization & ,managem5t4 #d4 ,an ,hi/oric ,problem4--,x has be5 not$ t ! corporate in/itution kn[n z ! s*ool arose z ! result ( ! pr9ciple ( ! division ( lab\r1 & ?us took to itself duties previ\sly p]=m$ "u o!r less effective conditions4 ,?us ! s*ool pres5ts on its organic side a hi/ory ) :i* ! tea*] %\ld be m or less famili>4 ,on its hi/orical side1 !re=e1 education pres5ts a f\r? phase = /udy4 ,?is division ( ! subject is kn[n z ! ,hi/ory ( ,education4 ,,summ>y ,! facts ( education1 z sci5tifically consid]$ by ! /ud5t-tea*]1 ?us arrange !mselves "u f\r ma9 heads3 #a4 ,g5]al ,me?od #b4 ,special ,me?ods #c4 ,s*ool ,organization & ,managem5t #d4 ,hi/ory ( ,education ,! ?ird & f\r? divisions ( education are always /udi$ z sep>ate subjects "u ! above heads4 ,9 deal+ ) ,special ,me?ods1 also1 x is cu/om>y 9 ! /udy ( education to treat ea* subject ( ! curriculum "u its own head 9 bo? a pr(essional & an academic way4 ,!re is left1 !re=e1 = sci5tific consid]ation1 ! subject ( ,g5]al ,me?od1 to a /udy ( :i* we %all n[ proce$4 ,,"p ,,ii4--,,me?odology ,,*apt] ,,viii ,,g5]al ,,me?od ,mean+ ( ,me?od4--,9 ! la/ ,*apt] x 0 se5 t1 9 relation to ! *ild1 education involves a ga9+ ( control ov] exp]i5ces4 ,x has be5 se5 fur!r1 t ! *ild ga9s control ( new exp]i5ce :5ev] he goes ?r\gh a process ( le>n+ involv+ ! f\r /eps ( problem1 select+ activity1 relat+ activity1 & expression4 ,f9ally x has be5 decid$ t ! tea*] 9 8 capacity z an in/ructor1 by pres5t+ *ildr5 ) suitable problems1 may 9 a s5se direct _! select+ & relat+ activities & ?us ex]cise a c]ta9 control ov] _! le>n+ processes4 ,to ! tea*]1 !re=e1 me?od w mean an ability to control ! le>n+ process 9 su* a way t ! *ildr5 %all1 9 _! turn1 ga9 an adequate control ov] ! new exp]i5ce =m+ ! subject-matt] ( any le>n+ process4 ,?us a detail$ /udy by /ud5t-tea*]s ( ! v>i\s /eps ( ! le>n+ process1 ) a view to ga9+ k & skill relative to direct+ pupils 9 _! le>n+1 con/itutes = su* tea*]s a /udy ( ,g5]al ,me?od4 ,subdivisions ( ,me?od4--,= ! /ud5t-tea*]1 ! /udy ( g5]al me?od w involve a detail$ inve/igation ( h[ ! *ild is to ga9 control ( social exp]i5ces z outl9$ above1 & h[ ! tea*] may br+ ab\t ! same ?r\gh in/ruction4 ,tn su* an inve/igation1 he mu/ exam9e 9 detail ! v>i\s /eps ( ! educative process to discov]3 #a4 ,h[ ! k1 or social exp]i5ce1 conta9$ 9 ! s*ool curriculum %\ld be pres5t$ to ! *ild4 ,?is w involve an adequate /udy ( ! fir/ /ep ( ! le>n+ process--! problem4 #b4 ,h[ ! m9d1 or consci\sness1 ( ! *ild reacts dur+ ! le>n+ process ^u ! pres5t$ mat]ials 9 ga9+ control ( ?is k4 ,?is w embrace a /udy ( ! second & ?ird /eps ( ! process--! select+ & relat+ activities4 #c4 ,h[ ! *ild is to acquire facility 9 us+ a new exp]i5ce1 or 9 apply+ x to direct 8 conduct4 ,?is involves a p>ticul> /udy ( ! f\r? /ep ( ! process--! law ( expression4 #d4 ,h[ ! tea*] may use any outside ag5cies1 z maps1 globes1 specim5s1 exp]im5ts1 etc41 to assi/ 9 direct+ ! le>n+ process4 ,?is involves a /udy ( v>i\s classes ( educational in/rum5talities4 #e4 ,h[ ! pr9ciples ( g5]al me?od are to be adapt$ to ! diff]5t modes by :i* ! le>n] may ga9 new exp]i5ce1 or k4 ,?is w involve a /udy ( ! diff]5t k9ds ( lessons1 or a k ( lesson types4 ,,me?od ,,implies ,,k ,,( ,,m9d ,be=e we proce$ to su* a detail$ /udy ( ! educative process z a process ( tea*+1 x %\ld be not$ t ! exi/5ce ( a g5]al me?od is possible only provid$ t ! gr[? ( consci\s control takes place 9 ! m9d ( ! *ild 9 a sy/ematic & ord]ly mann]4 ,all *ildr51 = in/ance1 mu/ be suppos$ to respond 9 ! same g5]al way 9 ! le>n+ process :5 !y are confront$ ) ! same problem4 ,)\t ?is !y c\ld n secure f ! same lesson ! same exp]i5ces & ! same relative measure ( control ov] ^! exp]i5ces4 ,b if our consci\s acts are s uni=m t ! tea*] may expect f all ( 8 pupils l responses & l /ates ( exp]i5ce "u simil> /imulations1 !n a k on ! "p ( ! tea*] ( ! ord]ly modes 9 :i* ! m9d works w be ess5tial to an adequate control ( ! process ( le>n+4 ,n[ a full & sy/ematic acc\nt ( m9d & its activities is set =? 9 ! ,sci5ce ( ,psy*ology4 ,z ! ,sci5ce ( ,consci\sness1 or ,exp]i5ce1 psy*ology expla9s ! processes by :i* all exp]i5ce is built up1 or organiz$1 9 consci\sness4 ,?us psy*ology con/itutes a basic sci5ce = educational me?od4 ,x is ess5tial1 !re=e1 t ! tea*] %\ld h "s k ( ! lead+ pr9ciples ( ?is sci5ce4 ,= ?is reason1 frequ5t ref]5ce w be made1 9 ! /udy ( g5]al me?od1 to und]ly+ pr9ciples ( psy*ology4 ,! m detail$ exam9ation ( ^! pr9ciples & ( _! application to educational me?od w1 h[ev]1 be po/pon$ to a lat] "p ( ! text4 ,ea* ( ! f\r important /eps ( ! le>n+ process w n[ be treat$ 9 ord]1 beg9n+ 9 ! next ,*apt] ) ! problem4 ,,*apt] ,,ix ,,! ,,lesson ,,problem ,problem1 a ,motive4--,! =ego+ description & examples ( ! educative process h %[n t new k necess>ily results :5ev] ! m9d faces a difficulty1 or ne$1 & adju/s itself !reto4 ,9 o!r words1 k is f\nd to possess a practical value & to arise z man faces ! difficulties1 or problems1 ) :i* he is confront$4 ,! basis ( consci\s activity 9 any direction is1 !re=e1 a feel+ ( ne$4 ,if "o analyses any ( 8 consci\s acts1 he w f9d t ! motive is ! satisfaction ( "s desire :i* he m or less consci\sly feels4 ,! workman ex]ts himself at 8 lab\r because he feels ! ne$ ( satisfy+ 8 arti/ic s5se or ( supply+ ! necessities ( ^? :o are dep5d5t ^u him2 ! tea*] prep>es ! lessons he has to pres5t & puts =? ef=t to tea* !m successfully1 because he feels ! ne$ ( educat+ ! pupils committ$ to 8 c>e2 ! physician obs]ves symptoms closely & consults au?orities c>efully1 because he feels ! ne$ ( cur+ 8 pati5ts2 ! lawy] ma/]s e detail ( ! case he is plead+1 because he feels ! ne$ ( protect+ ! int]e/s ( 8 cli5t4 ,:at is true ( adults is equally true ( *ildr5 9 s*ool4 ,! pupil puts =? ef=t 9 s*ool "w because he feels t ?is "w is meet+ "s ( 8 ne$s4 ,nature ( ,problem4--,x is n to be assum$1 h[ev]1 t ! only problem :i* w prompt ! individual to put =? consci\s ef=t mu/ be a purely physical ne$1 su* z hung]1 ?ir/1 or a di/9ct desire = ! atta9m5t ( a def9ite object1 z to avoid dang] or to secure f9ancial ga9 or p]sonal pleasure4 ,nor is x to be und]/ood t ! le>n] always cle>ly =mulates ! problem 9 8 own m9d4 ,inde$1 z w be se5 m fully lat]1 "o v important motive = ma/]+ a pres5t$ problem is ! in/9ct ( curiosity4 ,z an example ( su* may be not$ a case :i* came "u ! obs]vation ( ! writ]1 :]e ! curiosity ( a small *ild 0 ar\s$ ?r\gh ! sight ( a mud-turtle crawl+ along a walk4 ,aft] a few mom5ts ( int5se inve/igation1 he cri$ to ^? /&+ by1 ,come & see ! bug 9 ! basket4 ,"h1 evid5tly1 ! *ild's curiosity gave ! /range appe>ance suffici5t value to cause him to make x an object ( /udy4 ,impell$ by ?is feel+1 he mu/ h select$ ideas f 8 =m] exp]i5ce 7bug--crawl+ ?+2 basket--incas+ ?+71 :i* seem$ ( value 9 int]pret+ ! unkn[n pres5tation4 ,f9ally by focus+ ^! ^u ?is /range object1 he =m$ an idea1 or m5tal picture1 :i* gave him a reasonable control ov] ! new vague pres5tation4 ,su* a motive z curiosity may n imply to ! same degree z "s o!rs a p]sonal ne$1 nor does x mean t ! *ild consci\sly says to himself t ?is new mat]ial or activity is satisfy+ a specific ne$1 b 9 "s vague way he kn[s t x appeals to him because ( its attractiv5ess 9 itself or because ( its relation to "s o!r attractive object4 ,9 brief1 x int]e/s him1 & ?us creates a t5d5cy on ! "p ( an individual to give x 8 att5tion4 ,9 su* situations1 !re=e1 ! le>n] evid5tly feels to a great] or less degree a necessity1 or a practical ne$1 = solv+ ! problem be=e him4 ,,ne$ ,,( ,,problem ,k ,ga9$ ,accid5tally4--,x is evid5t1 h[ev]1 t at times k might be ga9$ 9 ! abs5ce ( any set problem ^u :i* ! le>n] reacts4 ,= example1 a c]ta9 p]son :ile walk+ along a road int5t ^u 8 own p]sonal matt]s obs]v$ a boy /&+ ne> a high f5ce4 ,on pass+ fur!r along ! /reet1 he glanc$ ?r\gh an op5+ & obs]v$ a v9ey>d )9 ! inclosure4 ,on return+ along ! /reet a few m9utes lat]1 he saw ! same boy /&+ at a ne> by corn] eat+ grapes4 ,h]eupon ^! ?ree ideas at once co-ord9at$ !mselves into a new =m ( k1 signify+ /eal+-(-fruit4 ,9 su* a case1 ! exp]i5ce has evid5tly be5 ga9$ )\t ! pres5ce ( a problem to guide ! select+ & relat+ ( ! ideas ent]+ into ! new k4 ,9 l mann]1 a *ild ^: only motive is to fill pap] ) v>i\s col\r$ crayon may accid5tally discov]1 :ile engag$ on ?is problem1 t r$ & yell[ w comb9e to make orange1 or t yell[ & blue w comb9e to make gre54 ,"h also ! *ild ga9s valuable exp]i5ce q spontane\sly1 t is1 )\t its con/itut+ a motive1 or problem1 call+ = adju/m5t4 ,le>n+ )\t ,motive4--,9 ! light ( ! above1 a "q sugge/s itself 9 relation to ! lesson problem1 or motive4 ,grant+ t a regul> s*ool recitation mu/ conta9 "s valuable problem = :i* ! le>n+ process is to furni% a solution1 & grant+ t ! tea*] mu/ be fully consci\s bo? ( ! problem & ( its mode ( solution1 ! "q might yet be ask$ :e!r a problem is to be realiz$ by ! *ild z a felt ne$ at ! beg9n+ ( ! lesson4 ,= example1 if ! tea*] wi%es 8 pupils to le>n h[ to compose ! second>y col\r purple1 might he h !m bl5d 9 a purely arbitr>y way1 r$ & blue1 & f9ally ask !m to note ! result8 ,or aga91 if he wi%es ! pupils to le>n ! con/ruction ( a pap]-box or fire-place1 w\ld he n be ju/ifi$ 9 direct+ !m to make c]ta9 folds1 to d c]ta9 cutt+1 & to jo9 toge!r ! v>i\s sections 9 a c]ta9 way1 & !n ask+ !m to note ! result8 ,if su* a c\rse is p]missible1 x w\ld seem t1 s f> at lea/ z ! le>n] is conc]n$1 he may ga9 control ( valuable exp]i5ce1 or k1 )\t ! pres5ce ( a problem1 or motive1 to give ! le>n+ process value & direction4 ,problem ,aids ,control4--,x is true t 9 cases l ! above1 ! *ild may ga9 ! requir$ k4 ,! cause = ?is is1 no d\bt1 t ! physical activity dem&$ ( ! pupil con/itutes indirectly a motive = att5d+ suffici5tly to ga9 ! k4 ,b 9 _m cases no su* conditions might exi/4 ,x is important1 !re=e1 to h ! pupil z f> z possible realize at ! outset a def9ite motive = ea* lesson4 ,! advantage consi/s 9 ! fact t ! motive gives a value to ! ideas :i* ent] into ! new k1 ev5 be=e !y are fully incorporat$ into a new exp]i5ce4 ,= example1 if 9 a lesson 9 geometrical draw+1 ! tea*]1 in/ead ( hav+ ! *ild set out ) ! problem ( draw+ a pair ( p>allel l9es1 m]ely ord]s him to foll[ c]ta9 directions1 & !n reque/s him to measure ! %orte/ di/ance betwe5 ! l9es at diff]5t po9ts1 ! *ild is n likely to grasp ! connections ( ! v>i\s /eps involv$ 9 ! con/ruction ( ! :ole problem4 ,?is means1 h[ev]1 t ! le>n] has n secur$ an equal control ov] ! new exp]i5ce4 ,pupils ,feel ,its ,lack4--,a fur!r objection to conduct+ a lesson 9 su* a way t ! *ild may f9d no motive = ! process until ! close ( ! lesson1 is ! fact t he is himself aw>e ( its lack4 ,9 s*ool ! *ild soon discov]s t 9 a lesson he selects & gives att5tion to v>i\s ideas solely 9 ord] to ga9 control ov] "s problem :i* he may m or less def9itely conceive 9 advance4 ,= ?is reason1 if ! tea*] attempts1 z 9 ! above examples1 to fix ! *ild's att5tion on c]ta9 facts )\t any conception ( purpose1 ! pupil nev]!less usually asks himself ! "q3 ,:at does ! tea*] int5d me to d ) ^! facts8 ,inde$1 )\t at lea/ t motive to hold su* disconnect$ ideas 9 8 m9d1 x is d\btful :e!r ! pupil w\ld att5d to !m suffici5tly to organize !m into a new item ( k4 ,:51 !re=e1 ! tea*] proposes at ! outset an attractive problem to solve1 he has gone a long way t[>d /imulat+ ! intellectual activity ( ! pupil4 ,! sett+ ( problems1 ! supply+ ( motives1 ! giv+ ( aims1 ! awak5+ ( ne$s--?is con/itutes a l>ge "p ( ! bus9ess ( ! tea*]4 ,,pupil',s ,,motive ,pupil's ,problem v]sus ,tea*]'s4--,b x is important t ! problem be=e ! pupil at ! beg9n+ ( ! lesson %\ld really be ! pupil's & n ! tea*]'s m]ely4 ,! tea*] %\ld be c>eful n to impose ! problem on ! pupils 9 an arbitr>y way1 b %\ld try to connect ! lesson ) an int]e/ t is already active4 ,! tea*]'s motive 9 tea*+ ! lesson & ! pupil's motive 9 att5d+ to x are usually q diff]5t4 ,! tea*]'s problem %\ld1 ( c\rse1 be id5tical ) ! real problem ( ! lesson4 ,?us 9 a lit]ature lesson on ,hide & ,seek 7,ont>io ,?ird ,read]71 ! tea*]'s motive w\ld be to lead ! pupil to appreciate ! music ( ! l9es1 ! beauty ( ! images1 & ! pa?os ( ! ideas2 & 9 g5]al1 to increase ! pupil's capacities ( con/ructive imag9ation & arti/ic appreciation4 ,! pupil's motive might be to f9d out h[ ! poet _h describ$ a famili> game4 ,9 a nature /udy lesson on ,! ,rabbit1 ! tea*]'s motive w\ld be to lead ! pupil to make c]ta9 obs]vations & draw c]ta9 inf]5ces & ?us add some?+ to 8 facility 9 obs]vation & inf]5ce4 ,! pupil's motive 9 ! same lesson w\ld be to discov] some?+ new ab\t a v int]e/+ animal4 ,9 g5]al1 ! tea*]'s motive w be 7#a7 to give ! pupil a c]ta9 k9d ( useful k2 7#b7 to develop & /r5g!n c]ta9 organs2 or 7#c7 to add some?+ to 8 me*anical skill by ! =m+ ( habitual reactions4 ,9 g5]al1 ! pupil's motive w be to le>n "s fact1 to satisfy "s in/9ct1 or p]=m "s activity t is int]e/+ ei!r 9 itself or because ( its relation to "s desir$ end4 ,t is1 ! pupil's motive is ! satisfaction ( an int]e/ or ! promotion ( a purpose4 ,pupil's ,motive ,may ,be ,indirect4--,x is evid5t f ! =ego+ t ! pupil's motive = apply+ himself to any lesson may diff] f ! real lesson problem1 or motive4 ,= in/ance1 9 ma/]+ ! read+ ( a c]ta9 selection1 ! pupil's *ief motive 9 apply+ himself to ?is p>ticul> task may be to please & w9 ! approbation ( ! tea*]4 ,! true lesson problem1 h[ev]1 is to enable ! le>n] to give expression to ! ?\ghts & feel+s ( ! au?or4 ,:5 ! aim1 or motive1 is ?us some:at disconnect$ f ! lesson problem itself1 x becomes an indirect motive4 ,:ile su* indirect motives are und\bt$ly valuable & mu/ (t5 be us$ ) "y *ildr51 x is evid5t t :5 ! pupil's motive is m or less directly associat$ ) ! real problem ( ! lesson1 x w =m a bett] c5tre = ! select+ & organiz+ ( ! ideas ent]+ into ! new exp]i5ce4 ,relation to ,pupil's ,feel+4--,a *ief ess5tial 9 connection ) ! pupil's motive1 or attitude1 t[>d ! lesson problem1 is t ! *ild %\ld feel a value 9 ! problem4 ,t is1 8 appreh5sion ( ! problem %\ld c>ry ) x a desire to secure a complete ma/]y ( ! problem f a s5se ( its intr9sic value4 ,! diff]5ce 9 feel+ :i* a pupil may h t[>d ! wor? ( a problem w\ld be notic$ by comp>+ ! attitude ( a class 9 ! /udy ( a milit>y biography or a pione] adv5ture tak5 f ,canadian or ,unit$ ,/ates s\rces respectively4 ,9 ! case ( ! =m]1 ! feel+ ( patriotism associat$ ) ! lesson problem w give x a value = ! pupils entirely abs5t f ! o!r topic4 ,! ext5t to :i* ! pupil feels su* a value 9 ! lesson topic w 9 mo/ cases also measure ! degree ( control he obta9s ov] ! new exp]i5ce4 ,,awak5+ ,,int]e/ ,,9 ,,problems ,z w be se5 9 ,*apt] ,,xxix1 :]e our feel+ /ates w be consid]$ m fully1 feel+ is ess5tially a p]sonal attitude ( m9d1 & !re c be little gu>antee t a gr\p ( pupils w feel an equal value 9 ! same problem4 ,at times1 9 fact1 ev5 :]e ! pupil und]/&s fairly well ! significance ( a pres5t$ lesson problem1 he may feel little p]sonal int]e/ 9 x4 ,"o ( ! mo/ important que/ions ( me?od is1 !re=e1 h[ to awak5 9 a class ! necess>y int]e/ 9 ! lesson problem ) :i* !y are be+ pres5t$4 #a4 ,?r\gh ,physical ,activity4--,x is a *>act]i/ic ( ! "y *ild to enjoy physical activity = ! sake ( ! activity itself4 ,?is is true ev5 ( 8 e>lie/ acts1 su* z /ret*+1 smil+1 etc4 ,al?\gh ^! are m]ely impulsive movem5ts )\t consci\s purpose1 ! *ild soon =ms ideas ( diff]5t acts1 & readily associates ^! ) o!r ideas4 ,?us he takes a delight 9 ! m]e function+ ( muscles1 h&s1 voice1 etc41 9 expressive movem5ts4 ,z he develops1 h[ev]1 on acc\nt ( ! close association1 dur+ 8 e>ly ye>s1 betwe5 ?\ght & movem5t1 ! *ild is mu* int]e/$ 9 any k :i* may be pres5t$ to him 9 direct association ) motor activity4 ,?is fact is especially noticeable 9 t ! ef=ts ( a *ild to le>n a /range object consi/ l>gely 9 endeav\r+ to discov] :at he c d ) x4 ,he ?r[s1 rolls1 /rikes1 /rives to op5 x1 & 9 v>i\s o!r ways makes x a means ( physical expression4 ,:5ev]1 especially1 he c discov] ! use ( an object1 z to cut ) knife or scissors1 to p\nd ) a hamm]1 to dip ) a ladle1 or to sweep ) a broom1 ?is social significance ( ! object gives him full satisfaction1 & little att5tion is paid to o!r qualities4 ,= ^! reasons ! tea*] w f9d x advantage\s1 :5ev] possible1 to associate a lesson problem directly ) "s =m ( physical action4 ,9 prim>y numb] "w1 = example1 in/ead ( pres5t+ ! *ild ) m]e numb]s & symbols1 ! tea*] may provide him ) objects1 9 h&l+ :i* he may associate ! numb] facts ) c]ta9 acts ( gr\p+ objects4 ,x is 9 ?is way t a *ild %\ld approa* su* problems z3 ,h[ _m f\rs are !re 9 twelve8 ,h[ _m feet 9 a y>d8 ,h[ _m qu>ts 9 a peck8 etc4 ,! tea*+ ( fractions by means ( scissors & c>dbo>d2 ! tea*+ ( bo>d measure by hav+ bo>ds actually measur$2 ! tea*+ ( prim>y geography by means ( ! s&-table2 ! tea*+ ( nature /udy by excursions to fields & woods2 ^! are all easy because we are work+ 9 h>mony ) ! *ild's natural t5d5cy to be physically active4 ,! m closely ! lesson problem adju/s itself to ^! t5d5cies1 ! great] w be ! pupil's activity & h5ce ! m rapid 8 progress4 #b4 ,?r\gh ,con/ructive ,in/9ct4--,! *ild's delight 9 motor expression is closely associat$ ) 8 in/9ctive t5d5cy to con/ruct4 ,:51 !re=e1 new k c be pres5t$ to ! *ild 9 & ?r\gh con/ructive ex]cises1 he is m likely to feel its value4 ,?us x is possible1 by means ( su* occupations z pap] fold+ or /ick-lay+1 to provide int]e/+ problems = tea*+ numb] & geometric =ms4 ,9 fold+ ! *eck-bo>d1 = example1 ! *ild w ma/] necess>y problems relat+ to ! numb]s1 #b1 #d1 #h1 & #af4 ,9 le>n+ col\r1 x is m int]e/+ = ! *ild to /udy diff]5t col\rs ?r\gh pa9t+ leaves1 fl[]s1 & fruits1 ?an to le>n !m ?r\gh m]e s5se impressions1 or ev5 ?r\gh comp>+ col\r$ objects1 z 9 ! ,montessori *romatic ex]cises4 ,a /udy ( ! v>i\s k9d]g>t5 games & occupations w\ld give an abundance ( examples illu/rative ( ! possibility ( pres5t+ k 9 direct association ) v>i\s types ( con/ructive "w4 ,a4 ,activity mu/ be ,directly ,connect$ ) ,problem4--,x may be not$1 h[ev]1 t c]ta9 dang]s associate !mselves ) ^! me?ods4 ,"o dang] consi/s 9 ! fact t1 if c>e is n tak51 ! physical activity may n really involve ! k to be convey$1 b may be only v indirectly associat$ ) x4 ,su* a dang] might occur 9 ! use ( ! ,montessori col\r tablets = tea*+ t9ts & %ades4 ,9 h&l+ ^?1 k9d]g>t5 *ildr5 %[ a /rong incl9ation to build flat =ms ) ! tablets4 ,n[ unless ^! build+ ex]cises involve ! di/+ui%+ ( ! v>i\s t9ts & %ades1 ! con/ructive activity w be likely to div]t ! att5tion ( ! pupil away f ! col\r problem :i* ! tablets are suppos$ to set = ! pupils4 ,b4 ,n too mu* ,emphasis on ,manual ,skill4--,aga91 9 expressive ex]cises int5d$ m]ely to imp>t new k1 x may happ5 t ! tea*] w lay too mu* /ress on p]fect =m ( expression4 ,9 ^! ex]cises1 h[ev]1 ! purpose %\ld be r to enable ! *ild to realize ! ideas 9 8 expressive actions4 ,:51 = example1 a *ild1 9 le>n+ su* geographical =ms z isl&1 gulf1 m\nta91 etc41 uses s&1 clay1 or pla/ic9e z a m$ium ( expression1 too mu* /riv+ aft] accuracy ( =m 9 m9or details may t5d to draw ! pupil's att5tion f ! broad] elem5ts ( k to be ma/]$4 ,9 o!r words1 x is ! ga9+ ( c]ta9 ideas1 or k1 & n te*nical p]fection1 t is be+ aim$ at 9 su* expressive movem5ts4 #c4 ,in/9ct ( ,curiosity z ,motive4--,! value ( ! in/9ct ( curiosity 9 sett+ a problem = ! "y *ild has be5 already ref]r$ to4 ,f :at 0 !re se51 x is evid5t t to ! ext5t to :i* ! tea*] awak5s wond] & curiosity 9 8 pres5tation ( a lesson problem1 ! *ild w be ready to ent] ^u ! fur!r /eps ( ! le>n+ process4 ,= example1 by ins]t+ two =ks & a l>ge ne$le into a cork1 z illu/rat$ 9 ! accompany+ ,figure1 & !n app>5tly balanc+ ! :ole on a small h>d surface1 we may awak5 a deep int]e/ 9 ! problem ( gravity4 ,9 ! same mann]1 by call+ ! pupils' att5tion to ! drops on ! outside ( a glass pit*] fill$ ) wat]1 we may h _! curiosity ar\s$ = ! /udy ( cond5sation4 ,s also ! pres5tation ( a picture may ar\se curiosity 9 places or p4 ,illu/ration #d4 ,own]%ip z ,motive4--,! natural pleasure :i* *ildr5 take 9 collection & own]%ip may (t5 be associat$ ) pres5t$ problems 9 a way to cause !m to take a deep] int]e/ 9 ! k to be acquir$4 ,= example1 9 pres5t+ a lesson on ! c\ntries ( ,europe1 ! collection ( co9s or /amps repres5tative ( ! diff]5t c\ntries w add greatly to ! int]e/1 comp>$ ) a m]e outl9e /udy ( ! political divisions f a map4 ,a m detail$ exam9ation ( ! in/9cts & t5d5cies ( ! *ild & _! relation to ! educative process w1 h[ev]1 be f\nd 9 ,*apt] ,,xxi4 #e4 ,acquir$ ,int]e/ z ,motive4--,f9ally1 9 ! case ( individual pupils1 a k ( _! p>ticul>1 or special1 int]e/s is (t5 a means ( awak5+ 9 !m a feel+ ( value = v>i\s types ( s*ool "w4 ,z an example1 !re might be cit$ ! exp]i5ce ( a tea*] :o _h 9 8 s*ool a pupil :om x seem$ impossible to int]e/ 9 read+4 ,!reupon ! tea*] made x 8 object to le>n :at 7 ?is pupil's *ief int]e/s outside ! s*ool4 ,us+ ^! z a basis = ! select+ ( simple read+ matt] = ! boy1 he 0 soon able to create 9 him an int]e/ 9 read+ = its own sake4 ,! result 0 t 9 a %ort "t ?is pupil 0 r5d]$ reasonably effici5t 9 :at _h previ\sly seem$ to him an un9t]e/+ & impossible task4 #f4 ,use ( ,k z ,motive4--,9 ! prec$+ cases1 int]e/ 9 ! problem is made to re/ prim>ily ^u "s native in/9ct1 or t5d5cy4 ,x is to be not$1 h[ev]1 t z ! *ild advances 9 ! acquisition ( k1 or exp]i5ce1 !re develops 9 him also a desire = m5tal activity4 ,9 o!r words1 ! normal *ild takes a delight 9 ! use ( any k ov] :i* he possesses adequate control4 ,x is to be not$ fur!r1 t ! *ild ma/]s ! new problem by br++ to be> ^u x suitable ideas select$ out ( 8 previ\sly acquir$ exp]i5ces4 ,x is evid5t1 !re=e1 t1 :5 a lesson problem is pres5t$ to ! *ild 9 su* a way t he sees a connection betwe5 x & 8 pres5t k & feels1 fur!r1 t ! problem may be ma/]$ by a use ( k ov] :i* he has complete ma/]y1 he w take a deep] int]e/ 9 ! le>n+ process4 ,:51 on ! o!r h&1 he has imp]fect control ov] ! old k f :i* ! int]pret+ ideas are select$1 8 int]e/ 9 ! problem itself w be greatly r$uc$4 ,ow+ to ?is fact1 ! tea*] may adapt 8 lesson problems1 or motives1 to ! /age ( developm5t ( ! pupils4 ,9 ! case ( "y *ildr51 s9ce !y h little k1 b possess a numb] ( in/9ctive t5d5cies1 ! lesson problem %\ld be su* z may be associat$ ) _! in/9ctive t5d5cies4 ,s9ce1 h[ev]1 ! express+ ( ^! t5d5cies necess>ily br+s to ! *ild ideas1 or increases 8 k1 ! pupil w 9 "t desire to use 8 gr[+ k = its own sake4 ,"h ! *ild becomes able to grasp a problem consci\sly1 or 9 idea1 &1 s f> z x appeals to 8 pa/ exp]i5ce1 w desire to "w = its solution4 ,?us any problem :i* is recogniz$ z hav+ a vital connection ) 8 own exp]i5ce con/itutes = ! *ild a /rong motive4 ,= old] pupils1 !re=e1 ! lesson problem :i* con/itutes ! /ronge/ motive is ! "o t is consci\sly recogniz$ & felt to h "s direct connection ) _! pres5t k4 ,,k ,,( ,,problem ,relation to ,pupil's ,k4--,s9ce ! consci\s appreh5sion ( ! problem by ! pupil 9 its relation to 8 pres5t k con/itutes ! be/ motive = ! le>n+ process1 a "q arises h[ ?is problem is to be grasp$ by ! pupil4 ,fir/1 x is evid5t t ! problem is n a /ate ( k1 or a complete exp]i5ce4 ,if su* 7 ! case1 !re w\ld be no?+ = him to le>n4 ,x is ?is p>tial ignorance t causes a problem to exi/ = ! le>n] z a felt ne$1 or motive4 ,on ! o!r h& x is n a /ate ( complete ignorance1 o!rwise ! le>n] c\ld n call up any relat$ ideas = its solution4 ,:51 = example1 ! *ild1 aft] le>n+ ! v>i\s physical features1 ! climate1 & p ( ,ont>io1 is pres5t$ ) ! problem ( le>n+ ! *ief indu/ries1 he is able by 8 =m] k to realize ! exi/5ce ( ^! indu/ries suffici5tly to feel ! ne$ ( a full] realization4 ,9 ! same way ! /ud5t :o has trac$ ! ev5ts ( ,canadian ,hi/ory up to ! ye> #agia1 is able to "k ! ,con/itutional ,act z a problem = /udy1 t is1 he is able to exp]i5ce ! exi/5ce ( su* a problem & to t ext5t is able to "k x4 ,8 m5tal /ate is equally a /ate ( ignorance1 9 t he has n realiz$ 9 8 own consci\sness all ! facts relative to ! ,act4 ,9 ! ord]ly /udy ( any s*ool subject1 !re=e1 ! ma/]y ( ! previ\s lesson or lessons w 9 turn sugge/ problems = fur!r lessons4 ,x is ?is fur!r developm5t ( new problems out ( pres5t k t dem&s an ord]ly sequ5ce ( topics 9 ! diff]5t s*ool subjects1 a fact t %\ld be fully realiz$ by ! tea*]4 ,recognition ( ,problem3 ,a4 ,prev5ts ,digressions4--,an adequate recognition ( ! lesson problem by ! pupil 9 ! light ( 8 own exp]i5ce is useful 9 prev5t+ ! introduction ( irrelevant mat]ial into ! lesson4 ,"y *ildr5 are p>ticul>ly prone 7&1 "u c]ta9 circum/ances1 old] /ud5ts also7 to drag into ! lessons int]e/+ side issues t h be5 sugge/$ by "s phase ( ! "w4 ,z a rule1 x is advisable to foll[ closely ! /raight & n>r[ road t leads to ! goal ( ! lesson & n to p]mit digressions into attractive by-pa?s4 ,if a pupil attempts to introduce irrelevant matt]1 he %\ld be ask$ :at ! problem ( ! lesson is & :e!r :at he is speak+ ( w be ( any value 9 atta9+ t end4 ,! necessity ( ?is w1 h[ev]1 be se5 m fully 9 our consid]ation ( ! next division ( ! le>n+ process4 ,b4 ,organizes ! ,lesson ,facts4--,! adequate recognition ( ! lesson problem is valuable 9 help+ ! pupil to organize 8 k4 ,if y take a fri5d = a walk along ! /reets ( a /range city engag+ him 9 int]e/+ conv]sation by ! way1 & if1 :5 y h rea*$ a di/ant po9t1 y tell him t he mu/ f9d 8 way back alone1 he w probably be unable to d s )\t assi/ance4 ,b if y tell him at ! outset :at y are go+ to d1 he w note c>efully ! /reets trav]s$1 ! corn]s turn$1 ! directions tak51 & w likely f9d 8 way back easily4 ,?is is because he _h a cle>ly def9$ problem be=e him4 ,! conditions are mu* ! same 9 a lesson4 ,:5 ! pupil />ts out ) no def9ite problem & is l$ along bl9dly to "s unkn[n goal1 he w be unable to retrace 8 r\te2 t is1 he w be unable to reproduce ! matt] ov] :i* he has be5 tak54 ,b ) a cle>ly def9$ problem he w be able to note ! ord] ( ! /eps ( ! lesson1 _! relation to "o ano!r & to ! problem1 & :5 ! lesson is ov] he w be able to g ov] ! same c\rse aga94 ,! facts ( ! lesson w h become organiz$ 9 8 m9d4 ,,h[ ,,to ,,set ,,lesson ,,problem ,precautions4--,if ! tea*] expects 8 pupils to become int]e/$ 9 a problem by imm$iately recogniz+ a connection betwe5 x & _! previ\s k1 he mu/ avoid plac+ ! problem be=e !m 9 a =m 9 :i* !y _c readily appreh5d ?is connection4 ,! tea*] :o ann\nc$ at ! beg9n+ ( ! gramm> lesson1 ,to-day we are go+ to le>n ab\t ,mood 9 v]bs />t$ ! problem 9 a =m t 0 mean+less to ! class4 ,! simple/ me?od 9 su* a lesson w\ld be to draw att5tion to examples 9 s5t5ces ( v]bs %[+ ?is *ange & !n say to ! class1 ,let u discov] :y ^! v]bs are *ang$4 ,simil>ly1 to propose z ! problem ( ! hi/ory lesson ! developm5t ( p>liam5t>y gov]nm5t dur+ ! ,/u>t p]iod w\ld be to use t]ms too difficult = ! class to int]pret4 ,x w\ld be bett] to say3 ,we are go+ to f9d out h[ ! ,/u>t k+s 7 =c$ by ,p>liam5t to give up control ( c]ta9 ?+s4 ,in/ead ( say+1 ,we %all /udy 9 ?is lesson ! municipal gov]nm5t ( ,ont>io1 x w\ld be mu* bett] to proce$ 9 "s su* way z ! foll[+3 ,a few days ago y\r fa!r paid 8 taxes = ! ye>4 ,n[ we are go+ to le>n by :om1 & = :at purposes1 ^! taxes are sp5t4 ,simil>ly1 ,let u f9d out all we c ab\t ! cat1 w\ld be inf]ior to1 ,( :at use to ! cat are 8 %>p claws1 padd$ feet1 & r\gh tongue8 ,on ! o!r h&1 x is evid5t t1 9 attempt+ to pres5t ! problem 9 a =m 9 :i* ! pupils may recognize its connection ) _! previ\s exp]i5ces1 c>e mu/ be tak5 n to tell outright ! :ole po9t ( ! lesson4 ,9 a lesson on ! adv]b1 = in/ance1 x w\ld n d to say3 ,y h le>n$ h[ adjectives modify1 or *ange ! mean+ (1 n\ns4 ,to-day we %all /udy words t modify v]bs4 ,a m satisfactory way ( proce$+ 9 su* a lesson w\ld be to h on ! black-bo>d two sets ( s5t5ces exactly alike except t ! second w\ld conta9 adv]bs & ! fir/ w\ld n4 ,!n ask3 ,:at words are 9 ! second gr\p ( s5t5ces t are n 9 ! fir/8 ,let u exam9e ! use ( ^! words4 ,9 ! same way1 to /ate ! problem ( an ari?metic lesson z ! discov]y ( h[ to add fractions by *ang+ !m to equival5t fractions hav+ ! same d5om9ator is op5 to ! objection ( tell+ too mu*4 ,9 ?is case a bett] me?od w\ld be to pres5t a def9ite problem requir+ ! use ( addition ( fractions4 ,! pupil w see t he has n ! necess>y ari?metical k to solve ! problem & w !n be 9 ! prop] m5tal attitude = ! lesson4 ,,examples ,,( ,,motivation ,a few additional examples1 drawn f diff]5t s*ool subjects1 are "h add$ to illu/rate fur!r :at is meant by sett+ a problem z a ne$1 or motive4 ,a4 ,hi/ory4--,! memb]s ( a ,=m ,,iv class 7 ab\t to take up ! /udy ( ! influ5ce ( ,john ,wilkes ^u p>liam5t>y affairs dur+ ! reign ( ,george ,,iii4 ,z mo/ ( ! pupils _h visit$ ! ,canadian ,p>liam5t ,build+s & _h wat*$ f ! gall]ies ! proce$+s ( ! ,h\se ( ,commons1 ! tea*] took ?is z ! po9t ( dep>ture = ! lesson4 ,fir/1 he obta9$ f ! class ! facts t ! memb]s ( ! ,commons are elect$ by ! diff]5t con/itu5cies ( ! ,dom9ion & t nobody has any p[] to int]f]e ) ! p's "r to elect :omsoev] !y wi% to repres5t !m4 ,! same conditions exi/ to-day 9 ,engl&1 b ?is has n always be5 ! case !re4 ,!re 0 a "t :5 ! p's *oice ( a repres5tative 0 sometimes set aside4 ,! tea*] !n inquir$ reg>d+ ! m5 :o sit 9 ! gall]y j above ! ,speak]'s *air4 ,^! are ! p>liam5t>y report]s = ! important daily newspap]s ?r\gh\t ! ,dom9ion4 ,!y s5d telegraphic despat*es reg>d+ ! debates 9 ! ,h\se to _! respective newspap]s4 ,^! despat*es are publi%$ ! foll[+ day1 & ! p ( ! c\ntry are ?us enabl$ to "k :at is go+ on 9 ,p>liam5t4 ,nobody has any "r to prev5t ^! newspap]s f publi%+ :at !y wi% reg>d+ ! proce$+s1 provid$1 ( c\rse1 ! reports are n untru?ful4 ,^! conditions prevail also 9 ,engl& n[1 b h n always done s4 ,! "w ( ! lesson 0 to see h[ ^! two conditions1 fre$om ( elections & lib]ty ( ! press1 h be5 br\ght ab\t4 ,! pupils 7 ?us plac$ 9 a receptive attitude to he> ! /ory ( ,john ,wilkes4 ,b4 ,ari?metic4--,a ,=m ,,iv class _h be5 /udy+ decimals & knew h[ to read & write1 add & subtract !m4 ,! tea*] sugge/$ a situation requir+ ! use ( multiplication1 & ! pupils f\nd !mselves )\t ! necess>y means to meet ! situation4 ,= in/ance1 ,m>y's "m s5t h] to buy #b4be lb4 tea :i* co/ 4#cge p] lb4 ,:at w\ld %e h to pay = x8 ,or1 ,mr4 ,br[n has a field conta9+ #h4gb acres4 ,la/ ye> x yield$ #ba4cge bu%els ( :eat to ! acre4 ,:eat 0 wor? #ig4e c5ts p] bu%el4 ,:at 0 ! crop f ! field wor?8 ,! pupils saw t1 9 ord] to solve ^! que/ions1 !y mu/ "k h[ to multiply decimals4 ,multiplication ( decimals became ! problem ( ! lesson1 ! goal to be atta9$4 ,c4 ,gramm>4--,! tea*] wi%$ to %[ ! mean+ ( case z an inflection ( n\ns & pron\ns4 ,he _h writt5 on ! black-bo>d su* s5t5ces z3 ,i dropp$ my book :5 ,john pu%$ me4 ,:5 ! man pass$1 he _h 8 dog ) him4 ,he ask$ ! pupils :at words 9 ^! s5t5ces ref] to ! same p]son1 & obta9$ ! answ] t ,i1 my1 & me all ref] to "o p]son1 & he1 81 & him to ano!r4 ,!n1 he propos$ ! problem1 ,let u f9d out :y we h ?ree diff]5t =ms ( a ^w all mean+ ! same p]son4 ,! problem 0 adapt$ to animate ! curiosity ( ! pupils & call into activity _! capacity = p]ceiv+ relation%ips4 ,d4 ,lit]ature4--,! tea*] 0 ab\t to pres5t ! poem1 ,hide & ,seek1 to a ,=m ,,iii class4 ,he said1 ,y h all play$ 'hide & seek4' ,h[ d y play x8 ,y w f9d on page #ej ( y\r ,ont>io ,?ird ,read] a beautiful poem describ+ a game ( 'hide & seek' t is r a sad "o4 ,let u see h[ ! poet has describ$ ?is game4 ,! pupils 7 at once int]e/$ 9 :at ! poet _h to say ab\t :at 0 to !m a v famili> div]sion1 &1 :ile ! lesson 0 9 progress1 _! capacity = sympa?y & = arti/ic appreciation 0 appeal$ to4 ,e4 ,geography4--,a ,=m ,,iii class 0 to /udy "s ( ! m important comm]cial c5tres ( ,canada4 ,speak+ ( ,montreal1 ! tea*] propos$ ! problem1 ,d y ?9k we c f9d out :y a city ( half a million p has gr[n up at ?is p>ticul> po9t8 ,! pupils' in/9ct ( curiosity 0 "h appeal$ to & _! capacity = p]ceiv+ relation%ips 0 *all5g$4 ,f4 ,composition4--,! tea*] wi%$ to take up ! writ+ ( lett]s ( application ) a class ( ,=m ,,iv pupils4 ,he wrote on ! black-bo>d an adv]tisem5t copi$ f a rec5t newspap]1 = example1 ,want$--,a boy ab\t fifte5 to assi/ 9 (fice2 mu/ be a good writ] & accurate 9 figures2 apply by lett] to ,m>t9 ,kelly1 #h ,c5tral ,*amb]s1 ,city4 ,!n he said1 ,"s day 9 ! ne> future _m ( y w be call$ ^u to answ] su* an adv]tisem5t z ?is4 ,n[ :at %\ld a lett] ( application 9 reply to ?is conta98 ,! class at once proce$$1 ) ! tea*]'s assi/ance1 to "w out a satisfactory lett]4 ,"h1 a purpose = ! future 0 ! pr9cipal ne$ promot$4 ,g4 ,nature ,/udy4--,! pupils ( a ,=m ,,ii class _h be5 mak+ obs]vations reg>d+ a pet rabbit t "o ( _! numb] _h br\ght to s*ool4 ,aft] report+ ^! obs]vations1 ! pupils 7 ask$1 ,:at good d y ?9k ^! long e>s1 l>ge eyes1 /rong h9d legs1 split upp] lip1 etc41 are to ! rabbit8 ,"h ! problem set 0 relat$ to ! *ildr5's in/9ctive int]e/ 9 a liv+ animal1 appeal$ to ! in/9ct ( curiosity1 & *all5g$ _! capacity to draw inf]5ces4 ,,*apt] ,x ,,le>n+ ,,z ,a ,,select+ ,,activity ,,or ,,process ,,( ,,analysis ,k ,obta9$ ,?r\gh ,use ( ,ideas4--,z already not$1 ! pres5t$ problem ( a lesson is nei!r a /ate ( complete k nor a /ate ( complete ignorance4 ,on ! o!r h&1 its function is to provide a />t+-po9t & guide = ! call+ up ( a numb] ( suitable ideas :i* ! pupil may lat] relate into a s+le exp]i5ce1 con/itut+ ! new k4 ,take1 = example1 a p]son )\t a k ( fractions1 :o approa*es = ! fir/ "t ! problem ( %>+ z f\nd 9 su* a "q z3 ,divide #ae betwe5 ,john & ,william1 giv+ ,john #c z (t5 z ,william gets #b4 ,9 ga9+ control ( ?is situation1 ! pupil mu/ select ! ideas #c & #b1 ! k t #c & #b #e1 & ! fur!r k t #ae conta9s #e ?ree times4 ,^! v>i\s ideas w con/itute data = organiz+ ! new exp]i5ce ( #i = ,john & #f = ,william4 ,9 ! same mann]1 :5 ! /ud5t 9 gramm> is fir/ pres5t$ ) ! problem ( int]pret+ ! grammatical value ( ! ^w driv+ 9 ! s5t5ce1 ,! boy driv+ ! horse is v noisy1 he is compell$ to apply to its int]pretation ! ideas n\n1 adjectival relation1 & adjective1 & also ! ideas object1 objective relation1 & v]b4 ,9 ?is way ! *ild secures ! m5tal elem5ts :i* he may organize into ! new exp]i5ce1 or k 7p>ticiple71 & ?us ga9 control ( ! pres5t$ ^w4 ,int]pret+ ,ideas ,already ,kn[n4--,x is to be notic$ at ! outset t all ideas select$ to aid 9 ! solution ( ! lesson problem h _! orig9 9 c]ta9 pa/ exp]i5ces :i* h a be>+ on ! subject 9 h&4 ,:5 pres5t$ ) a /range object 7guava71 a p]son fixes 8 att5tion ^u x1 & !reupon is able1 ?r\gh 8 =m] s5sation exp]i5ces1 to int]pret x z an unkn[n ?+4 ,he !n beg9s to select1 out ( 8 exp]i5ces ( =m] objects1 ideas t be> ^u ! ?+ be=e him4 ,by focus+ !reon c]ta9 ideas ) :i* he is p]fectly famili>1 z r9d1 fle%1 se$1 etc41 he int]prets ! /range ?+ z a k9d ( fruit4 ,9 ! same way1 :5 ! /ud5t is fir/ pres5t$ 9 s*ool ) an example ( ! inf9itive1 he br+s to be> ^u ! vague pres5tation v>i\s ideas already conta9$ )9 8 exp]i5ce ?r\gh 8 previ\s /udy ( ! n\n & ! v]b4 ,to ! ext5t also to :i* he possesses & is able to recall ^! necess>y old ideas1 w he be able to adju/ himself to ! new & unfamili> pres5t$ example 7inf9itive74 ,x is evid5t1 !re=e1 t a new pres5tation c h a mean+ = u only z x is relat$ to some?+ 9 our pa/ exp]i5ce4 ,fur!r ,examples4--,! m9d inv>iably tries to int]pret new pres5tations 9 t]ms ( old ideas4 ,a newspap] acc\nt ( a railway wreck w be intelligible to u only ?r\gh ! revival & recon/ruction ( ^? pa/ exp]i5ces t are simil> to ! elem5ts describ$ 9 ! acc\nt4 ,! grief1 disappo9tm5t1 or excitem5t ( ano!r w be appreciat$ only z we h exp]i5c$ simil> feel+s 9 ! pa/4 ,new ideas are int]pret$ by means ( relat$ old ideas2 new feel+s & acts are dep5d5t ^u & made possible by relat$ old feel+s & acts4 ,moreov]1 ! mean+ assign$ to common objects v>ies ) diff]5t p]sons & ev5 ) ! same p]son "u diff]5t circum/ances4 ,a =e/ w\ld be reg>d$ by ! savage z a place to hide f ! attacks ( 8 enemies2 by ! hunt] z a place to secure game2 by ! woodcutt] z af=d+ firewood2 by ! lumb]man z yield+ logs = lumb]2 by ! naturali/ z (f]+ opportunity = obs]v+ insects & animals2 by ! arti/ z a place pres5t+ beautiful comb9ations ( col\rs4 ,?is ability ( ! m9d to reta9 & use its =m] k 9 meet+ & int]pret+ new exp]i5ces is kn[n 9 psy*ology z app]ception4 ,a m detail$ /udy ( app]ception z a m5tal process w be made 9 ,*apt] ,,xxvi4 ,,! ,,select+ ,,process ,le>n]'s ,m9d ,active4--,a fur!r pr9ciple ( me?od to be d$uc$ f ! =ego+ is1 t ! process ( br++ ideas out ( =m] exp]i5ces to be> ^u a pres5t$ problem mu/ take place )9 ! m9d ( ! le>n] himself4 ,! new k be+ an exp]i5ce organiz$ f elem5ts select$ out ( =m] exp]i5ces1 x foll[s t ! le>n] w possess ! new k only 9 s f> z he has himself gone ?r\gh ! process ( select+ ! necess>y int]pret+ ideas out ( 8 own =m] k & f9ally organiz+ !m into new k4 ,?is ne$ = ! pupil to direct m5tal ef=t1 or att5tion1 ^u ! problem 9 ord] to br+ ^u x1 out ( 8 =m] k1 ! ideas relative to ! solution ( ! "q be=e him1 is "o ( ! mo/ important laws ( me?od4 ,f ! /&po9t ( ! tea*]1 ?is law dem&s t he s direct ! process ( le>n+ t ! pupil w cle>ly call up 9 consci\sness ! select$ int]pret+ ideas z portions ( 8 old k1 & fur!r feel a connection betwe5 ^! & ! new problem be=e him4 ,le>n]'s ,exp]i5ce ,analys$4--,! second /age ( ! le>n+ process is f\nd to involve also a break+ up ( =m] exp]i5ce4 ,?is appe>s 9 ! fact t ! v>i\s ideas :i* are necess>y to int]pret ! new problem are to be select$ out ( l>g] complexes ( pa/ exp]i5ce4 ,= example1 9 a lesson ^: problem is to acc\nt = ! lack ( ra9fall 9 ! ,sah>a des]t1 ! pupil may h a complex ( exp]i5ces reg>d+ ! position ( ! des]t4 ,out ( ?is mass ( exp]i5ce he mu/1 h[ev]1 select ! "o feature--its position 9 relation to ! equator4 ,9 ! same way1 he may h a :ole body ( exp]i5ce reg>d+ ! w9ds ( ,africa4 ,?is body mu/1 h[ev]1 be analys$1 & ! att5tion fix$ ^u ! ,nor?-ea/ trade-w9d4 ,aga91 he may "k _m ?+s ab\t ^! w9ds1 b "h he selects out ! s+le item ( _! com+ f a l& s\rce4 ,aga91 f ! complex ( old k :i* he possesses reg>d+ ! l& area f :i* ! w9d bl[s1 he mu/ analyse out its temp]ature1 & comp>e x ) t ( ! areas t[>d :i* ! w9d is bl[+4 ,?us x w be se5 t1 /ep by /ep1 ! special items ( old k to be us$ 9 ! app]ceptive process are select$ out ( l>g] masses ( exp]i5ce4 ,= ?is reason ?is phase ( ! le>n+ process is frequ5tly designat$ z a process ( analysis4 ,problem z ,object ( ,analysis4--,al?\gh ! second /ep ( ! le>n+ process has be5 describ$ z a select+ ( elem5ts f pa/ exp]i5ce1 x might be suppos$ t ! v>i\s elem5ts :i* ! m9d has be5 said to select f its =m] exp]i5ces to int]pret ! new problem1 come 9 a s5se f ! pres5tation itself4 ,?us x is (t5 said1 9 describ+ ! pres5t /ep 9 ! le>n+ process1 t ! pres5tation embodies a c]ta9 aggregate ( exp]i5ce1 :i* ! le>n] c ma/] by analys+ x into its compon5t p>ts & recomb9+ ! analys$ p>ts into a bett] kn[n :ole4 ,analysis ,dep5ds ^u ,selection4--,x is n 9 ! above s5se1 h[ev]1 t ! t]m analysis is to be appli$ 9 ! le>n+ process4 ,x is n true1 = in/ance1 :5 a p]son is pres5t$ ) a /range object1 say an orni?orhyn*us1 & realizes x 9 only a vague way1 t any m]e analysis ( ! object w discov] = him ! v>i\s *>act]i/ics :i* are to syn!size into a k ( ! animal4 ,?is w\ld imply t 9 analysis ! m9d m]ely breaks up a vaguely kn[n :ole 9 ord] to make ( x a def9itely kn[n :ole4 ,b ! le>n] c\ld n discov] ! *>act]i/ics ( su* an object unless ! m9d att5d$ to x ) c]ta9 elem5ts ( its =m] exp]i5ces4 ,unless1 = in/ance1 ! p]son already knew c]ta9 *>act]i/ics ( bo? birds & animals1 he c\ld n int]pret ! orni?orhyn*us z a bird-beak$ animal4 ,9 ! case ( ! *ild & ! mud-turtle1 also1 !re c\ld h be5 no analysis ( ! problem 9 ! way ref]r$ to1 _h ! *ild n _h ! ideas1 bug & basket1 z elem5ts ( =m] exp]i5ce4 ,^! *>act]i/ics1 !re=e1 :i* ent] into a def9ite k ( ! object1 d n come out ( ! object by a m]e me*anical process ( analysis1 b are r read into ! object by ! app]ceptive process4 ,t is1 ! le>n] does n get 8 new exp]i5ce directly out ( ! pres5t$ mat]ials1 b builds up 8 new exp]i5ce out ( elem5ts ( 8 =m] k4 ,9 o!r words1 ! le>n] sees 9 ! new object1 or problem1 only su* *>act]i/ics z 8 =m] k & int]e/ enable him to see4 ,?us :ile ! le>n] may be said f "o /&po9t to analyse ! new problem1 ?is is possible only because he is able to break up1 or analyse1 8 =m] exp]i5ce & read c]ta9 ( its elem5ts into ! new pres5tation4 ,to say t ! m9d analyses ! unkn[n object1 or topic1 9 any o!r s5se1 w\ld be to conf\nd m5tal int]pretation ) physical analysis4 ,a ,fur!r ,example4--,! foll[+ example w fur!r %[ t ! le>n] c analyse a pres5t$ problem only to ! ext5t t he is able to put *>act]i/ics into x by ?is process ( analys+ or select+ f 8 pa/ exp]i5ce4 ,consid] h[ a "y *ild ga9s 8 k ( a triangle4 ,at fir/ 8 control ( c]ta9 s5sations enables him to read into x two ideas1 ?ree-sid$ness & ?ree-angl$ness1 & only ^! factors1 !re=e1 organize !mselves into 8 exp]i5ce triangle4 ,nor w\ld any am\nt ( m]e att5tion enable him at ?is /age to discov] ano!r important quality 9 ! ?+ triangle4 ,lat]1 h[ev]1 ?r\gh ! gr[? ( 8 geometric exp]i5ce1 he may be able to read ano!r quality into a triangle1 namely two-"r-angl$ness4 ,?is new quality w !n1 & only !n1 be organiz$ ) 8 =m] k into a m complete k ( a triangle4 ,"h aga9 x is se5 t analysis z a le>n+ process is really read+ into a new pres5tation some?+ :i* ! m9d already possesses z an elem5t ( =m] exp]i5ce1 & n ga9+ some?+ at fir/ h& out ( ! pres5t$ problem4 ,problem ,directs ,selection4--,x w be well to note "h also t ! select+ ( ! int]pret+ ideas is usually controll$ by ! problem ) :i* ! m9d is engag$4 ,?is is indicat$ f ! v>i\s ways 9 :i* ! same object may be int]pret$ z ! m9d is confront$ ) diff]5t problems4 ,! r\nd /one1 = in/ance1 :5 "o wi%es to crack ! filb]t1 is view$ z a hamm]2 :5 he wi%es to place 8 pap] on ! gr\nd1 x becomes a weight2 :5 he is ?reat5$ by ! /range dog1 x becomes a weapon ( def5ce4 ,9 l mann] ! sign x sugge/s an unkn[n quantity 9 relation to ! algebraic problem2 9 relation to phonics x is a d\ble s\nd2 9 relation to num]ation1 ! numb] t54 ,x is evid5t t 9 all ^! cases1 :at det]m9es ! mean+ giv5 to ! pres5t$ object is ! ne$1 or problem1 t is at ! mom5t pr$om9ant4 ,9 ! same way1 any lesson problem1 9 s f> z x is felt to be ( value1 =ms a />t+-po9t = call+ up o!r ideas1 & !re=e />ts 9 ! le>n]'s m9d a fl[ ( ideas :i* is likely to furni% ! solution4 ,moreov]1 ! m9d has ! p[] to measure ! suitability ( v>i\s ideas & select or reject !m z !y are felt to /& relat$ to ! problem 9 h&4 ,= example1 :5 a pupil is engag$ 9 a /udy ( ! grammatical value ( ! ^w driv+ 9 ! s5t5ce1 ,! boy driv+ ! horse is v noisy1 x is q possible t he may ?9k ( ! horse at 8 own home1 or ! %\t+ ( 8 fa!r's hir$ man1 or ev5 p]haps ! =m ( ! ^w driv+1 if he has j be5 view+ x 9 a writ+ lesson4 ,! m9d is able1 h[ev]1 to reject ^! irrelevant ideas1 & select only ^? t seem to adju/ !mselves to ! problem 9 h&4 ,! cause ( ?is lies 9 ! fact t ! problem is at ! outset at lea/ p>tly und]/ood by ! le>n]1 :i* fact enables him to det]m9e :e!r ! ideas com+ =w>d 9 consci\sness are relat$ 9 any way to ?is p>tially kn[n topic4 ,?us 9 ! example cit$1 ! le>n] kn[s ! problem suffici5tly to realize t x is a "q ( grammatical function1 & is able1 !re=e1 to feel ! value1 or suitability1 ( any k :i* may be appli$ to x1 ev5 be=e he is fully aw>e ( its ultimate relation !reto4 ,,law ,,( ,,prep>ation ,control ( ,old ,k ,necess>y4--,b not)/&+ ! direction giv5 ! app]ceptive process ?r\gh ! aim1 or problem1 x is evid5t t if ! pupil is to select f 8 =m] exp]i5ces ! p>ticul> elem5ts :i* be> ^u ! problem 9 h&1 he mu/ h a ready & intellig5t control ov] su* =m] k4 ,x is too evid5t1 h[ev]1 t pupils frequ5tly d n possess suffici5t control ov] ! old k :i* w be> ^u a pres5t$ problem4 ,9 endeav\r+1 = example1 to grasp ! relation ( ! ext]ior angle to ! two int]ior & opposite angles1 ! pupil may fail because he has n a cle> k ( ! equality ( angles 9 connection ) p>allel l9es4 ,= ?is reason tea*]s w (t5 f9d x necess>y 7be=e br++ old k to be> ^u a new problem7 to review ! old k1 or exp]i5ce1 to be us$ dur+ ! app]ceptive process4 ,?us a lesson on ! p>ticiple may beg9 ) a review ( ! pupils' k ( v]bs & adjectives1 a lesson on ! mak+ ( ! col\rs orange & gre5 = pa9t+ a pumpk9 ) its gre5 /em may beg9 ) a recognition ( ! /&>d col\rs1 r$1 yell[1 & blue1 & ! writ+ ( a capital lett] ) a review ( c]ta9 movem5ts4 ,prep>ation ,recalls ,int]pret+ ,ideas4--,x mu/ be not$ t ?is review ( =m] k always implies1 ei!r t ! pupil is likely to h =gott5 at lea/ p>tially ?is =m] k1 or t )\t su* review he is n likely to recall & apply x readily :5 ! new problem is plac$ be=e him4 ,= ?is reason ! tea*] is usually w>n$ t 8 lesson %\ld always beg9 ) a review ( su* ( ! pupil's old k z is to be us$ 9 ma/]+ ! new exp]i5ces4 ,,value ,,( ,,prep>ation ,a4 ,aids ! ,und]/&+4--,! ma9 advantage ( ?is prep>atory "w is t x br+s into cle> consci\sness t gr\p ( ideas & feel+s be/ suit$ to give mean+ to ! new pres5tation4 ,)\t x1 ! pupil may n und]/&1 or only p>tially und]/&1 or entirely misund]/& ! lesson4 7#a7 ,he may n und]/& ! new matt] at all because he does n br+ any relat$ facts f 8 pa/ exp]i5ce to be> ^u x4 ,multiplication ( decimals w\ld 9 all probability be a m]ely me*anical process if ! significance ( decimals & ! op]ation ( multiply+ fractions 7 n br\ght to be> ^u x1 ! pupil n und]/&+ x at all z a rational process4 7#b7 ,he may only p>tially und]/& ! new matt] because he does n see cle>ly ! relation betwe5 8 old ideas & ! new facts1 or because he does n br+ to ! new facts a suffici5t equipm5t ( old ideas to make !m mean+ful4 ,! adv]bial objective w\ld be imp]fectly und]/ood if x 7 n %[n t its functions are exactly p>allel ) ^? ( ! adv]b4 ,! pupil w\ld h only a p>tial und]/&+ ( x4 7#c7 ,he may entirely misund]/& ! new facts because he uses wrong old exp]i5ces to give !m mean+4 ,su* 0 evid5tly ! difficulty 9 ! case ( ! "y pupil :o1 aft] a lesson on ! equator1 describ$ x z a m5ag]ie lion runn+ ar\nd ! e>?4 ,_m ( ! absurd answ]s t a pupil gives are due to 8 failure to use ! correct old ideas to int]pret ! new facts4 ,he has misund]/ood because 8 m9d 0 n prep>$ by mak+ ! prop] app]ceiv+ ideas explicit4 ,b4 ,saves ,"t4--,!re is ! fur!r advantage ( economy ( "t1 :5 an adequate prep>ation ( ! m9d has be5 made4 ,:5 ! appropriate ideas are def9itely 9 ! =efront ( consci\sness1 !y seize ^u k9dr$ impressions z soon z ^! are pres5t$ & give !m mean+4 ,on ! o!r h&1 :5 suffici5t prep>ation has n be5 made1 "t mu/ be tak5 dur+ ! pres5tation ( ! new problem to g back 9 se>* ( ^? exp]i5ces necess>y to make x mean+ful4 ,frequ5t int]ruptions & consequ5t wa/e ( "t w be inevitable4 ,"t w be sav$ by hav+ ! app]ceiv+ ideas ready & active4 ,c4 ,provides = ,review4--,"o ( ! mo/ important values ( ! prep>atory /ep is ! opportunity giv5 = ! review ( old ideas4 ,^! h to be reviv$1 work$ ov]1 & recon/ruct$1 & 9 consequ5ce !y become ! p]man5t possessions ( ! m9d4 ,! pupil's k ( ! functions ( ! adv]b is review$ :5 he le>ns ! adv]b phrase & adv]b clause1 & is /ill fur!r illum9at$ :5 he comes to /udy ! adv]bial objective4 ,fur!r1 ! app]ceiv+ ideas become m int]e/+ to ! pupil1 :5 he f9ds t he c use !m 9 ! conque/ ( new fields4 ,he has a consci\sness ( p[]1 :i* 9 itself is a s\rce ( satisfaction & pleasure4 ,,precautions ,,reg>d+ ,,prep>ation ,mu/ n be too ,long4--,two precautions seem advisable 9 ! prep>atory /ep4 ,! fir/ is t too long a "t %\ld n be sp5t ov] x4 ,!re is sometimes a t5d5cy to g back too f> & drag =w>d ideas t are only remotely connect$ ) ! new ideas to be pres5t$4 ,"u su* conditions mu* irrelevant mat]ial is likely to be introduc$1 & (t5 a tra9 ( associations out ( h>mony ) ! mean+ & _s ( ! lesson is />t$4 ,?is is especially dang]\s 9 lessons 9 lit]ature & hi/ory4 ,only ^? exp]i5ces %\ld be reviv$ :i* are necess>y to a cle> appreh5sion ( ! ideas or a full appreciation ( ! emotions to be pres5t$ 9 ! new lesson4 ,mu/ ,recall ,vital ,ideas4--,! mo/ active1 vivid1 & p[]ful ideas 9 ! pupil's m9d are ^? :i* are closely connect$ ) 8 life4 ,?is sugge/s ! second precaution1 namely1 ! use :]ev] possible ( ! ideas associat$ ) 8 surr\nd+s1 8 games1 8 occupations4 ,:5 ?is is done1 n only w ! new k h a mu* great] int]e/ atta*$ to x b x w also be mu* m vividly appreh5d$4 ,?is w be ref]r$ to fur!r 9 connection ) ! use ( illu/rations 9 tea*+4 ,,necessity ,,( ,,prep>ation ,tea*]s1 h[ev]1 are n always agre$ z to ! am\nt ( "t or emphasis to be giv5 to ?is prep>atory /ep4 ,if ! tea*] c assure himself t a lesson is foll[+ 9 easy sequ5ce ^u some?+ ) :i* ! *ildr5 are und\bt$ly famili>1 he may1 _m argue1 safely omit su* prep>atory "w4 ,inde$ x is evid5t t aft] leav+ s*ool ! *ild w h no p]sonal monitor to call up be=eh& ! ideas t he mu/ apply 9 solv+ ! problems cont9ually pres5t+ !mselves 9 practical life4 ,on ! o!r h&1 h[ev]1 x is to be rememb]$ t ! "y *ild is1 at ! be/1 feel+ 8 way 9 ! process ( adju/+ himself to new exp]i5ces4 ,= ?is reason1 ! fir/ "w = ! tea*] 9 any lesson is to asc]ta9 :e!r ! pupils are 9 a prop] attitude = ! new k1 &1 s f> z is necess>y1 prep>e _! m9ds ?r\gh ! recall ( su* k z is relat$ to ! new exp]i5ces to be pres5t$4 ,al?\gh1 !re=e1 ! /ep ( prep>ation is n an ess5tial "p ( ! le>n+ process1 s9ce x con/itutes = ! pupil m]ely a review ( k acquir$ ?r\gh previ\s le>n+ processes1 x may be accept$ z a /ep 9 ! tea*]'s me?od ( controll+ ! le>n+ process4 ,,examples ,,( ,,prep>ation ,! foll[+ additional examples z to ! mode & =m ( ! /ep ( prep>ation may be consid]$ by ! /ud5t-tea*]3 ,9 a lesson 9 phonic read+ 9 a prim>y class1 ! prep>ation %\ld consi/ ( a review ( ^? s\nds & ^? words :i* ! pupil already kn[s t are to be us$ 9 ! new lesson4 ,9 a nature /udy lesson on ,! ,rabbit1 9 a ,=m ,,ii class1 ! prep>ation %\ld include a recall ( any obs]vations ! pupils may h made reg>d+ ! wild rabbit4 ,!y may h obs]v$ its timidity1 its mann] ( runn+1 :at x fe$s ^u1 :]e x makes its home1 its col\r dur+ ! w9t] & dur+ ! summ]1 ! k9d ( tracks x makes 9 ! sn[1 etc4 ,all ^! facts w be useful 9 int]pret+ ! new obs]vations & 9 assi/+ ! pupils to make new inf]5ces4 ,9 a lesson 9 a ,=m ,,iii class on ,ottawa z a ,comm]cial ,c5tre1 ! prep>ation consi/s ( a recall ( ! pupil's k reg>d+ ! position ( ! city2 ! adjac5t riv]s1 ! ,ottawa1 ,gat9eau1 ,rideau1 ,livre1 ,madawaska2 ! wat]falls ( ! ,rideau & ,*audire2 ! =e/s to ! nor? & we/1 ) _! imm5se supplies ( p9e1 spruce1 & hemlock2 & ! fact t x is ! ,dom9ion capital4 ,all ^! facts are necess>y 9 inf]r+ ! causes ( ! importance ( ,ottawa4 ,9 a lit]ature lesson 9 a ,=m ,,iii class on ,! ,*>ge ( ! ,light ,brigade1 ! prep>ation w\ld involve a recall ( "s de$ ( p]sonal h]oism ) :i* ! pupils are famili>1 su* z t ( ,john ,mayn>d1 ,grace ,d>l+1 or any simil> "o ne>] home4 ,recall h[ su* a de$ is admir$ & prais$1 & ! memory ( ! do] is *]i%$ & rev]$4 ,!n ! tea*] %\ld tell ! /ory ( ,balaklava ) all ! dramatic int5sity he is ma/] (1 9 ord] t ! pupils may be 9 a prop] mood to approa* ! /udy ( ! poem4 ,9 a gramm> lesson on ,! ,adv]bial ,objective ! prep>ation %\ld consi/ ( a review ( ! functions ( ! adv]b z modify+ a v]b1 an adjective1 & sometimes ano!r adv]b4 ,^u ?is k alone c a rational idea ( ! adv]bial objective be built4 ,9 an ari?metic lesson on ,multiplication ( ,decimals1 9 a ,=m ,,iv class1 ! prep>ation %\ld involve a review ( ! mean+ ( decimals1 ( ! int]conv]sion ( decimals & fractions 7= example1 4#je #e hundr$?s2 #bg t5-?\s&?s 4#jjbg1 etc472 & ( ! multiplication ( fractions4 ,unless ! pupil c d ^! op]ations1 x is obvi\sly impossible to make 8 k ( multiplication ( decimals any?+ m ?an a m]ely me*anical process4 ,,prep>ation ,,m]ely ,,aids ,,selection ,be=e clos+ our consid]ation ( prep>ation z a /age ( me?od1 x w be well aga9 to call att5tion to ! fact t ?is is n "o ( ! f\r recogniz$ /ages ( ! le>n+ process1 b r a subsidi>y feature ( ! second1 or app]ceptive /age4 ,9 o!r words1 actual advance is made by ! pupil t[>d ! control ( a new exp]i5ce1 n ?r\gh a review ( =m] exp]i5ce1 b by an active relat+ ( elem5ts select$ f pa/ exp]i5ce to ! int]pretation ( ! new problem4 ,,*apt] ,,xi ,,le>n+ ,,z ,a ,,relat+ ,,activity ,,or ,,process ,,( ,,syn!sis ,le>n+ a ,unify+ ,process4--,x has be5 se5 t ! le>n]1 9 ga9+ control ( new k1 mu/ organize into ! new exp]i5ce elem5ts select$ f =m] exp]i5ces4 ,= in/ance1 :5 a p]son ga9s a k ( a new fruit 7guava71 he n only br+s =w>d 9 consci\sness f 8 =m] k ! ideas--r9d1 fle%1 se$1 etc41--to int]pret ! /range object1 b also associates ^! into a s+le exp]i5ce1 a new fruit4 ,s long also z ! p]son ref]r$ to 9 an e>li] *apt] reta9$ 9 8 consci\sness z di/9ct factors ?ree exp]i5ces--see+ a boy at ! f5ce1 see+ ! v9ey>d1 & f9ally1 see+ ! boy eat+ grapes--^! w\ld n1 z ?ree su* di/9ct exp]i5ces1 con/itute a k ( grape-/eal+4 ,on ! o!r h&1 z soon z ^! are comb9$1 or associat$ by a relat+ act ( ?\ght1 ! diff]5t factors are organiz$ into a new idea symboliz$ by ! expression1 grape-/eal+4 ,examples ,f ,s*ool-room ,proc$ure4--,a simil> relat+ process is involv$ :5 ! le>n] faces a def9ite s*ool problem4 ,:51 = in/ance1 ! pupil ga9s a k ( ! sign 1 he mu/ n only br+ =w>d 9 consci\sness f 8 =m] k di/9ct ideas ( a l9e1 ( two dots1 & ( a c]ta9 ma!matical process1 b mu/ also associate ^! into a new idea1 division-sign4 ,s also a p]son may "k t air takes up m moi/ure z x becomes w>m]1 t ! nor?-ea/ trade-w9ds bl[ ov] ! ,sah>a f l& areas1 & t ! ,sah>a is situat$ j nor? ( ! equator4 ,b ! m9d mu/ unify ^! into a s+le exp]i5ce 9 ord] to ga9 a k ( ! condition ( ! ra9fall 9 t qu>t]4 ,,nature ,,( ,,syn!sis ,deals ) ,=m] ,exp]i5ces4--,?is m5tal organiz+1 or unify+1 ( ! elem5ts ( pa/ exp]i5ces to secure control ( ! new exp]i5ce1 is usually spok5 ( z a process ( syn!sis4 ,! t]m syn!sis1 h[ev]1 mu/ be us$ ) ! same c>e z 0 not$ 9 reg>d to ! t]m analysis4 ,syn!sis does n mean t totally new elem5ts are be+ unifi$1 b m]ely t :atev] select$ elem5ts ( old k ! m9d is able to read into a pres5t$ problem1 are built1 or organiz$1 into a new sy/em2 & con/itute1 = ! "t be+1 "o's k & control ( t problem4 ,?is is well exemplifi$ by not+ ! gr[? ( a p]son's k ( any object or topic4 ,?us1 s long z ! *ild is able to app]ceive only ! ?ree sides & ?ree angles ( a triangle1 8 idea ( triangle includes a syn!sis ( ^!4 ,:5 lat]1 ?r\gh ! build+ up ( 8 geometric k1 he is able to app]ceive t ! int]ior angles equal two "r angles1 8 k ( a triangle exp&s ?r\gh ! syn!sis ( ?is ) ! =m] k4 ,all ,k a ,syn!sis4--,! fact t all k is an organization f e>li] exp]i5ces becomes evid5t by look+ at ! process f ! o!r direction4 ,! adult :o has complete k ( an orange has x z a s+le exp]i5ce4 ,?is exp]i5ce is f\nd1 h[ev]1 to repres5t a co-ord9ation ( o!r exp]i5ces1 z t\*1 ta/e1 col\r1 etc4 ,moreov]1 ea* ( ^! sep>ate *>act]i/ics is an association ( simpl] exp]i5ces4 ,exp]i5c+ ! t\* ( ! orange1 = in/ance1 is itself a complex made up ( c]ta9 muscul>1 t\*1 & temp]ature s5sations4 ,f ?is x is evid5t t ! k ( an orange1 al?\gh a unity ( exp]i5ce 9 adult life1 is really a complex1 or syn!sis1 made up ( a l>ge numb] ( diff]5t elem5ts4 ,:at is true ( our idea ( an orange is true ( e o!r idea4 ,:e!r x be ! und]/&+ ( a plant1 an animal1 a city1 a picture1 a poem1 an hi/orical ev5t1 an ari?metical problem1 or a sci5tific exp]im5t1 ! process is always ! same4 ,! app]ceptive process ( int]pret+ ! new by select+ & relat+ elem5ts ( =m] exp]i5ce1 or ! process ( analysis-syn!sis1 is univ]sal 9 le>n+4 ,express$ 9 ano!r =m1 :at is at fir/ indi/9ct & indef9ite becomes cle> & def9$ ?r\gh att5tion select+1 = ! int]pretation ( ! new pres5tation1 suitable old ideas & sett+ up relation%ips among !m4 ,analysis1 or selection1 is incomplete )\t an accompany+ unification1 or syn!sis2 syn!sis1 or organization1 is impossible )\t analysis1 or selection4 ,x is on acc\nt ( ! m9d's ability to unify a numb] ( m5tal factors into a s+le exp]i5ce1 t ! process ( unification1 or syn!sis1 is said to imply economy )9 our exp]i5ces4 ,?is fact w become ev5 m evid5t1 h[ev]1 :5 lat] we /udy su* m5tal processes z s5se p]ception & conception4 ,,int]action ,,( ,,processes ,x is to be not$1 h[ev]1 t ! select+ & ! relat+ ( ! diff]5t int]pret+ ideas dur+ ! le>n+ process are n necess>ily sep>ate & di/9ct p>ts ( ! lesson4 ,9 o!r words1 ! m9d does n fir/ select out ( its =m] k a :ole mass ( disconnect$ elem5ts1 & !n lat] build !m up into a new organic exp]i5ce4 ,!re is1 r1 9 almo/ e case1 a cont9ual int]play betwe5 ! select+ & relat+ activity1 or betwe5 analysis & syn!sis1 ?r\gh\t ! :ole le>n+ process4 ,z soon1 = in/ance1 z a c]ta9 feature1 or *>act]i/ic1 is not$1 ?is naturally relates itself to ! c5tral problem4 ,:5 lat]1 ano!r *>act]i/ic is not$1 ?is may relate itself at once bo? ) ! topic & ) ! =m]ly obs]v$ *>act]i/ic into a m complete k ( ! object4 ,?us dur+ a lesson we f9d a gradual gr[? ( k simil> to t illu/rat$ 9 ! case ( ! s*ol>'s k ( ! triangle1 involv+ a cont9ual int]play ( analysis & syn!sis1 or ( select+ & relat+ diff]5t gr\ps ( ideas relative to ! topic4 ,?is w\ld he illu/rat$ by not+ a pupil's /udy ( ! cat4 ,! *ild may fir/ note t ! cat cat*es & eats rats & mice1 & picks meat f bones4 ,^! facts w at once relate !mselves into a c]ta9 measure ( k reg>d+ ! food ( ! animal4 ,lat] he may note t ! cat has %>p claws1 padd$ feet1 long po9t$ can9es1 & a r\gh tongue2 ^! facts be+ also relat$ z k conc]n+ ! m\? & feet ( ! animal4 ,9 addition to ?is1 h[ev]1 ! latt] facts w fur!r relate !mselves to ! =m] z cases ( adaptation1 :5 ! *ild notes t ! tee? & tongue are suit$ to te>+ food & clean+ x f ! bones1 & t its claws & padd$ feet are suit$ to surpris+ & seiz+ its liv+ prey4 ,example f ,/udy ( ,conjunctive ,pron\n4--,?is cont9u\s select+ & relat+ ?r\gh\t a process ( le>n+ is also well illu/rat$ 9 ! pupil's process ( le>n+ ! conjunctive pron\n4 ,by br++ 8 old k to be> on su* a s5t5ce z ,! m5 :o br\ght x return$ at once2 ! pupil may be ask$ fir/ to app]ceive ! subord9ate clause1 :o br\ght x4 ,?is w n likely be connect$ by ! pupil at fir/ ) ! problem ( ! value ( :o4 ,f ?is1 h[ev]1 he passes to a consid]ation ( ! value ( ! clause & its relation4 ,h]eupon1 ^! v>i\s ideas at once co-ord9ate !mselves into ! l>g] idea t :o is conjunctive4 ,next1 he may be call$ ^u to analyse ! subord9ate clause4 ,?is1 at fir/1 also may seem to ! *ild a disconnect$ exp]i5ce4 ,f ?is1 h[ev]1 he passes to ! idea ( :o z subject1 & !nce to ! fact t x signifies man4 ,!reupon ^! ideas unify !mselves ) ! ^w :o "u ! idea pron\n4 ,!reupon a /ill high] syn!sis comb9es ^! two co-ord9at$ sy/ems into ! m complex sy/em1 or idea--conjunctive pron\n4 ,illu/ration ,?is progressive int]action ( analysis & syn!sis is illu/rat$ by ! accompany+ figure1 9 :i* ! ^w :o repres5ts ! pres5t$ unkn[n problem2 a1 b1 & c1 ! select+ & relat+ process :i* results 9 ! k1 conjunction2 a'1 b'1 & c'1 ! build+ up ( ! pron\n notion2 & ! circle1 ! f9al organization ( ^! two small] sy/ems into a s+le notion1 conjunctive pron\n4 ,! le>n+ ( any fact 9 hi/ory1 ! ma/]y ( a poem1 ! /udy ( a plant or animal1 w furni% excell5t examples ( ^! subord9ate /ages ( analysis & syn!sis )9 a lesson4 ,x is to be not$ fur!r t ?is feature ( ! le>n+ process causes _m lessons to fall into c]ta9 well m>k$ sub-divisions4 ,ea* ( ^! m9or co-ord9ations clu/]+ ar\nd a sub-topic ( ! l>g] problem1 ! :ole lesson sep>ates itself into a numb] ( m or less di/9ct p>ts4 ,moreov]1 ! *ild's k ( ! :ole lesson w l>gely dep5d ^u ! ext5t to :i* he realizes ^! p>ts bo? z sep>ate co-ord9ations & also z relat$ p>ts ( ! :ole lesson problem4 ,,all ,,k ,,unifi$ ,nor does ?is relat+ activity ( m9d conf9e itself )9 ! s+le lesson4 ,z ea* lesson is organiz$1 x w1 if fully appreh5d$1 be m or less directly relat$ ) =m] lessons 9 ! same subject4 ,9 ?is way ! /ud5t %\ld discov] a unity )9 ! lessons ( a s+le subject1 su* z ari?metic or gramm>4 ,9 l mann]1 v>i\s gr\ps ( lessons organize !mselves into l>g] divisions )9 ! subject1 9 accordance ) important relations :i* ! pupil may read into _! data4 ,?us1 9 gramm>1 "o sequ5ce ( lessons is organiz$ into a complete k ( s5t5ces2 ano!r gr\p1 into a complete k ( inflection2 a small] gr\p )9 ! latt]1 into a complete k ( t5se or mood4 ,x is ?us t ! m9d is able to con/ruct its mass ( k into organiz$ gr\ps kn[n z sci5ces1 & ! v>i\s small] divisions into topics4 ,,*apt] ,,xii ,,application ,,( ,,k ,,or ,,law ,,( ,,expression ,practical ,significance ( ,k4--,9 our consid]ation ( ! f\r? phase ( ! le>n+ process1 or ! law ( expression1 x is necess>y at ! outset to recall :at has already be5 not$ reg>d+ ! correlation ( k & action4 ,9 ?is connection x 0 le>n$ t k arises naturally z man faces a difficulty1 or problem1 & t x f9ds significance & value 9 s f> z x enables him to meet ! practical & !oretical difficulties ) :i* he may be confront$4 ,9 o!r words1 man is prim>ily a do]1 & k is int5d$ to guide ! conduct ( ! individual along c]ta9 recogniz$ l9es4 ,?is be+ ! case1 :ile in/ruction aims to control ! process by :i* ! *ild is to acquire valuable social exp]i5ce1 or k1 x is equally important t x %\ld promote skill by correlat+ t k ) expression1 or %\ld /rive to influ5ce action :ile =m+ "*4 ,to app]ceive1 = in/ance1 ! rules ( gov]nm5t & agreem5t 9 gramm> w h a v limit$ value if ! /ud5t is n able to give expression to ^! 9 8 own conv]sation4 ,x becomes imp]ative1 !re=e1 t z f> z possible1 expression %\ld ent] z a factor 9 ! le>n+ process4 ,examples ( ,expression4--,man's expressive acts are f\nd1 h[ev]1 to diff] greatly 9 _! =m4 ,:5 "o is hurt1 he di/orts 8 face & cries al\d2 :5 he he>s a good spee* he claps 8 h&s & %\ts approval2 :5 he reads an amus+ /ory he laughs2 :5 he le>ns ( ! dea? ( a fri5d he %$s te>s2 :5 he is affront$ 8 face gr[s r$1 8 muscles t5se1 & he /rikes a bl[ or breaks into a torr5t ( words2 :5 he has se5 a /rik+ incid5t he tells "s "o ab\t x or writes an acc\nt to a di/ant fri5d4 ,:5 8 feel+s are /irr$ by a patriotic address1 he spr+s to 8 feet & s+s1 ,god ,save ! ,k+4 ,! desire t 8 team %\ld c>ry ! foot-ball to ! s\!rn goal causes ! spectator to lean & pu% 9 t direction4 ,:5 he conceives h[ he may laun* a successful v5ture1 ! bus9ess man at once proce$s to c>ry x into effect4 ,^! are all examples ( expression4 ,e impression1 idea1 or ?\ght1 t5ds soon] or lat] to "w itself out 9 "s =m ( motor expression4 ,,types ,,( ,,action ,a4 ,uncontroll$ ,actions4--,pass+ to an exam9ation ( su* physical1 or motor1 activities1 we f9d t man's expressive acts fall into ?ree some:at di/9ct classes4 ,a "y *ild is f\nd to engage 9 _m movem5ts :i* seem de/itute ( any consci\s direction4 ,"s ( ^! movem5ts1 su* z brea?+1 sneez+1 w9k+1 etc41 are f\nd to be useful to ! *ild1 & imply :at might be t]m$ inh]it$ control ( conduct1 ?\gh !y d n give expression to any consci\sly organiz$ k1 or exp]i5ce4 ,at o!r times1 8 bodily movem5ts seem to be m]e r&om1 or impulsive1 actions4 ,^! latt] actions at times arise 9 a spontane\s way z a result ( native bodily vig\r1 z1 = in/ance1 /ret*+1 kick+1 etc41 z se5 9 a baby4 ,at o!r times ^! uncontroll$ acts h _! orig9 9 ! v>i\s impressions :i* ! *ild is receiv+ f 8 surr\nd+s1 or environm5t1 z :5 ! babe impulsively grasps ! object com+ 9 contact ) 8 h&4 ,al?\gh1 moreov]1 ^! in/9ctive movem5ts may come 9 "t "u consci\s control1 su* actions d n 9 !mselves imply consci\s control or give expression to organiz$ k4 ,b4 ,actions ,subject to ,intellig5t ,control4--,to a second class ( actions belong ! ord]ly movem5ts :i* are bo? produc$ & direct$ by consci\sness4 ,:51 9 di/9ction to ! movem5ts ref]r$ to above1 a *ild pries op5 ! lid to see :at is 9 ! box1 or waves 8 h& to ga9 ! att5tion ( a companion1 a consci\s aim1 or int5tion1 produces ! act1 & consci\s ef=t su/a9s x until ! aim is rea*$4 ,! di/9ction betwe5 m]e impulsive & in/9ctive actions on ! "o h&1 & guid$ ef=t on ! o!r1 w be consid]$ m fully 9 ,*apt] ,,xxx4 ,c4 ,habitual ,actions4--,?irdly1 z has be5 not$ 9 ,*apt] ,,ii1 bo? consci\sly direct$ & uncontroll$ action may1 by repetition1 become s fix$ t x practically ceases to be direct$ by consci\sness1 or becomes habitual4 ,our expressive actions may be classifi$1 !re=e1 into ?ree important gr\ps z foll[s3 #a4 ,in/9ctive1 reflex1 & impulsive action #b4 ,consci\sly controll$1 or direct$ action #c4 ,habitual action4 ,,nature ,,( ,,expression ,implies ,intellig5t ,control4--,x is evid5t t z a /age 9 ! le>n+ process1 expression mu/ deal prim>ily ) ! second class ( actions1 s9ce its real purpose is to correlate ! new consci\s k ) action4 ,expression 9 education1 !re=e1 mu/ repres5t l>gely consci\sly produc$ & consci\sly direct$ action4 ,consci\s ,expression may ,modify ,a4 ,in/9ctive ,acts4--,:ile ?is is true1 h[ev]1 expression1 z a /age 9 ! educative process1 w also h a relation to ! o!r types ( action4 ,z previ\sly not$1 ! expression /age ( ! le>n+ process may be us$ z a means to br+ in/9ctive & impulsive acts "u consci\s control4 ,?is is inde$ an important "p ( a *ild's education4 ,= in/ance1 x is only by =m+ ideas ( muscul> movem5ts & /riv+ to express !m t ! *ild c br+ 8 muscul> movem5ts "u control4 ,x is evid5t1 !re=e1 t ! expressive /age ( ! lesson c be made to play an important "p 9 br++ _m in/9ctive & impulsive acts "u consci\s direction4 ,by express+ himself 9 ! games ( ! k9d]g>t51 ! *ild's social in/9ct w come "u consci\s control4 ,by direct+ 8 muscul> movem5ts 9 art & con/ructive "w1 he ga9s ! control :i* w 9 "p enable him to *eck ! impulse to /rike ! angry bl[4 ,^! po9ts w1 h[ev]1 be consid]$ m fully 9 a /udy ( ! inh]it$ t5d5cies 9 ,*apt] ,,xxi4 ,b4 ,habits4--,fur!r1 _m ( our consci\sly direct$ acts are ( s great value t !y %\ld be made m p]man5t ?r\gh habituation4 ,expression mu/1 !re=e1 9 _m lessons be emphasiz$1 n m]ely to te/ & r5d] cle> pres5t consci\s k1 b also to lead to habitual control ( action1 or to create skill4 ,?is w\ld be especially true 9 hav+ a *ild practise ! =mation ( figures & lett]s4 ,al?\gh at ! outset we mu/ h him =m ! lett] to see t he really kn[s ! outl9e1 ! ultimate aim is to enable him to =m ^! practically )\t consci\s direction4 ,9 language "w1 also1 ! *ild mu/ acquire _m idiomatic expressions z habitual modes ( spee*4 ,,types ,,( ,,expression ,s9ce ! t5d5cy to express our impressions 9 a motor way is a law ( our be+1 x foll[s t ! s*ool1 :i* is con/antly seek+ to give ! pupil intellig5t impressions1 or valuable k1 %\ld also provide opportunity = adequate expression ( ! same4 ,! =ms mo/ frequ5tly adopt$ 9 s*ools are spee* & writ+4 ,pupils are requir$ to answ] que/ions orally or 9 writ+ 9 almo/ e s*ool subject1 & 9 do+ s !y are giv5 an opportunity = expression ( a v valuable k9d4 ,9 fact1 x w\ld (t5 be mu* m economical to try to give pupils few] impressions & to give !m m opportunities = expression 9 language4 ,b writt5 or spok5 language is n ! only means ( expression t ! s*ool c utilize4 ,pupils c frequ5tly be requir$ to express !mselves by means ( manual activity4 ,9 art1 !y repres5t objects & sc5es by means ( bru% & col\r1 or p5cil1 or crayon2 9 manual tra9+1 !y con/ruct objects 9 c>dbo>d & wood2 9 dome/ic sci5ce1 !y cook & sew4 ,! prim>y object ( ^! s-call$ new subjects ( ! s*ool programme is n to make ! pupils arti/s1 c>p5t]s1 or h\se-keep]s1 b p>tly to acqua9t !m ) typical =ms ( human activity & p>tly to give !m means ( expression hav+ an educative value4 ,9 ari?metic1 ! pupils express num]ical facts by manipulat+ blocks & spl9ts1 & measure quantities1 di/ances1 surfaces1 & solids4 ,9 geography1 !y draw maps ( c\ntries1 model !m 9 s& or clay1 & make collections to illu/rate manufactures at v>i\s /ages ( ! process4 ,9 lit]ature1 !y dramatize /ories & illu/rate sc5es & situations by a sket* ) p5cil or bru%4 ,9 nature /udy1 !y illu/rate by draw+s & make m\nt$ collections ( plants & insects4 ,,value ,,( ,,expression ,a4 ,influ5ces ,conduct4--,9 nature /udy1 hi/ory1 & lit]ature1 ! mo/ valuable k9d ( expression is t :i* comes ?r\gh "s modification ( future conduct4 ,t pupil has /udi$ ! birds & animals to little purpose :o ne$lessly de/roys _! lives or causes !m pa94 ,he has /udi$ ! reign ( ,k+ ,john to little purpose if he is n m consid]ate ( ! rights ( o!rs on ! playgr\nd4 ,he has ga9$ little f ! life ( ,rob]t ,bruce1 ,columbus1 or ,la ,salle1 if he does n manfully attack difficulties aga9 & aga9 until he has ov]come !m4 ,he has n read ,! ,h]o9e ( ,v]*res1 or ,! ,little ,h]o ( ,ha>lem aright1 if he does n act promptly 9 a situation dem&+ c\rage4 ,he has le>n$ little f ! /ory ( ,damon & ,py?ias if he is n true to 8 fri5ds "u try+ circum/ances1 & he has n imbib$ ! _s ( ,! ,*ri/mas ,c>ol if he is n sympa!tic & k9dly t[>d ^? less =tunate ?an himself4 ,f ! /&po9t ( ! moral life1 !re=e1 "r k is valuable only z x expresses itself 9 "r action4 ,b4 ,aids ,impression4--,ap>t f ! fact t x satisfies a dem& ( our be+1 expression is mo/ important 9 t x te/s ! cle>ness ( ! appli$ k4 ,we (t5 ?9k t our impression is cle>1 only to discov] its vagu5ess :5 we attempt to express x 9 "s =m4 ,p (t5 say t !y und]/& a fact ?or\ghly1 b !y _c exactly express x4 ,su* a /atem5t is usually incorrect4 ,if ! impression 7 cle>1 ! expression "u ord9>y circum/ances w\ld also be cle>4 ,9 ?is connection a dang] %\ld be po9t$ out4 ,pupils sometimes express !mselves 9 language ) app>5t cle>ness1 :5 9 reality !y are m]ely repeat+ words t !y h memoriz$ & t are q mean+less to !m4 ,! al]t tea*] c1 h[ev]1 by judici\s que/ion+1 avoid be+ deceiv$ 9 ?is reg>d4 ,c4 ,adds to ,cle>ness ( ,k4--,n only does expression te/ ! cle>ness ( ! app]ceiv$ new k1 b at ! same "t x gives ! k great] cle>ness4 ,we le>n to "k by do+4 ,a pupil realizes a /ory m fully :5 he has reproduc$ x = somebody else4 ,he images a sc5e describ$ 9 a poem m cle>ly :5 he has drawn x4 ,he has a cle>] idea ( ! volume ( a cord :5 he has actually measur$ out a cord ( wood4 ,he has a m accurate conception ( ! difficulties att5d+ ! discov]ies ( ,la ,salle :5 he has drawn a map & trac$ ! r\tes ( 8 v>i\s exp$itions4 ,!re is mu* tru? 9 ! /atem5t t "o nev] fully kn[s "s ?+s until he has taught !m to somebody else4 ,! tea*] 9 gramm> & geography w (t5 h occasion to realize ?is4 ,great] cle>ness ( impression means1 ( c\rse1 great] p]man5ce4 ,we rememb] be/ ^? facts ( :i* our impression 0 mo/ vivid4 ,,dang]s ,,( ,,omitt+ ,,expression ,a4 ,k n ,practical4--,x is app>5t1 !n1 t if ! pupil is n giv5 opportunity = expression1 8 ideas are vague & evanesc5t4 ,fur!r ?an ?is1 8 capacities = kn[+ w be develop$ b 8 capacities = do+ ignor$4 ,8 intellectual p[]s w be ex]cis$ & 8 volitional p[]s neglect$4 ,! pupil is ?us likely to develop into a m]e !ori/2 & z ! t5d5cies ( *ildhood are acc5tuat$ 9 lat] life1 he becomes an impractical man4 ,!re are _m m5 9 ! _w :o app>5tly "k a great deal1 b :o1 ?r\gh inability to make practical application ( _! k1 are unsuccessful 9 life4 ,x is1 h[ev]1 s]i\sly to be d\bt$ :e!r k is ev] real until x has be5 work$ out 9 practice & conduct4 ,to avoid ! dang] ( becom+ impractical1 a pupil %\ld h e opportunity = expression4 ,b4 ,feel+s ,weak5$4--,a second s]i\s dang] ( neglect+ expression lies 9 ! field ( ! emotions4 ,to h g5]\s emotions cont9ually ar\s$ & nev] to act ^u !m1 to h "o's sympa?ies frequ5tly /irr$ & nev] to p]=m a k9dly act1 to exp]i5ce feel+s ( love & nev] to express !m 9 acts ( s]vice1 is to cultivate a weakness ( "*4 ,a classic in/ance ( ?is is t ( ! lady :o wept bitt]ly ov] ! imag9>y sorr[s ( ! h]o9e 9 ! play :ile h] coa*man 0 freez+ to dea? outside ! !atre4 ,if wor?y emotions are ev] to be ( ! slighte/ moral value to u1 !y mu/ be express$ 9 action4 ,! pupil frequ5tly has 8 emotions /irr$ 9 ! lessons 9 lit]ature1 hi/ory1 & nature /udy1 & !re are situations con/antly aris+ 9 ! s*ool room1 on ! playgr\nd1 on ! /reet1 & 9 ! home1 t af=d opportunity = expression4 ,to give a s+le in/ance1 !re is a /ory 9 ! ,ont>io ,?ird ,read] by ,elizabe? ,phelps ,w>d1 call$ ,m>y ,elizabe?4 ,no pupil c\ld read t /ory )\t be+ /irr$ ) a deep pity & yet pr(\nd admiration = ! pa!tic figure ( poor little ,m>y ,elizabe?4 ,! natural expression = su* emotions w\ld be a m k9dly & sympa!tic attitude t[>ds "s un=tunate *ild 9 ! s*ool4 ,,relation ,,( ,,expression ,,to ,,impression ,k ,t5ds ,t[>d ,expression4--,on acc\nt ( ! evid5t connection betwe5 k & action1 ! law ( expression has =mulat$ itself into a well-kn[n p$agogical law ( me?od--no impression )\t expression4 ,l _m o!r educational maxims1 h[ev]1 ?is law may be int]pret$ 9 too wide a s5se4 ,! law ( expression 9 education claims only t valuable exp]i5ces1 or valuable =ms ( new k1 %\ld n be built up 9 ! *ild's m9d )\t adequate accompany+ expression4 ,9 ! fir/ case1 z already se51 _m impressions come to u :i* are nev] seiz$ ^u suffici5tly by our consci\sness to become intellig5t rules = conduct1 or action4 ,x is true1 ( c\rse t1 s f> z su* impressions /imulate u1 !y t5d t[>d expression1 & to t ext5t ! maxim is true4 ,= in/ance1 :5 a *ild is impress$1 say1 by a sudd5 /range s\nd1 he has a t5d5cy to express himself by /ra9+ 8 att5tion1 & :5 ! man imag9es an enemy is be=e him1 he f9ds 8 arms & fi/s assum+ ! fight+ attitude4 ,expression at ,times ,inhibit$4--,x is to be not$ t ! *ild %\ld e>ly le>n to =m intellig5t plans ( action & po/pone or ev5 condemn !m z =ms ( expression4 ,9 o!r words1 a *ild %\ld e>ly le>n to select & co-ord9ate ideas into an ord]ly sy/em indep5d5tly ( _! actual expression 9 physical action4 ,)\t ?is p[] to suppress1 or inhibit1 expression1 ! *ild w\ld be unable adequately to weigh & comp>e alt]native c\rses ( action & suppress su* z seem undesirable4 ,su* inde$ is ! weakness ( ! man :o possesses an impulsive nature4 ,al?\gh1 !re=e1 x is true t all k is int5d$ to s]ve 9 meet+ actual ne$s1 or to function 9 ! control ( expression1 x is equally true t n e organiz$ exp]i5ce %\ld f9d expression 9 action4 ,"p at lea/ ( man's effici5cy mu/ consi/ 9 8 ability to organize a new exp]i5ce 9 an indirect way & condemn x z a rule ( action4 ,:ile1 !re=e1 we emphasize ! importance1 "u ord9>y conditions1 ( hav+ ! *ild's k function z directly z possible 9 "s =m ( actual expression1 x is equally important to recognize t 9 actual life _m organiz$ plans %\ld n f9d expression 9 out] physical action4 ,?is be+ ! case1 ! divorce betwe5 organiz$ exp]i5ce1 or k1 & practical expression1 :i* at times takes place 9 s*ool "w1 is n necess>ily uns\nd1 s9ce x t5ds to make ! *ild pr(ici5t 9 sep>at+ ! m5tal organiz+ ( exp]i5ce f its imm$iate expression1 & mu/1 !re=e1 t5d to make him m capable ( weigh+ plans be=e putt+ !m into execution4 ,?is w 9 turn habituate ! *ild to tak+ ! necess>y "t = reflection betwe5 ! act+ ( a ?+ & ! fir/ purpose4 ,?is "q w be consid]$ m fully 9 ,*apt] ,,xxx1 :i* treats ( ! developm5t ( volunt>y control4 ,x %\ld be not$ 9 conclusion t ! law ( expression z a f\r? /age ( ! le>n+ process diff]s 9 purpose f ! use ( physical action z a means ( creat+ int]e/ 9 ! problem1 z ref]r$ to on page #fb4 ,:51 = in/ance1 we set a pupil :o has no k ( long measure to use ! in* 9 int]pret+ ! y>d /ick1 expressive action is m]ely a means ( putt+ ! problem be=e ! *ild 9 an int]e/+ =m on acc\nt ( 8 lik+ = physical action4 ,:51 on ! o!r h&1 ! *ild lat] uses ! foot or y>d z a unit to measure ! p]imet] ( ! s*ool-room1 he is apply+ 8 k ( long measure1 :i* has be5 acquir$ previ\sly to ?is expressive act4 ,,*apt] ,,xiii ,,=ms ,,( ,,lesson ,,pres5tation ,! *ief (fice ( ! tea*]1 9 controll+ ! pupils' process ( le>n+1 be+ to direct _! self-activity 9 mak+ a selection ( ideas f _! =m] k :i* %all /& 9 vital connection ) ! problem1 & lead f9ally to its solution1 ! "q arises 9 :at =m ! tea*] is to conduct ! process 9 ord] to obta9 ?is desir$ result4 ,?ree diff]5t modes ( direct+ ! select+ activity ( ! /ud5t are recogniz$ & m or less practis$ by tea*]s4 ,^! are usually designat$ ! lecture me?od1 ! text-book me?od1 & ! develop+ me?od4 ,,! ,,lecture ,,me?od ,example ( ,lecture ,me?od4--,9 ! lecture me?od s-call$1 ! tea*] tells ! /ud5ts 9 direct words ! facts involv$ 9 ! new problem1 & expects ^! words to enable ! pupils to call up f _! old k ! ideas :i* w give ! tea*]'s words mean+1 & ?us lead to a solution ( ! problem4 ,= example1 9 tea*+ ! mean+ ( alluvial fans 9 geography1 a tea*] might seek to awak5 ! int]pret+ ideas by m]ely /at+ 9 words ! *>act]i/ic ( a fan4 ,?is w\ld involve tell+ ! pupils t an alluvial fan is a =mation on ! floor ( a ma9 riv] valley1 result+ f ! deposit+ ( detritus c>ri$ d[n ! /eep side ( ! valley by a tribut>y /ream & deposit$ 9 ! =m ( a fan1 :5 ! =ce ( ! wat] is weak5$ z x ent]s ! m level floor ( ! valley4 ,to int]pret ?is v]bal description1 h[ev]1 ! pupil mu/ fir/ int]pret ! words ( ! tea*] z s\nds1 & !n conv]t ^! into ideas by br++ 8 =m] k to be> ^u ! ^w symbols4 ,if we c\ld take x = grant$ t ! pupil w readily grasp ! ideas "h signifi$ by su* words z1 =mation1 ma9 riv] valley1 deposit+1 detritus1 /eep side1 etc41 & at once feel ! relation ( ^! sev]al ideas to ! m or less unkn[n object--alluvial fan--?is me?od w\ld und\bt$ly give ! pupil ! k requir$4 ,! ,me?od ,difficult4--,to expect ( "y *ildr5 a ready ability 9 ?us int]pret+ words w\ld1 h[ev]1 be an evid5t mi/ake4 ,to translate su* s\nd symbols into ideas1 & imm$iately adju/ !m to ! problem1 dem&s a p[] ( language int]pretation & ( reflection n usually f\nd 9 s*ool *ildr54 ,! purely lecture me?od1 !re=e1 has v small place ) "y *ildr51 :atev] may be its value ) advanc$ /ud5ts4 ,pupils 9 ! prim>y grades h n suffici5t p[] ( att5tion to li/5 to a long lecture on any subject1 & no tea*] %\ld ?9k ( conduct+ a lesson by t me?od alone4 ,! purpose ( ! lecture is m]ely to give in=mation1 & t is seldom ! sole purpose ( a lesson 9 elem5t>y classes4 ,!re ! m important purposes are to tra9 pupils to acquire k by ?9k+ = !mselves1 & to express !mselves1 bo? ( :i* are well-nigh impossible if ! purely lecture me?od is foll[$4 ,does n ,insure ,selection4--,! weakness ( su* a me?od is well illu/rat$ 9 ! case ( ! "y tea*] :o1 9 giv+ h] class a conception ( ! equator1 foll[$ ! above me?od1 & c>efully expla9$ to ! pupils t ! equator is an imag9>y l9e runn+ ar\nd ! e>? equally di/ant f ! two poles4 ,:5 ! tea*] came lat] to review ! "w ) ! class1 "o bright lad describ$ ! equator z a m5ag]ie lion runn+ ar\nd ! e>?4 ,"h evid5tly ! *ild1 true to ! law ( app]ception1 _h int]pret$1 or r mis9t]pret$1 ! words ( ! tea*]1 by means ( ! only ideas 9 8 possession :i* seem$ to fit ! utt]$ s\nds4 ,x is evid5t1 !re=e1 t too (t5 9 ?is me?od ! pupils w ei!r ?us mis9t]pret ! mean+ ( ! tea*]'s words1 or else fail to int]pret !m at all1 because !y are n able to call up any def9ite images f :at ! tea*] may be tell+ !m4 ,:5 to be ,us$4--,x may be not$1 h[ev]1 t !re is "s place = ! me?od 9 tea*+4 ,= example1 :5 "y *ildr5 are pres5t$ ) a suitable /ory1 !y w usually h no difficulty 9 fitt+ ideas to words1 & ?us build+ up ! /ory4 ,x requires1 9 fact1 ! cont9uity f\nd 9 ! tell+ me?od to keep ! *ildr5's att5tion on ! /ory1 ! tone ( voice & ge/ure ( ! recit] go+ a long way 9 help+ ! *ild to call up ! ideas :i* enable him to con/ruct ! /ory plot4 ,moreov]1 "s tell+ mu/ be done by ! tea*] 9 e lesson4 ,ev]y?+ _c be discov]$ by ! pupils !mselves4 ,ev5 if x 7 possible1 x w\ld (t5 be undesirable4 ,"s facts are relatively unimportant1 & x is mu* bett] to tell ^! outright ?an to sp5d a long "t 9 try+ to lead pupils to discov] !m4 ,! lecture me?od1 or tell+ me?od1 %\ld be us$1 !n1 to supply pupils ) in=mation !y c\ld n f9d out = !mselves1 or :i* !y c\ld f9d out only by sp5d+ an am\nt ( "t disproportionate to ! importance ( ! facts4 ,! tea*] mu/ use good judgm5t 9 discrim9at+ betwe5 ^? facts :i* ! pupils may reasonably be expect$ to f9d out = !mselves & ^? facts :i* _h bett] be told4 ,_m tea*]s tell too mu* & d n ?r[ ! pupils suffici5tly on _! own res\rces4 ,on ! o!r h&1 _m tea*]s tell too little & wa/e valuable "t 9 try+ to draw f ! pupils :at !y d n "k1 ) ! result t ! pupils fall back ^u ! p]nici\s practice ( guess+4 ,! tea*] ne$s to be on 8 gu>d aga9/ ! toil ( dropp+ buckets into empty wells1 & gr[+ old 9 draw+ no?+ up4 ,x may be add$ fur!r t1 9 practical life1 man is con/antly requir$ to int]pret ?r\gh spok5 language4 ,= ?is reason1 !re=e1 all *ildr5 %\ld become pr(ici5t 9 secur+ k ?r\gh spok5 language1 t is1 by means ( ! lecture1 or tell+1 me?od4 ,,! ,,text-,,book ,,me?od ,nature ( ,text-book ,me?od4--,9 ! text-book me?od1 9 place ( li/5+ to ! words ( ! tea*]1 ! pupil is expect$ to read 9 a text-book1 9 connection ) ea* lesson problem1 a s]ies ( facts :i* w aid him 9 call+ up1 or select+1 ! ideas ess5tial to ! ma/]y ( ! new k4 ,?is me?od is simil>1 !re=e1 9 a g5]al way1 to ! lecture me?od2 s9ce x implies ability 9 ! pupil to int]pret language1 & ?us recall ! ideas be>+ ^u ! topic be+ pres5t$4 ,al?\gh ! text-book me?od lacks ! int]pretation :i* may come ?r\gh ge/ure & tone ( voice1 x nev]!less gives ! pupil abundance ( "t = reflect+ ^u ! mean+ ( ! language )\t ! dang] ( los+ ! succe$+ context1 z w\ld be almo/ sure to happ5 9 ! lecture me?od4 ,moreov]1 ! language & mode ( pres5tation ( ! writ] ( ! text-book is likely to be m effective 9 awak5+ ! necess>y old k1 ?an w\ld be ! less p]fect descriptions ( ! ord9>y tea*]4 ,on ! :ole1 !re=e1 ! text-book seems m likely to meet ! conditions ( ! laws ( app]ception & self-activity1 ?an w\ld ! lecture me?od4 ,me?od ,difficult = ,"y ,*ildr54--,! words ( ! text-book1 h[ev]1 l ! words ( ! tea*]1 are (t5 op5 to mis9t]pretation1 especially 9 ! case ( "y pupils4 ,?is may be illu/rat$ by ! case ( ! /ud5t1 :o ^u read+ 9 h] hi/ory ( ! mettle ( ! def5d]s ( ,lacolle ,mill1 int]pret$ x z ! possession on _! "p ( sup]ior arms4 ,an amus+ illu/ration ( ! same t5d5cy to mis9t]pret pr9t$ language1 9 spite ( ! "t & opportunity = /udy+ ! text1 is se5 9 ! case ( ! /ud5t :o1 aft] read+ ! song entitl$ ,! ,old ,oak5 ,bucket1 0 call$ ^u to illu/rate 9 a draw+ 8 int]pretation ( ! sc5e4 ,8 picture display$ ?ree buckets arrang$ 9 a r[4 ,on be+ call$ ^u = an explanation1 he /at$ t ! fir/ repres5t$ ,! old oak5 bucket2 ! second1 ,! iron-b\nd bucket2 & ! ?ird1 ,! moss-cov]$ bucket4 ,ano!r /ud5t1 :5 call$ ^u to express 9 art 8 conception ( ! well-kn[n l9es3 ,all at once ,i saw a cr[d1 ,a ho/ ( gold5 daffodils2 ,beside ! lake1 b5ea? ! trees1 ,flutt]+ & danc+ 9 ! breeze2 repres5t$ on 8 pap] a b$ ( daffodils bloom+ 9 front ( a plat=m1 ^u :i* a numb] ( female figures 7 actively engag$ 9 ! t]psi*orean art4 ,pupil's ,m9d ,(t5 ,passive4--,z 9 ! lecture me?od1 also1 ! pupil may (t5 g ov] ! language ( ! text 9 a passive way )\t attempt+ actively to call up old k & relate x to ! problem be=e him4 ,x is evid5t1 !re=e1 t )\t fur!r aid f a tea*]1 ! text-book c\ld n be dep5d$ ^u to guide ! pupil 9 select+ ! necess>y int]pret+ ideas4 ,z ) ! lecture me?od1 h[ev]1 x is to be recogniz$ t1 bo? 9 ! s*ool & 9 aft] life1 ! /ud5t mu/ secure mu* in=mation by read+1 & t he %\ld at "s "t ga9 ! p[] ( ga!r+ in=mation f books4 ,! use ( ! text-book 9 s*ool %\ld assi/ 9 ! acquisition ( ?is p[]4 ,! tea*] mu/1 !re=e1 di/+ui% betwe5 ! prop] use ( ! text-book & ! abuse ( x4 ,!re are sev]al ways 9 :i* ! text-book may be effectively us$4 ,,uses ,,( ,,text-,,book #a4 ,aft] a lesson has be5 taught1 ! pupils may be requir$ by way ( review to read ! matt] cov]$ by ! lesson z /at$ by ! text-book4 ,?is plan is p>ticul>ly useful 9 hi/ory & geography lessons4 ,! text-book /r5g!ns & cl>ifies ! impression made by ! lesson4 #b4 ,be=e assign+ ! portion to be read 9 ! text-book1 ! tea*] may prep>e ! way by pres5t+ or review+ any matt] ^u :i* ! int]pretation ( ! text dep5ds4 ,?is prep>atory "w %\ld be j suffici5t to put ! pupils 9 a position to read intellig5tly ! portion assign$1 & to give !m a ze/ = ! read+4 ,sometimes 9 ?is assignm5t1 x is well to indicate def9itely :at facts are suffici5tly important to be le>n$1 & :]e ^! are discuss$ 9 ! text-book4 #c4 ,! ma/]y ( ! text by ! pupils may sometimes be aid$ by a s]ies ( que/ions = :i* answ]s are to be f\nd by a c>eful read+4 ,su* que/ions give ! pupils a def9ite purpose4 ,!y con/itute a set ( problems :i* are to be solv$4 ,!y are likely to be int]e/+1 because problems )9 ! range ( ! pupils' capacity are a *all5ge to _! intellig5ce4 ,fur!r1 ^! que/ions w emphasize ! ?+s t are ess5tial1 & ! pupils w be enabl$ to grasp ! ma9 po9ts ( ! lesson assign$4 ,occasionally1 to avoid monotony1 ! pupils %\ld be requir$1 z a v>iation ( ?is plan1 to make su* a s]ies ( que/ions !mselves4 ,9 ^! cases1 ! pupil ) ! be/ li/ might be p]mitt$1 z a rew>d = 8 ef=t1 to put 8 que/ions to ! class4 #d4 ,9 ! m advanc$ classes1 ! pupils %\ld frequ5tly be requir$ to make a topical outl9e ( a section or *apt] ( ! text-book4 ,?is dem&s consid]able analytic p[]1 & ! pupil :o c d x successfully has ma/]$ ! art ( read+4 ,! ability is acquir$ sl[ly1 & ! tea*] mu/ use discretion 9 :at he exacts f ! pupil 9 ?is reg>d4 ,if ! plan 7 foll[$ p]si/5tly1 !re w\ld be less "t wa/$ 9 cursory read+1 ! results ( :i* are fleet+4 ,:at is read 9 ?is c>eful way w become ! real possession ( ! m9d &1 ev5 if less mat]ial is read1 m w be p]man5tly reta9$4 ,! facts ?us le>n$ f ! text-book %\ld be discuss$ by ! tea*] & pupils 9 a subsequ5t recitation p]iod4 ,?is may be done by ! "q & answ] me?od1 ! tea*] ask+ que/ions to :i* ! pupils give brief answ]s2 or by ! topical recitation me?od1 ! pupils report+ 9 connect$ =m ! facts "u topics sugge/$ by ! tea*]4 ,! tea*] has ?us an opportunity ( emphasiz+ ! important facts1 ( correct+ misconceptions1 & ( amplify+ & illu/rat+ ! facts giv5 9 ! text-book4 ,fur!r1 ! pupils are giv5 an opportunity ( express+ !mselves1 & h ?us an ex]cise 9 language :i* is a valuable means ( cl>ify+ _! impressions4 ,,abuse ,,( ,,text-,,book ,z in/ances ( ! abuse ( ! text-book1 ! foll[+ might be cit$3 #a4 ,! memorization by ! pupils ( ! words ( ! text-book )\t any und]/&+ ( ! mean+4 #b4 ,! assignm5t ( a c]ta9 numb] ( pages or sections to be le>n$ by ! pupils )\t any prelim9>y prep>ation = ! /udy4 #c4 ,! employm5t ( ! text-book by ! tea*] dur+ ! recitation z a means ( guid+ him 9 ! que/ions he is to ask--a confession t he does n "k :at he requires ! pupils to "k4 ,limitation ( ,text-book4--,! *ief limitation ( ! text-book me?od ( tea*+ is t ! pupil makes few discov]ies on 8 own acc\nt1 & is1 !re=e1 n tra9$ to ?9k = himself4 ,! problems be+ l>gely solv$ = him by ! writ]1 ! k is n valu$ z highly z x w\ld be if x came z an orig9al discov]y4 ,we always place a high] e/imation on t k :i* we discov] = ourselves ?an on t :i* somebody else gives u4 ,,! ,,develop+ ,,me?od ,*>act]i/ics ( ! ,me?od4--,! ?ird1 or develop+1 me?od ( direct+ ! select+ activity ( ! le>n]1 is s call$ because 9 ?is me?od ! tea*] z an in/ructor aims to keep ! *ild's m9d actively engag$ ?r\gh\t ea* /ep ( ! le>n+ process4 ,he sees1 9 o!r words1 t /ep by /ep ! pupil br+s =w>d :atev] old k is necess>y to ! problem1 & t he relates x 9 a def9ite way to ?is problem4 ,in/ead ( tell+ ! pupils directly1 = in/ance1 ! tea*] may "q !m ^u c]ta9 kn[n facts 9 su* a way t !y are able !mselves to discov] ! new tru?4 ,9 tea*+ alluvial fans1 = example1 ! tea*] w\ld beg9 que/ion+ ! pupil reg>d+ 8 k ( riv] valleys1 tribut>y /reams1 ! relation ( ! =ce ( ! tribut>y wat] to ! /eepness ( ! side ( ! riv] valley1 ! pres5ce ( detritus1 etc41 & ?us lead ! pupil to =m 8 own conclusion z to ! collect+ ( detritus at ! entrance to ! level valley & ! probable %ape ( ! deposit4 ,s also 9 tea*+ ! conjunctive pron\n f su* an example z3 ,he gave x to a boy :o /ood ne> him2 ! tea*] br+s =w>d1 "o by "o1 ! elem5ts ( old k necess>y to a full und]/&+ ( ! new ^w1 & te/s at ea* /ep :e!r ! pupil is himself appreh5d+ ! new pres5tation 9 t]ms ( 8 =m] grammatical k4 ,beg9n+ ) ! clause :o /ood ne> him1 ! tea*] may1 by "q & answ]1 assure himself t ! pupil1 ?r\gh 8 =m] k ( subord9ate clauses1 appreh5ds t ! clause is jo9$ adjectively to boy1 by ! ^w :o4 ,next1 he assures himself t ! pupil1 ?r\gh 8 =m] k ( ! conjunction1 appreh5ds cle>ly ! consequ5t conjunctive =ce ( ! ^w :o4 ,f9ally1 by means ( ! pupil's =m] k ( ! subjective & pron\n functions1 ! tea*] assures himself t ! pupil appreciates cle>ly ! pron\n function ( ! ^w :o4 ,?us1 /ep by /ep1 ?r\gh\t ! le>n+ process1 ! tea*] makes c]ta9 t he has awak5$ 9 ! m9d ( ! le>n] ! exact old k :i* w unify into a cle>ly und]/ood & adequately controll$ new exp]i5ce1 z signifi$ by ! t]m conjunctive pron\n4 ,"q & ,answ]4--,on acc\nt ( ! l>ge use ( que/ion+ z a means ( direct+ & te/+ ! pupils' select+ ( old k1 or int]pret+ ideas1 ! develop+ me?od is (t5 id5tifi$ ) ! "q & answ] me?od4 ,b ! real m>k ( ! develop+ me?od ( tea*+ is ! ef=t ( an in/ructor to assure himself t1 /ep by /ep1 ?r\gh\t ! le>n+ process1 ! pupil himself is actively appreh5d+ ! significance ( ! new problem by a use ( 8 own previ\s exp]i5ce4 ,x is true1 h[ev]1 t ! me?od ( int]rogation is ! mo/ univ]sal1 & p]haps ! mo/ effective1 mode by :i* a tea*] is able to assure himself t ! le>n]'s m9d is really active ?r\gh\t ea* /ep ( ! le>n+ process4 ,moreov]1 z w be se5 lat]1 ! o!r subsidi>y me?ods ( ! develop+ me?od usually involve an accompany+ use ( "q & answ] = _! successful op]ation4 ,x is = ?is reason t ! "q is sometimes t]m$ ! tea*]'s be/ in/rum5t ( in/ruction4 ,= ! same reason1 also1 ! "y tea*] %\ld e>ly aim to secure facility 9 ! art ( que/ion+4 ,an outl9e ( ! lead+ pr9ciples ( que/ion+ w1 !re=e1 be giv5 9 ,*apt] ,,xviii4 ,o!r ,=ms ( ,developm5t4--,not)/&+ ! l>ge "p play$ by "q & answ] 9 ! develop+ me?od1 x mu/ be obs]v$ t !re are o!r important means :i* ! tea*] at times may use 9 ! le>n+ process 9 ord] to awak5 cle> int]pret+ ideas 9 ! m9d ( ! le>n]4 ,9 s f>1 moreov]1 z any su* me?ods on ! "p ( ! tea*] quick5 ! app]ceptive process 9 ! *ild1 or cause him to apply 8 =m] k 9 a m active & def9ite way to ! problem 9 h&1 !y mu/ be classifi$ z phases ( ! develop+ me?od4 ,two ( ^! subsidi>y me?ods w n[ be consid]$4 ,,! ,,objective ,,me?od ,*>act]i/ics ( ! ,objective ,me?od4--,"o important sub-section ( ! develop+ me?od is kn[n z ! objective me?od4 ,9 ?is me?od ! tea*] seeks1 z f> z possible1 7#a7 to pres5t ! lesson problem ?r\gh ! use ( concrete mat]ials1 & 7#b7 to h ! *ild int]pret ! problem by exam9+ ?is concrete mat]ial4 ,a *ild's int]e/ & k be+ l>gely c5tr$ 9 objects & _! qualities & uses1 _m tru?s c be/ be pres5t$ to *ildr5 ?r\gh ! m$ium ( objective tea*+4 ,= example1 9 ari?metic1 weights & measures %\ld be taught by actually h&l+ weights & measures & build+ up ! v>i\s tables by exp]im5t4 ,tables ( l5g?s1 areas1 & volumes may be taught by measurem5ts ( l9es1 surfaces1 & solids4 ,geographical facts are taught by actual contact ) ! neighb\r+ hills1 /reams1 & ponds2 & by visits to m>kets & manufactur+ plants4 ,9 nature /udy1 plants & animals are /udi$ 9 _! natural habitat or by br++ !m into ! class-room4 ,advantages ( ! ,objective ,me?od4--,! advantages ( ?is me?od 9 su* cases are readily manife/4 ,al?\gh1 = in/ance1 ! pupil :o kn[s 9 a g5]al way an in* space & ! numb]s #add1 #i1 #cj-a_/d1 #dj1 & #d1 might be suppos$ to be able to organize out ( 8 =m] exp]i5ces a p]fect k ( surface measure1 yet x w be f\nd t comp>$ ) t ( ! pupil :o has work$ out ! measure concretely 9 ! s*ool g>d51 ! control ( ! =m] /ud5t ov] ?is k w be v weak inde$4 ,9 l mann]1 :5 a /ud5t ga9s f a v]bal description a k ( a plant or an animal1 n only does he f9d x mu* m difficult to apply 8 old k 9 int]pret+ ! ^w description ?an he w\ld 9 int]pret+ a concrete example1 b 8 k ( ! plant or animal is likely to be imp]fect4 ,objective tea*+ is important1 !re=e1 = two reasons3 #a4 ,x makes an appeal to ! m9d ?r\gh ! s5ses1 ! av5ue ?r\gh :i* ! mo/ vivid images come4 ,frequ5tly sev]al s5ses are br\ght to be> & ! impressions !reby multipli$4 #b4 ,on acc\nt ( 8 int]e/ 9 objects1 ! "y *ild's /ore ( old exp]i5ces is ma9ly ( objects & ( _! s5su\s qualities & uses4 ,to tea* ! ab/ract & unfamili> ?r\gh ^!1 !re=e1 is an application ( ! law ( app]ception1 s9ce ! object makes x easi] = ! *ild's =m] k to be relat$ to ! pres5t$ problem4 ,limitations ( ,objective ,me?od4--,x mu/ be recogniz$1 h[ev]1 t objective tea*+ is only a means to a high] end4 ,! concrete is valuable v (t5 only z a means ( grasp+ ! ab/ract4 ,! progress ( humanity has ev] be5 f ! s5su\s & concrete to ! ideal & ab/ract4 ,n ! objects !mselves1 b :at ! objects symbolize is ! important ?+4 ,x w\ld be a p$agogical mi/ake1 !n1 to make in/ruction beg91 cont9ue1 & end 9 ! concrete4 ,x is evid5t1 moreov]1 t no progress c\ld be made ?r\gh object-tea*+1 unless ! "q & answ] me?od is us$ 9 conjunction4 ,,! ,,illu/rative ,,me?od ,*>act]i/ics ( ! ,illu/rative ,me?od4--,9 _m cases x is impossible or impracticable to br+ ! concrete object into ! s*ool-room1 or to take ! pupils to see x outside4 ,9 su* cases1 some:at ! same result may be obta9$ by means ( "s =m ( graphic illu/ration ( ! object1 z a picture1 sket*1 diagram1 map1 model1 lant]n slide1 etc4 ,! graphic repres5tation ( an object may pres5t to ! eye mo/ ( ! *>act]i/ics t ! actual object w\ld4 ,= ?is reason pictures are be+ m & m us$ 9 tea*+1 ?\gh x is a "q :e!r tea*]s make z good use ( ! pictures ( ! text-book1 9 geography = in/ance1 z might be made4 ,illu/rative ,me?od ,involves ,imag9ation4--,9 ! illu/rative me?od1 h[ev]1 ! pupil1 in/ead ( be+ able to apply directly =m] k obta9$ ?r\gh ! s5ses1 9 int]pret+ ! actual object1 mu/ make use ( 8 imag9ation to bridge ov] ! gulf betwe5 ! actual object & ! repres5tation4 ,:51 = example1 ! *ild is call$ ^u to =m 8 conception ( ! e>? ) its two hemisph]es ?r\gh its repres5tation on a globe1 ! k w become adequate only z ! *ild's imag9ation is able to picture 9 8 m9d ! actual object out ( 8 own exp]i5ce ( l&1 wat]1 =m1 & space1 9 h>mony ) ! m]e sugge/ions (f]$ by ! model4 ,x is evid5t1 = ! above reason1 t ! illu/rative me?od (t5 dem&s m f ! pupil ?an does ! m concrete objective me?od4 ,= in/ance1 ! *ild :o is able to see an actual m\nta91 lake1 canal1 etc41 is f> m likely to obta9 an accurate idea ( ^!1 ?an ! /ud5t :o le>ns !m by means ( illu/rations4 ,! cause = ?is lies ma9ly 9 ! failure ( ! *ild to =m a p]fect image ( ! real object ?r\gh ! ex]cise ( 8 imag9ation4 ,9 fact x sometimes happ5s t he makes v little use ( 8 imag9ation1 8 m5tal picture ( ! real object diff]+ little f ! model plac$ be=e him4 ,! writ] 0 in=m$ ( a case 9 :i* a tea*] endeav\r$ to give "s "y pupils a k ( ! e>? by means ( a l>ge s*ool globe4 ,:5 lat] ! *ildr5 7 que/ion$ !reon1 x 0 discov]$ t _! e>? correspond$ 9 almo/ e p>ticul> ) ! l>ge globe 9 ! s*ool4 ,! successful use ( ! illu/rative me?od1 !re=e1 dem&s f ! tea*] a c>eful te/ by ! "q & answ] me?od1 to see t ! le>n] has prop]ly bridg$ ov]1 ?r\gh 8 imag9ation1 ! gulf sep>at+ ! actual object f its illu/ration4 ,= ?is reason an acqua9tance ) ! m5tal process ( imag9ation is ( great value to ! tea*]4 ,! lead+ facts connect$ ) ?is process w be set =? 9 ,*apt] ,,xxvii4 ,,precautions ,,9 ,,use ,,( ,,mat]ials ,9 ! use ( objective & illu/rative mat]ials ! foll[+ precautions are advisable3 #a4 ,_! use 9 ! lesson %\ld n be cont9u$ too long4 ,x %\ld be rememb]$ t _! (fice is illu/rative1 & ! aim ( ! tea*] %\ld be to h ! pupils ?9k 9 ! ab/ract z soon z possible4 ,to make pupils con/antly dep5d5t on ! concrete is to make _! ?9k+ weak4 #b4 ,! pupils mu/ be m5tally active :ile ! concrete object or illu/rative mat]ial is be+ us$1 & n m]ely gaze 9 a passive way ^u ! objects4 ,x requires m5tal activity to grasp ! ab/ract facts t ! objects or illu/rations typify4 ,a tellurion w n tea* ! *anges ( ! seasons2 bundles ( spl9ts1 notation2 nor black-bo>d examples1 ! law ( agreem5t2 unless ^! are br\ght "u ! *ild's m5tal appreh5sion4 ,! sole purpose ( su* mat]ials is1 !re=e1 to />t a fl[ ( imag]y or ideas :i* be> ^u ! pres5t$ problem4 #c4 ,! objects %\ld n be s intr9sically int]e/+ t !y di/ract ! att5tion f :at !y are int5d$ to illu/rate4 ,x w\ld be injudici\s to use c&ies or o!r inh]5tly attractive objects to illu/rate numb] facts 9 prim>y ari?metic4 ,! objects1 n ! numb] facts1 w\ld be ( supreme int]e/4 ,! tea*] :o us$ a heap ( s& & "s gunp[d] to tea* :at a volcano is1 f\nd 8 pupils anxi\s = fireworks 9 subsequ5t geography classes4 ,! sci5ce tea*] may make 8 exp]im5ts s int]e/+ t 8 /ud5ts neglect to grasp :at ! exp]im5ts illu/rate4 ,! prea*] :o uses a l>ge numb] ( anecdotes to illu/rate ! po9ts ( 8 s]mon1 w\ld be probably disappo9t$ to "k t ! only "p ( 8 disc\rse rememb]$ by ! majority ( 8 he>]s 0 ^! v anecdotes4 ,9 8 en?usiasm = objective tea*+1 ! tea*] may easily make ! objects s attractive t ! pupils fail altoge!r to grasp :at !y signify4 #d4 ,9 ! case ( pictures1 maps1 & sket*es1 x is well to pres5t ^? t are n too detail$4 ,a map drawn on ! black-bo>d by ! tea*] is usually bett] = purposes ( illu/ration ?an a pr9t$ wall map4 ,! latt] %[s s _m details t x is (t5 difficult = ! pupil to s+le out ^? requir$ 9 ! lesson4 ,! black-bo>d map1 on ! o!r h&1 w emphasize j ^? details t are necess>y4 ,= ! same reason ! sket* is (t5 bett] ?an ! pr9t$ picture or photograph4 ,any "o :o c sket* rapidly & accurately has at 8 disposal a valuable means ( communicat+ k1 & e tea*] %\ld /rive to cultivate ?is p[]4 ,,modes ,,( ,,pres5tation ,,comp>$ ,! relative cle>ness ( diff]5t modes ( pres5t+ k may be se5 f ! foll[+3 ,if a tea*] /at$ to 8 pupils t he saw a guava ye/]day1 possibly no in=mation w\ld be convey$ to !m o!r ?an t "s unkn[n object has be5 ref]r$ to4 ,m]ely to "n any object ( ?\ght1 !re=e1 does n gu>antee any real und]/&+ 9 ! m9d ( ! pupil4 ,if ! tea*] describes ! object z a fruit1 fragrant1 yell[1 fle%y1 & pe>-%ap$1 ! m5tal picture ( ! pupil is likely to be mu* m def9ite4 ,if1 on ! o!r h&1 a picture ( ! fruit is %[n1 x is likely t ! pupil w m fully realize at lea/ "s ( ! features ( ! fruit4 ,if ! pupil is giv5 ! object & all[$ to br+ all 8 s5ses to be> ^u x1 8 k w become bo? m full & m def9ite4 ,if he 7 all[$ to express himself ?r\gh draw+ & modell+1 8 k w\ld become /ill m ?or\gh1 :ile if he grew1 m>ket$1 & manufactur$ ! fruit into jelly1 8 k ( ! fruit might be consid]$ complete4 ,,*apt] ,,xiv ,,classification ,,( ,,k ,be=e pass+ to a consid]ation ( ! v>i\s types or classes into :i* s*ool lessons may be divid$1 x is necess>y to note a c]ta9 di/9ction 9 ! way ! m9d ?9ks ( objects1 or two classes into :i* our exp]i5ces are said to divide !mselves4 ,:5 ! m9d exp]i5ces1 or is consci\s (1 ?is p>ticul> *air on ! plat=m1 t tree outside ! w9d[1 ! size ( ?is piece ( /one1 or ! col\r & %ape ( ?is bonnet1 x is said to be occupi$ ) a p>ticul> exp]i5ce1 or to be ga9+ p>ticul> k4 ,,acquisition ,,( ,,p>ticul> ,,k ,a4 ,?r\gh ! ,s5ses4--,^! p>ticul> exp]i5ces may arise ?r\gh ! actual pres5tation ( a ?+ to ! s5ses4 ,i see ?is *air2 ta/e ?is sug>2 smell ?is rose2 he> ?is bell2 etc4 ,z w be se5 lat]1 ! s5ses provide ! prim>y conditions = reveal+ to ! m9d ! pres5ce ( p>ticul> ?+s1 t is1 = build+ up p>ticul> ideas1 or1 z !y are frequ5tly call$1 p>ticul> notions4 ,nei!r does a p>ticul> exp]i5ce1 or notion1 necess>ily repres5t a p>ticul> concrete object4 ,x may be an idea ( "s p>ticul> /ate ( ang] or joy be+ exp]i5c$ by an individual ( ! beauty embodi$ 9 ?is p>ticul> pa9t+1 etc4 ,b4 ,?r\gh ! ,imag9ation4--,secondly1 by an act ( con/ructive imag9ation1 "o may image a picture ( a p>ticul> object z pres5t "h & n[4 ,al?\gh nev] hav+ _h ! actual p>ticul> exp]i5ce1 a p]son c1 ) ! eye ( ! imag9ation1 picture z n[ pres5t be=e him any p>ticul> object or ev5t1 real or imag9>y1 su* z ,k+ ,ar?ur's r\nd table2 ! dea? sc5e ( ,sir ,isaac ,brock or ,capta9 ,scott2 ! s9k+ ( ! ,titanic2 ! ,h]o9e ( ,v]*res2 or ! _m-head$ ,hydra4 ,c4 ,by ,inf]5ce1 or ,d$uction4--,aga91 k ab\t a p>ticul> individual1 or p>ticul> k1 may be ga9$ 9 :at seems a yet m indirect way4 ,= in/ance1 in/ead ( /&+ beside ,socrates & see+ him dr9k ! hemlock & die1 & ?us1 by actual s5se obs]vation1 le>n t ,socrates is mortal2 we may1 by a previ\s s]ies ( exp]i5ces1 h ga9$ ! k t all m5 are mortal4 ,= t reason1 ev5 :ile he yet lives1 we may "k ! p>ticul> fact t ,socrates1 be+ a man1 is also mortal4 ,9 ?is process ! p]son is suppos$ to />t ) ! kn[n g5]al tru?1 ,all m5 are mortal2 next1 to call to m9d ! fact t ,socrates is a man2 & f9ally1 by a comp>ison ( ^! /atem5ts or ?\ghts1 reason out1 or d$uce1 ! inf]5ce t !re=e ,socrates is mortal4 ,?is process is1 !re=e1 usually illu/rat$ 9 :at is call$ ! syllogi/ic =m1 ?us3 ,all m5 are mortal4 ,socrates is a man4 ,socrates is mortal4 ,:5 p>ticul> k ab\t an individual ?+ or ev5t is ?us inf]r$ by comp>+ two kn[n /atem5ts1 x is said to be secur$ by a process ( d$uction1 or by inf]5ce4 ,,g5]al ,,k ,9 all ( ! above examples1 :e!r exp]i5c$ ?r\gh ! s5ses1 built up by an act ( imag9ation1 or ga9$ by inf]5ce1 ! k is ( a s+le ?+1 fact1 organism1 or unity1 possess+ a real or imag9>y exi/5ce4 ,9 addition to possess+ its own individual unity1 h[ev]1 a ?+ w /& 9 a m or less close relation ) _m o!r ?+s4 ,v>i\s individuals1 !re=e1 ent] into l>g] relations con/itut+ gr\ps1 or classes1 ( objects4 ,9 addition1 !re=e1 to recogniz+ ! object z a p>ticul> exp]i5ce1 ! m9d is able1 by exam9+ c]ta9 individuals1 to select & relate ! common *>act]i/ics ( su* classes1 or gr\ps1 & build up a g5]al1 or class1 idea1 :i* is repres5tative ( any memb] ( ! class4 ,?us arise su* g5]al ideas z book1 man1 isl&1 c\nty1 etc4 ,^! are kn[n z univ]sal1 or class1 notions4 ,moreov]1 su* rules1 or def9itions1 z1 ,a n\n is ! "n ( any?+2 ,a fraction is a numb] :i* expresses "o or m equal p>ts ( a :ole1 are g5]al tru?s1 because !y express 9 ! =m ( a /atem5t ! g5]al qualities :i* h be5 read into ! ideas1 n\n & fraction4 ,:5 ! m9d1 f a /udy ( p>ticul>s1 ?us ei!r =ms a class notion z n\n1 triangle1 hepatica1 etc41 or draws a g5]al conclusion z1 ,air has weight1 ,any two sides ( a triangle are toge!r great] ?an ! ?ird side1 x is said to ga9 g5]al k4 ,,acquisition ,,( ,,g5]al ,,k ,a4 ,conception4--,9 describ+ ! me?od ( atta9+ g5]al k1 x is cu/om>y to divide su* k into two slightly diff]5t types1 or classes1 & also to di/+ui% betwe5 ! processes by :i* ea* type is atta9$4 ,:5 ! m9d1 ?r\gh hav+ exp]i5c$ p>ticul> dogs1 c[s1 *airs1 books1 etc41 is able to =m su* a g5]al1 or class1 idea z1 dog1 c[1 *air1 or book1 x is said to ga9 a class notion1 or concept2 & ! me?od by :i* ^! ideas are ga9$ is call$ conception4 ,b4 ,induction4--,:5 ! m9d1 on ! basis ( p>ticul> exp]i5ces1 arrives at "s g5]al law1 or tru?1 z1 ,any two sides ( a triangle are toge!r great] ?an ! ?ird side2 ,air has weight2 ,man is mortal2 ,hone/y is ! be/ policy2 etc41 x is said to =m a univ]sal judgm5t1 & ! process by :i* ! judgm5t is =m$ is call$ a process ( induction4 ,examples ( ,g5]al & ,p>ticul> ,k4--,:5 a pupil le>ns ! ,/4 ,lawr5ce ,riv] sy/em z su*1 he ga9s a p>ticul> exp]i5ce1 or notion2 :5 he le>ns ( riv] bas9s1 he obta9s a g5]al notion4 ,9 l mann]1 = ! *ild to realize t "h are eight blocks conta9+ two gr\ps ( f\r blocks1 is a p>ticul> exp]i5ce2 b t #d #d #h1 is a g5]al1 or univ]sal1 tru?4 ,to notice ?is wat] ris+ 9 a tube z heat is be+ appli$1 is a p>ticul> exp]i5ce2 to "k t liquids are exp&$ by heat is a g5]al tru?4 ,! air above ?is radiator is ris+ is a p>ticul> tru?1 b heat$ air rises is a g5]al tru?4 ,! ,engli% p plung$ into excesses 9 ,*>les ,,ii's reign aft] ! removal ( ! /]n ,puritan rule is p>ticul>1 b a p]iod ( lic5se foll[s a p]iod ( repression is g5]al4 ,di/9ction is 9 ,ideas1 n ,?+s4--,x is to be not$ fur!r t ! same object may be treat$ at "o "t z a p>ticul> individual1 at ano!r "t z a memb] ( a class1 & at /ill ano!r "t z a "p ( a l>g] individual4 ,?us ! l>ge p59sula on ! ea/ ( ,nor? ,am]ica may be ?\ght ( n[1 z ! individual1 ,nova ,scotia2 at ano!r "t1 z a memb] ( ! class1 prov9ce2 & at /ill ano!r "t1 z a "p ( ! l>g] p>ticul> individual1 ,canada4 ,only ,two ,types ( ,k4--,x is evid5t f ! =ego+ t no matt] :at subject is be+ taught1 s f> z any p]son may aim to develop a new exp]i5ce 9 ! m9d ( ! pupil1 t exp]i5ce w be "o or o!r ( ! two classes m5tion$ above4 ,if ! aim ( our lesson is to h ! pupils "k ! facts ( ! ,w> ( #ahab-ad1 to /udy ! ra9fall ( ,briti% ,columbia1 to ma/] ! spell+ ( a p>ticul> ^w1 or to image ! pictures conta9$ 9 ! /ory ,m>y ,elizabe?1 !n x aims prim>ily to h pupils come into possession ( a p>ticul> fact1 or a numb] ( p>ticul> facts4 ,on ! o!r h&1 if ! lesson aims to tea* ! pupils ! nature ( an inf9itive1 ! rule = extract+ squ>e root1 ! law ( gravity1 ! classes ( n\ns1 etc41 !n ! aim ( ! lesson is to convey "s g5]al idea or tru?4 ,,appli$ ,,k ,,g5]al ,be=e proce$+ to a special consid]ation ( su* type lessons1 x w be well to note t ! m9d always applies g5]al k 9 ! le>n+ process4 ,t is1 ! application ( old k to ! new pres5tation is possible only because ?is k has tak5 on a g5]al "*1 or has become a g5]al way ( ?9k+4 ,! t5d5cy = e new exp]i5ce1 :e!r p>ticul> or g5]al1 to pass into a g5]al attitude1 or to become a /&>d = int]pret+ o!r pres5tations1 is always pres5t1 at lea/ aft] ! v e>ly impressions ( infancy4 ,:51 = in/ance1 a *ild obs]ves a /range object1 dog1 & p]ceives its f\r feet1 ?is idea does n rema9 :olly conf9$ to ! p>ticul> object1 b t5ds to take on a g5]al "*4 ,?is consi/s 9 ! fact t ! *>act]i/ic p]ceiv$ is vaguely ?\ght ( z a quality di/9ct f ! dog4 ,?is quality1 f\r-foot$ness1 !re=e1 is at lea/ 9 "s measure recogniz$ z a quality t may occur 9 o!r objects4 ,9 o!r words1 x takes on a g5]al "*1 & w likely be appli$ 9 int]pret+ ! next f\r-foot$ object :i* comes "u ! *ild's att5tion4 ,s also :5 an adult fir/ meets a /range fruit1 guava1 he obs]ves p]haps t x is pe>-%ap$1 yell[-sk9n$1 s(t-pulp$1 ( sweet ta/e1 & aromatic flav\r4 ,all su* quality ideas z pe>-%ap$1 yell[1 s(t1 etc41 z "h appli$1 are g5]al ideas ( quality tak5 on f e>li] exp]i5ces4 ,ev5 9 int]pret+ ! qualities ( p>ticul> objects1 !re=e1 z ?is rose1 ?is ma*9e1 or ?is animal1 we apply to its int]pretation g5]al ideas1 or g5]al =ms ( ?\ght1 tak5 on f e>li] exp]i5ces4 ,! same fact is ev5 m evid5t :5 ! m9d attempts to build up ! idea ( a p>ticul> object by an act ( imag9ation4 ,"o may conceive z pres5t1 a sph]e1 r$ 9 col\r1 ) smoo? surface1 & two feet 9 diamet]4 ,n[ ?is p>ticul> object is def9$ ?r\gh ! qualities sph]ical1 r$1 smoo?1 etc4 ,b ^! notions ( quality are all g5]al1 al?\gh "h appli$ to build+ up ! image ( a p>ticul> ?+4 ,,processes ,,( ,,acquir+ ,,k ,,simil> ,if :at has already be5 not$ conc]n+ ! law ( univ]sal me?od is correct1 & if all le>n+ is a process ( build+ up a new exp]i5ce 9 accordance ) ! law ( app]ception1 !n all ( ! above modes ( ga9+ ei!r p>ticul> or g5]al k mu/ ultimately con=m to ! laws ( g5]al me?od4 ,keep+ 9 view ! fact t appli$ k is always g5]al 9 "*1 x w n be difficult to demon/rate t ^! v>i\s processes d n diff] 9 _! ess5tial *>act]i/ics2 b t any process ( acquir+ ei!r p>ticul> or g5]al k con=ms to ! me?od ( selection & relation1 or ( analysis-syn!sis1 z already describ$ 9 our /udy ( ! le>n+ process4 ,to demon/rate ?is1 h[ev]1 x w be necess>y to exam9e & illu/rate ! diff]5t modes ( le>n+ 9 ! light ( ! pr9ciples ( g5]al me?od already laid d[n 9 ! text4 ,,*apt] ,,xv ,,modes ,,( ,,le>n+ ,,developm5t ,,( ,,p>ticul> ,,k ,a4 ,,le>n+ ,,?r\gh ,,! ,,s5ses ,9 _m lessons 9 nature /udy1 elem5t>y sci5ce1 etc41 pupils are l$ to acquire new k by hav+ plac$ be=e !m "s p>ticul> object :i* !y may exam9e ?r\gh ! s5ses4 ,! k ?us ga9$ ?r\gh ! direct obs]vation ( "s individual ?+1 s9ce x is prim>ily k ab\t a p>ticul> individual1 is to be classifi$ z p>ticul> k4 ,z an example ( ! process by :i* a pupil may ga9 p>ticul> k ?r\gh ! s5ses1 a nature lesson may be tak5 9 :i* he w\ld1 by actual obs]vation1 become acqua9t$ ) "o ( ! con/ellations1 say ! ,great ,dipp]4 ,"h ! le>n] fir/ receives ?r\gh 8 s5ses c]ta9 impressions ( col\r & =m4 ,next he proce$s to read into ^! impressions def9ite mean+s1 z />s1 f\r1 corn]s1 b[l1 ?ree1 curve1 h&le1 etc4 ,9 su* a process ( acquir+ k ab\t a p>ticul> ?+1 x is to be not$ t ! acquisition dep5ds ^u two important conditions3 #a4 ,! s5ses receive impressions f a p>ticul> ?+4 #b4 ,! m9d reacts ^u ^! impressions ) c]ta9 phases ( its old k1 "h repres5t$ by su* words z f\r1 corn]1 b[l1 etc4 ,analysis ( ,process4--,:5 ! m9d ?us ga9s k ( a p>ticul> object ?r\gh s5se p]ception1 ! process is f\nd to con=m exactly to ! g5]al me?od already laid d[n2 = !re is involv$3 #a4 ,! ,motive4--,to read mean+ into ! /range ?+ :i* is plac$ be=e ! pupil z a problem to /imulate 8 s5ses4 #b4 ,selection1 or ,analysis4--,br++ select$ elem5ts ( =m] k to int]pret ! unkn[n impressions1 ! elem5ts ( 8 =m] k be+ repres5t$ 9 ! above example by su* words z1 f\r1 b[l1 curve1 h&le1 etc4 #c4 ,unification1 or ,syn!sis4--,a cont9u\s relat+ ( ^! int]pret+ factors into ! unity ( a newly int]pret$ object1 ! ,dipp]4 ,,s5se ,,p]ception ,,9 ,,education ,a4 ,gives ,k ( ,?+s4--,9 _m lessons 9 biology1 botany1 etc41 al?\gh ! *ief aim ( ! lesson is to acquire a correct class notion1 yet ! le>n+ process is 9 l>ge "p ! ga9+ ( p>ticul> k ?r\gh ! s5ses4 ,9 a nature lesson1 = in/ance1 ! pupil may be pres5t$ ) an insect :i* he has nev] previ\sly met4 ,:5 ! pupil int]prets ! object z six-legg$1 ) h>d %ell-l w+ cov]s1 "u w+s membran\s1 etc41 he is able to ga9 k ab\t ?is p>ticul> ?+3 #a4 ,because ! ?+ manife/s itself to him ?r\gh ! s5ses ( sight & t\*4 #b4 ,because he is able to br+ to be> ^u ^! s5se impressions 8 old k1 repres5t$ by su* words z six1 w+1 %ell1 h>d1 membran\s1 etc4 ,s f>1 !re=e1 z ! process ends ) k ( ! p>ticul> object pres5t$1 ! le>n+ process con=ms exactly to t laid d[n above1 = !re is involv$3 #a4 ,! ,motive4--,to read mean+ into ! new ?+ :i* is plac$ be=e ! pupil z a problem to /imulate 8 s5ses4 #b4 ,selection1 or ,analysis4--,br++ select$ elem5ts ( =m] k to int]pret ! unkn[n problem1 ! elem5ts ( 8 =m] k be+ repres5t$ above by su* words z six1 leg1 w+1 h>d1 %ell1 membran\s1 etc4 #c4 ,unification1 or ,syn!sis4--,a cont9u\s relat+ ( ^! int]pret+ factors into ! unity ( a bett] kn[n object1 ! insect4 ,b4 ,is a ,basis = ,g5]alization4--,x is to be not$1 h[ev]1 t 9 any su* lesson1 al?\gh ! pupil ga9s ?r\gh 8 s5ses a k ( a p>ticul> individual only1 yet he may at once accept ?is individual z a sign1 or type1 ( a class ( objects1 & c readily apply ! new k 9 int]pret+ o!r simil> ?+s4 ,al?\gh1 = example1 ! pupil has exp]i5c$ b "o su* object1 he does n necess>ily ?9k ( x z a m]e individual--?is ?+--b z a repres5tative ( a possible class ( objects1 a beetle4 ,9 o!r words ! new p>ticul> notion t5ds to pass directly into a g5]al1 or class1 notion4 ,b4 ,,le>n+ ,,?r\gh ,,imag9ation ,z an example ( a lesson 9 :i* ! pupil secures k ?r\gh ! use ( 8 imag9ation1 may be tak5 fir/ ! case ( "o call$ ^u to image "s s+le object ( :i* he may h _h no actual exp]i5ce1 z a des]t1 ,london ,t[]1 ! sph9x1 etc4 ,tak+ ! la/ nam$ z an example1 ! le>n] mu/ select c]ta9 *>act]i/ics z1 woman1 head1 lion1 body1 etc41 all ( :i* are qualities :i* h be5 le>n$ 9 o!r pa/ exp]i5ces4 ,moreov]1 ! m9d mu/ organize ^! sev]al qualities into ! repres5tation ( a s+le object1 ! sph9x4 ,"h1 evid5tly1 ! pupil foll[s fully ! normal process ( le>n+4 #a4 ,! t]m--! sph9x--sugge/s a problem1 or felt ne$1 namely1 to read mean+ into ! vaguely realiz$ t]m4 #b4 ,"u ! direction ( ! in/ructor or ! text-book1 ! pupil selects1 or analyses out ( pa/ exp]i5ce1 su* ideas z1 woman1 head1 body1 lion1 :i* are felt to h a value 9 int]pret+ ! pres5t problem4 #c4 ,a syn!tic1 or relat+1 activity ( m9d unifies ! select$ ideas into an ideally con/ruct$ object :i* is accept$ by ! le>n] z a p>ticul> object1 al?\gh nev] directly kn[n ?r\gh ! s5ses4 ,nor is ! me?od diff]5t 9 m complex imag9ation processes4 ,9 lit]>y int]pretation1 = in/ance1 :5 ! read] meets su* expressions z3 ,! curfew tolls ! knell ( p>t+ day1 ,! l[+ h]d w9ds sl[ly o'er ! lea1 ,! pl\ghman homew>d plods 8 we>y way ,& leaves ! _w to d>kness & to me2 ! words ( ! au?or sugge/ a problem to ! m9d ( ! read]4 ,?is problem !n calls up 9 ! m9d ( ! /ud5t a set ( images out ( e>li] exp]i5ce1 z bell1 ev5+1 h]d1 pl\ghman1 lea1 etc41 :i* ! m9d unifies into ! repres5tation ( ! p>ticul> sc5e depict$ 9 ! l9es4 ,x is 9 ?is way t mu* ( our k ( v>i\s objects & sc5es 9 nature1 ( hi/orical ev5ts & *>act]s1 & ( spiritual be+s is obta9$4 ,imag9ation ,gives ,basis = ,g5]alization4--,x %\ld be not$ by ! /ud5t-tea*] t 9 _m lessons we aim to give ! *ild a notion ( a class ( objects1 ?\gh he may 9 actual exp]i5ce nev] h met any repres5tatives ( ! class4 ,9 geography1 = in/ance1 ! *ild le>ns ( des]ts1 volcanoes1 etc41 )\t hav+ exp]i5c$ ^! objects ?r\gh ! s5ses4 ,x has be5 se51 h[ev]1 t our g5]al k always develops f p>ticul> exp]i5ce4 ,= ?is reason ! pupil :o has nev] se5 a volcano1 9 ord] to ga9 a g5]al notion ( a volcano1 mu/ fir/1 by an act ( con/ructive imag9ation1 image a def9ite picture ( a p>ticul> volcano4 ,! importance ( us+ 9 su* a lesson a picture or a repres5tation on a s&-bo>d1 lies 9 ! fact t ?is furni%es ! necess>y /imulus to ! *ild's imag9ation1 :i* w cause him to image a p>ticul> individual z a basis = ! requir$ g5]al1 or class1 notion4 ,too (t51 h[ev]1 ! *ild is expect$ 9 su* lessons to =m ! class notion directly1 t is1 )\t ! int]v5tion ( a p>ticul> exp]i5ce4 ,?is "q w be consid]$ m fully 9 ,*apt] ,,xxvii1 :i* treats ( ! process ( imag9ation4 ,c4 ,,le>n+ ,,by ,,inf]5ce1 ,,or ,,d$uction ,in/ead ( plac+ himself 9 ,briti% ,columbia1 & not+ by actual exp]i5ce t !re is a l>ge ra9fall !re1 a p]son may discov] ! same by :at is call$ a process ( inf]5ce4 ,= example1 "o may h le>n$ f an exam9ation ( o!r p>ticul> in/ances t air takes up moi/ure 9 pass+ ov] wat]2 t w>m air absorbs l>ge quantities ( moi/ure2 t air becomes cool z x rises2 & t w>m1 moi/ air deposits its moi/ure z ra9 :5 x is cool$4 ,kn[+ ?is & kn[+ a numb] ( p>ticul> facts ab\t ,briti% ,columbia1 namely t w>m w9ds pass ov] x f ! ,pacific & mu/ rise ow+ to ! pres5ce ( m\nta9s1 we may inf] ( ,briti% ,columbia t x has an abundant ra9fall4 ,:5 we ?us discov] a tru? 9 relation to any p>ticul> ?+ by inf]5ce1 we are said to g ?r\gh a process ( d$uction4 ,a m p>ticul> /udy ( ?is process w be made 9 ,*apt] ,,xxviii1 b c]ta9 facts may "h be not$ 9 ref]5ce to ! process z a mode ( acquir+ k4 ,an exam9ation w %[ t ! d$uctive process foll[s ! ord9>y process ( le>n+1 or ( select+ c]ta9 elem5ts ( old k1 & organiz+ !m into a new p>ticul> exp]i5ce 9 ord] to meet a c]ta9 problem4 ,d$uction z ,=mal ,reason+4--,x is usually /at$ by psy*ologi/s & logicians t 9 ?is process ! p]son />ts ) ! g5]al tru? & ends ) ! p>ticul> inf]5ce1 or conclusion1 = example3 ,w9ds com+ f ! ocean are saturat$ ) moi/ure4 ,! prevail+ w9ds 9 ,briti% ,columbia come f ! ,pacific4 ,!re=e ^! w9ds are saturat$ ) moi/ure4 ,all w9ds become cold] z !y rise4 ,! w9ds ( ,briti% ,columbia rise z !y g inl&4 ,!re=e1 ! w9ds 7atmosph]e7 9 ,briti% ,columbia become cold] z !y g inl&4 ,! atmosph]e gives out moi/ure z x becomes cold]4 ,! atmosph]e 9 ,briti% ,columbia becomes cold] z x goes inl&4 ,!re=e1 ! atmosph]e gives out moi/ure 9 ,briti% ,columbia4 ,/eps 9 ,process4--,! v>i\s elem5ts involv$ 9 a d$uctive process are (t5 analys$ into f\r p>ts 9 ! foll[+ ord]3 #a4 ,pr9ciples4 ,! g5]al laws :i* are to be appli$ 9 ! solution ( ! problem4 ,^!1 9 ! above d$uctions1 con/itute ! fir/ s5t5ce 9 ea*1 z1 ,! air becomes cold] z x rises4 ,air gives out its moi/ure z x becomes cold]1 etc4 #b4 ,data4 ,?is includes ! p>ticul> facts already kn[n relative to ! problem4 ,9 ?is lesson1 ! data are set =? 9 ! second s5t5ces1 z foll[s3 ,! prevail+ w9ds 9 ,briti% ,columbia come f ! ,pacific2 ! w9d rises z x goes inl&1 etc4 #c4 ,inf]5ces4 ,^! are ! conclusions arriv$ at z a result ( not+ relations betwe5 data & pr9ciples4 ,9 ! above lesson1 ! inf]5ces are3 ,! atmosph]e1 or trade-w9ds1 com+ f ! ,pacific rise1 become cold]1 & give out mu* moi/ure4 #d4 ,v]ification4 ,9 "s cases at lea/ ! le>n] may use o!r means to v]ify 8 conclusions4 ,9 ! above lesson1 = example1 he may look x up 9 ! geography or ask "s "o :o has _h actual exp]i5ce4 ,d$uction ,involves a ,problem4--,x is to be not$1 h[ev]1 t 9 a d$uctive le>n+ process1 ! "y *ild does n really beg9 ) ! g5]al pr9ciple4 ,on ! contr>y1 z not$ 9 ! /udy ( ! le>n+ process1 ! *ild always beg9s ) a p>ticul> unsolv$ problem4 ,9 ! case j cit$1 = in/ance1 ! *ild />ts ) ! problem1 ,:at is ! condition ( ! ra9fall 9 ,briti% ,columbia8 ,x is ow+ to ! pres5ce ( ?is problem1 moreov]1 t ! m9d calls up ! pr9ciples & data4 ,^!1 ( c\rse1 are already possess$ z old k1 & are call$ up because ! m9d feels a connection betwe5 !m & ! problem ) :i* x is confront$4 ,! pr9ciples & data are ?us bo? involv$ 9 ! select+ process1 or /ep ( analysis4 ,:at ! le>n] really does1 !re=e1 9 a d$uctive lesson is to int]pret a new problem by select+ z int]pret+ ideas ! pr9ciples & data4 ,! ?ird division1 inf]5ce1 is 9 reality ! ?ird /ep ( our le>n+ process1 s9ce ! inf]5ce is a new exp]i5ce organiz$ out ( ! select$ pr9ciples & data4 ,moreov]1 ! v]ification is (t5 f\nd to take ! =m ( ord9>y expression4 ,z a process ( le>n+1 !re=e1 d$uction does n exactly foll[ ! =mal outl9e ( ! psy*ologi/s & logicians ( 7#a7 pr9ciples1 7#b7 data1 7#c7 inf]5ce1 & 7#d7 v]ification2 b r t ( ! le>n+ process1 namely1 7#a7 problem1 7#b7 select+ activity1 includ+ pr9ciples & data1 7#c7 relat+ activityinf]5ce1 7#d7 expressionv]ification4 ,example ( ,d$uction z ,le>n+ ,process4--,a simple & int]e/+ lesson1 %[+ h[ ! pupil actually goes ?r\gh ! d$uctive process1 is f\nd 9 pap] cutt+ ( =ms balanc$ ab\t a c5tre1 say ! lett] ,x4 #a4 ,problem4 ,! pupil />ts ) ! problem ( discov]+ a way ( cutt+ ?is lett] by balanc+ ab\t a c5tre4 #b4 ,selection4 ,pr9ciples & ,data4 ,! pupil calls up z data :at he kn[s ( ?is lett]1 & z pr9ciples1 ! laws ( balance he has le>n$ f su* lett]s z1 ,a1 ,b1 etc4 #c4 ,organization or ,inf]5ce4 ,! pupil inf]s f ! pr9ciple involv$ 9 cutt+ ! lett] ,a1 t ! lett] ,x 7,fig4 ,a7 may be balanc$ ab\t a v]tical diamet]1 z 9 ,fig4 ,b4 ,repeat+ ! process1 he inf]s fur!r f ! pr9ciple involv$ 9 cutt+ ! lett] ,b1 t ?is result may aga9 be balanc$ ab\t a horizontal diamet]1 z 9 ,fig4 ,c4 ,illu/ration #d4 ,expression or ,v]ification4 ,by cutt+ ,figure ,d & unfold+ ,figures ,e & ,f1 he is able to v]ify 8 conclusion by not+ ! %ape ( ! =m z x unfolds1 ?us3 ,illu/ration ,,fur!r ,,examples ,,= ,,/udy ,! foll[+ are giv5 z fur!r examples ( d$uctive processes4 ,! mat]ials are "h arrang$ 9 ! =mal or logical way4 ,! /ud5t-tea*] %\ld re>range !m z !y w\ld occur 9 ! *ild's le>n+ process4 ,i4 ,,division ,,( ,,decimals #a4 ,pr9ciples3 7a7 ,multiply+ ! divid5d & divisor by ! same numb] does n alt] ! quoti5t4 7b7 ,to multiply a decimal by #aj1 #ajj1 #ajjj1 etc41 move ! decimal po9t #a1 #b1 #c1 etc41 places respectively to ! "r4 #b4 ,data3 ,pres5t k ( facts conta9$ 9 su* an example z 4#jjbg divid$ by 4#je4 #c4 ,inf]5ces3 7a7 ,! divisor 74#je7 may be conv]t$ into a :ole numb] by multiply+ x by #ajj4 7b7 ,if ! divisor is multipli$ by #ajj1 ! divid5d mu/ also be multipli$ by #ajj if ! quoti5t is to be un*ang$4 7c7 ,! problem ?us becomes 4#bg divid$ by #e1 = :i* ! answ] is 4#jed4 #d4 ,v]ification3 ,*eck ! "w to see t no mi/akes h be5 made 9 ! calculation4 ,multiply ! quoti5t by ! divisor to see if ! result is equal to ! divid5d4 ,,ii4 ,,trade-,,w9ds #a4 ,pr9ciples3 7a7 ,heat$ air exp&s1 becomes light]1 & is pu%$ upw>d by cool] & heavi] curr5ts ( air4 7b7 ,air curr5ts travell+ t[>ds a region ( m rapid motion h a t5d5cy to lag beh9d1 & s appe> to travel 9 a direction opposite to t ( ! e>?'s rotation4 #b4 ,data3 7a7 ,! mo/ heat$ portion ( ! e>? is ! tropical region4 7b7 ,! rapidity ( ! e>?'s motion is greate/ at ! equator & lea/ at ! poles4 7c7 ,! e>? rotates on its axis f we/ to ea/4 #c4 ,inf]5ces3 7a7 ,! heat$ air 9 equatorial regions w be con/antly ris+4 7b7 ,x w be pu%$ upw>d by cold] & heavi] curr5ts ( air f ! nor? & s\?4 7c7 ,if ! e>? did n rotate1 !re w\ld be con/ant w9ds t[>ds ! s\?1 nor? ( ! equator2 & t[>ds ! nor?1 s\? ( ! equator4 7d7 ,^! curr5ts ( air are travell+ f a region ( less motion to a region ( great] motion1 & h a t5d5cy to lag beh9d ! e>?'s motion z !y approa* ! equator4 7e7 ,h5ce !y w seem to bl[ 9 a direction contr>y to ! e>?'s rotation1 namely1 t[>ds ! we/4 7f7 ,^! two movem5ts1 t[>ds ! equator & t[>ds ! we/1 comb9e to give ! curr5ts ( air a direction t[>ds ! s\?-we/ nor? ( ! equator1 & t[>ds ! nor?-we/ s\? ( ! equator4 #d4 ,v]ification3 ,read ! geography text to see if our inf]5ces are correct4 ,,! ,,developm5t ,,( ,,g5]al ,,k ,! ,conceptual ,lesson4--,z an example ( a lesson involv+ a process ( conception1 or classification1 may be tak5 "o 9 :i* ! pupil might ga9 ! class notion n\n4 ,! pupil w\ld fir/ be pres5t$ ) p>ticul> examples ?r\gh s5t5ces conta9+ su* words z ,john1 ,m>y1 ,toronto1 desk1 boy1 etc4 ,!reupon ! pupil is l$ to exam9e ^! 9 ord]1 not+ c]ta9 *>act]i/ics 9 ea*4 ,exam9+ ! ^w ,john1 = in/ance1 he notes t x is a ^w2 t x is us$ to "n & also1 p]haps1 t x names a p]son1 & is writt5 ) a capital lett]4 ,( ! ^w ,toronto1 he may note mu* ! same except t x names a place2 ( ! ^w desk1 he may note especially t x is us$ to "n a ?+ & is writt5 )\t a capital lett]4 ,by comp>+ any & all ! qualities ?us not$1 he is suppos$1 f9ally1 by not+ :at *>act]i/ics are common to all1 to =m a notion ( a class ( words us$ to "n4 ,! ,inductive ,lesson4--,to exemplify an inductive lesson1 !re may be not$ ! process ( le>n+ ! rule t to multiply ! num]ator & d5om9ator ( any fraction by ! same numb] does n alt] ! value ( ! fraction4 ,conv]sion ( fractions to equival5t fractions ) diff]5t d5om9ators ,! tea*] draws on ! black-bo>d a s]ies ( squ>es1 ea* repres5t+ a squ>e foot4 ,^! are divid$ by v]tical l9es into a numb] ( equal p>ts4 ,"o or m ( ^! p>ts are %ad$1 & pupils are ask$ to /ate :at fraction ( ! :ole squ>e has be5 %ad$4 ,! same squ>es are !n fur!r divid$ into small] equal p>ts by horizontal l9es1 & ! pupils are l$ to discov] h[ _m ( ! small] equal p>ts are conta9$ 9 ! %ad$ p>ts4 ,illu/ration3 #a_/bc_/f #b_/ch_/ab #c_/dae_/bj #c_/eah_/cj ,exam9e ^! equations "o by "o1 treat+ ea* aft] "s su* mann] z foll[s3 ,h[ might we obta9 ! num]ator #ah f ! num]ator #c8 7,multiply by #f47 ,! d5om9ator #cj f ! d5om9ator #e8 7,multiply by #f47 #ac #c #bd #h #ce #ae #cf #ah --- -2 --- --2 --- --2 --- --4 #bc #f #cd #ab #de #bj #ef #cj ,if we multiply bo? ! num]ator & ! d5om9ator ( ! fraction #c_/e by #f1 :at w be ! effect ^u ! value ( ! fraction8 7,x w be un*ang$47 ,:at h we done ) ! num]ator & d5om9ator 9 e case8 ,h[ has ! fraction be5 affect$8 ,:at rule may we inf] f ^! examples8 7,multiply+ ! num]ator & d5om9ator by ! same numb] does n alt] ! value ( ! fraction47 ,,! ,,=mal ,,/eps ,9 describ+ ! process ( acquir+ ei!r a g5]al notion or a g5]al tru?1 ! psy*ologi/ & logician usually divide x into f\r p>ts z foll[s3 #a4 ,! p]son is said to analyse a numb] ( p>ticul> cases4 ,9 ! above examples ?is w\ld mean1 9 ! conceptual lesson1 not+ ! v>i\s *>act]i/ics ( ! sev]al words1 ,john1 ,toronto1 desk1 etc42 & 9 ! second lesson1 not+ ! facts involv$ 9 ! sev]al cases ( %ad+4 #b4 ,! m9d is said to comp>e ! *>act]i/ics ( ! sev]al p>ticul> cases1 not+ any lik5esses & unlik5esses4 #c4 ,! m9d is said to pick out1 or ab/ract1 any quality or quantities common to all ! p>ticul> cases4 #d4 ,f9ally ! m9d is suppos$ to syn!sise ^! common *>act]i/ics into a g5]al notion1 or concept1 9 ! conceptual process1 & into a g5]al tru? if ! process is inductive4 ,?us ! conceptual & inductive processes are bo? said to involve ! same f\r /eps (3 #a4 ,analysis4--,int]pret+ a numb] ( individual cases4 #b4 ,comp>ison4--,not+ lik5esses & diff]5ces betwe5 ! sev]al individual examples4 #c4 ,ab/raction4--,select+ ! common *>act]i/ics4 #d4 ,g5]alization4--,syn!sis ( common *>act]i/ics into a g5]al tru? or a g5]al notion1 z ! case may be4 ,criticism4--,"h aga9 x w be f\nd1 h[ev]1 t ! /eps ( ! logician d n fully repres5t :at takes place 9 ! pupil's m9d z he goes ?r\gh ! le>n+ process 9 a conceptual or inductive lesson4 ,x is to be not$ fir/ t ! above outl9e does n signify ! pres5ce ( any problem to cause ! *ild to proce$ ) ! analysis ( ! sev]al p>ticul> cases4 ,assum+ ! exi/5ce ( ! problem1 unless ?is problem involves all ! p>ticul> examples1 ! "q arises :e!r ! le>n] w susp5d com+ to any conclusion until he has analys$ & comp>$ all ! p>ticul> cases be=e him4 ,x is "h t ! actual le>n+ process is f\nd to v>y some:at f ! outl9e ( ! psy*ologi/ & logician4 ,z w be se5 bel[1 ! *ild really f9ds 8 problem 9 ! fir/ p>ticul> case pres5t$ to him4 ,moreov]1 z he analyses out ! *>act]i/ics ( ?is case1 he does n really susp5d fully ! g5]aliz+ process until he has exam9$ a numb] ( o!r cases1 b1 z ! tea*] is fully aw>e1 is mu* m likely to jump at once to a m or less correct conclusion f ! "o example4 ,x is true1 ( c\rse1 t x is only by go+ on to comp>e ?is ) o!r cases t he assures himself t ?is fir/ conclusion is correct4 ,?is slight v>iation ( ! actual le>n+ process f ! =mal outl9e w become evid5t if "o consid]s h[ a *ild builds up any g5]al notion 9 ord9>y life4 ,,conception ,,z ,a ,,le>n+ ,,process ,a4 ,9 ,ord9>y ,life4--,suppose a "y *ild has receiv$ a vague impression ( a c[ f meet+ a fir/ & only example2 we f9d t by accept+ ?is z a problem & by apply+ to x su* exp]i5ce z he !n possesses1 he is able to read "s mean+ into x1 = in/ance1 t x is a br[n1 f\r-foot$1 hairy object4 ,?is idea1 once =m$1 does n rema9 a m]e p>ticul> idea1 b becomes a g5]al means = int]pret+ o!r exp]i5ces4 ,at fir/1 inde$1 ! idea may s]ve to read mean+1 n only into ano!r c[1 b also into a horse or a buffalo4 ,9 c\rse ( "t1 h[ev]1 z ?is fir/ imp]fect concept ( ! animal is us$ 9 int]pret+ c[s & p]haps o!r animals1 ! fir/ crude concept may 9 "t1 by comp>ison1 develop into a relatively true1 or logical1 concept1 applicable to only ! actual memb]s ( ! class4 ,n[ "h1 ! *ild did n wait to g5]alize until su* "t z ! sev]al really ess5tial *>act]i/ics 7 decid$ ^u1 b 9 ea* succe$+ case appli$ 8 pres5t k to ! p>ticul> ?+ pres5t$4 ,x 01 9 o!r words1 by a s]ies ( regul> select+ & relat+ processes1 t 8 g5]al notion 0 f9ally cl>ifi$4 ,b4 ,9 ! ,s*ool4--,practically ! same conditions are not$ 9 ! *ild's /udy ( p>ticul> examples 9 an inductive or conceptual lesson 9 ! s*ool1 al?\gh ! process is mu* m rapid on acc\nt ( its be+ controll$ by ! tea*]4 ,9 ! lesson outl9$ above1 ! pupil f9ds a problem 9 ! v fir/ ^w ,john1 & adju/s himself !reto 9 a m or less p]fect way by an app]ceptive process involv+ bo? a select+ & a relat+ ( ideas4 ,) ?is fir/ m or less p]fect notion z a work+ hypo!sis1 ! pupil goes on to exam9e ! next ^w4 ,if he ga9s ! true notion f ! fir/ example1 he m]ely v]ifies ?is ?r\gh ! o!r p>ticul> examples4 ,if 8 fir/ notion is n correct1 h[ev]1 he is able to correct x by a fur!r process ( analysis & syn!sis 9 connection ) o!r examples4 ,?r\gh\t ! =mal /ages1 !re=e1 ! pupil is m]ely apply+ 8 gr[+ g5]al k 9 a selective1 or analytic1 way to ! int]pret+ ( sev]al p>ticul> examples1 until su* "t z a p]fect g5]al1 or class1 notion is obta9$ & v]ifi$4 ,x is1 inde$1 on acc\nt ( ?is imm$iate t5d5cy ( ! m9d to g5]alize1 t c>e mu/ be tak5 to pres5t ! *ildr5 ) typical examples4 ,to make !m exam9e a suffici5t numb] ( examples is to ensure ! correct+ ( crude notions t may be =m$ by any ( ! pupils ?r\gh _! g5]aliz+ p]haps f a s+le p>ticul>4 ,,induction ,,z ,a ,,le>n+ ,,process ,9 l mann]1 9 an inductive lesson1 al?\gh ! results ( ! process ( ! developm5t ( a g5]al pr9ciple may = conv5i5ce be arrang$ logically "u ! above f\r heads1 x is evid5t t ! *ild c\ld n :olly susp5d 8 conclusions until a numb] ( p>ticul> cases _h be5 exam9$ & comp>$4 ,9 ! lesson on ! rule = conv]sion ( fractions to equival5t fractions ) diff]5t d5om9ators1 ! pupils c\ld n possibly app]ceive1 or analyse1 ! examples z sugge/$ "u ! head ( selection1 or analysis1 )\t at ! same "t implicitly ab/ract+ & g5]aliz+4 ,also 9 ! lesson bel[ on ! pr$icate adjective1 ! pupils c\ld n note1 9 all ! examples1 all ! features giv5 "u analysis & fail at ! same "t to ab/ract & g5]alize4 ,! fact is t 9 su* lessons1 if ! selection1 or analysis1 is complet$ 9 only "o example1 ab/raction & g5]alization implicitly unfold !mselves at ! same "t & con/itute a relat+1 or syn!tic1 act ( ! m9d4 ,! f\rfold arrangem5t ( ! matt]1 h[ev]1 may let ! tea*] see m fully ! *ildr5's m5tal attitude1 & ?us enable him to direct !m intellig5tly ?r\gh ! app]ceptive process4 ,x w und\bt$ly also impress on ! tea*]'s m9d ! ne$ ( hav+ ! pupils comp>e p>ticul> cases until a correct notion is fully organiz$ 9 exp]i5ce4 ,,two ,,processes ,,simil> ,not)/&+ ! di/9ction drawn by psy*ologi/s betwe5 conception z a process ( ga9+ a g5]al notion1 & induction z a process ( arriv+ at a g5]al tru?1 x is evid5t f ! above t ! two processes h mu* 9 common4 ,9 ! developm5t ( _m lesson topics1 9 fact1 ! lesson may be view$ z involv+ bo? a conceptual & an inductive process4 ,9 ! subject ( gramm>1 = in/ance1 a fir/ lesson on ! pron\n may be view$ z a conceptual lesson1 s9ce ! *ild ga9s an idea ( a class ( words1 z indicat$ by ! new g5]al t]m pron\n1 ?is t]m repres5t+ ! result ( a conceptual process4 ,x may equally be view$ z an inductive lesson1 s9ce ! *ild ga9s f ! lesson a g5]al tru?1 or judgm5t1 z express$ 9 8 new def9ition--,a pron\n is a ^w t repres5ts an object )\t nam+ x1 ! def9ition repres5t+ ! result ( an inductive process4 ,?is fact w be consid]$ m fully1 h[ev]1 9 ,*apt] ,,xxviii4 ,,fur!r ,,examples ,,( ,,inductive ,,lessons ,z fur!r illu/rations ( an inductive process1 ! foll[+ outl9es ( lessons might be not$4 ,! processes are outl9$ accord+ to ! =mal /eps4 ,! /ud5t-tea*] %\ld consid] h[ ! *ildr5 are to approa* ea* problem & to :at ext5t !y are likely to g5]alize z ! v>i\s examples are be+ int]pret$ dur+ ! analytic /age4 #a4 ,,! ,,subjective ,,pr$icate ,,adjective ,analysis1 or selection3 ,divide ! foll[+ s5t5ces into subject & pr$icate3 ,! man 0 old4 ,! wea!r turn$ cold4 ,! day grew /ormy4 ,! boy became ill4 ,! conc]t prov$ successful4 ,:at k9d ( man is ref]r$ to 9 ! fir/ s5t5ce8 ,:at "p ( spee* is old8 ,:at "p ( ! s5t5ce does x modify8 ,9 :at "p ( ! s5t5ce does x /&8 ,c\ld x be omitt$8 ,:at !n is its duty ) ref]5ce to ! v]b8 ,:at are its two duties8 7,x completes ! v]b 0 & modifies ! subject man47 ,lead ! pupils to deal simil>ly ) cold1 /ormy1 ill1 successful4 ,comp>ison1 ,ab/raction1 & ,g5]alization1 or ,organization3 ,:at two duties has ea* ( ^! italiciz$ words8 ,ea* is call$ a ,subjective ,pr$icate ,adjective4 ,:at is a ,subjective ,pr$icate ,adjective8 7,a ,subjective ,pr$icate ,adjective is an adjective t completes ! v]b & modifies ! subject47 #b4 ,,cond5sation ,,( ,,vap\r ,analysis1 or selection3 ,! pupils %\ld be ask$ to report obs]vations !y h made conc]n+ "s famili> occurr5ces l ! foll[+3 7#a7 ,brea! ^u a cold glass & ^u a w>m glass4 ,:at d y notice 9 ea* case8 ,:]e mu/ ! drops ( wat] h come f8 ,c y see ?is wat] ord9>ily8 ,9 :at =m mu/ ! wat] h be5 be=e x =m$ 9 drops on ! cold glass8 7#b7 ,:at h y (t5 notic$ on ! w9d[ ( ! kit*5 on cool days8 ,f :]e did ^! drops ( wat] come8 ,c\ld y see ! vap\r 9 ! air8 ,h[ did ! temp]ature ( ! w9d[ panes comp>e ) ! temp]ature ( ! room8 7#c7 ,:5 ! wat] 9 a tea-kettle is boil+ rapidly1 :at d y see betwe5 ! m\? ( ! sp\t & ! cl\d ( /eam8 ,:at mu/ h come ?r\gh t cle> space8 ,is ! /eam !n at fir/ visible or invisible8 ,! pupils %\ld be fur!r ask$ to report obs]vations & make correct inf]5ces conc]n+ su* ?+s z3 7#d7 ,! deposit ( moi/ure on ! outside surface ( a pit*] ( ice-wat] on a w>m summ] day4 7#e7 ,! cl\d$ condition ( "o's eye-glasses on com+ f ! cold outside air into a w>m room4 ,comp>ison1 ,ab/raction1 & ,g5]alization1 or ,organization3 ,9 all ^! cases y h report$ :at !re has be5 9 ! air4 ,0 ?is vap\r visible or invisible8 ,"u :at condition did x become visible8 ,! pupils %\ld be l$ to sum up _! obs]vations 9 "s su* way z ! foll[+3 ,air (t5 conta9s mu* wat] vap\r4 ,:5 ?is comes 9 contact ) cool] bodies1 x cond5ses into m9ute p>ticles ( wat]4 ,9 o!r words1 ! two conditions ( cond5sation are 7#a7 a consid]able quantity ( wat] vap\r 9 ! air1 & 7#b7 contact ) cool] bodies4 ,x mu/ be borne 9 m9d t 9 a conceptual or an inductive lesson c>e is to be tak5 by ! tea*] to see t ! p>ticul>s are suffici5t 9 numb] & repres5tative 9 "*4 ,z already po9t$ out1 crude notions (t5 arise ?r\gh g5]aliz+ f too few p>ticul>s or f p>ticul>s t are n typical ( ! :ole class4 ,induction c be mo/ frequ5tly employ$ 9 elem5t>y s*ool "w 9 ! subjects ( gramm>1 ari?metic1 & nature /udy4 ,,inductive-,,d$uctive ,,lessons ,be=e we leave ?is division ( g5]al me?od1 x %\ld be not$ t _m lessons comb9e 9 a some:at =mal way two or m ( ! =ego+ lesson types4 ,9 _m inductive lessons ! /ep ( application really involves a process ( d$uction4 ,= example1 aft] tea*+ ! def9ition ( a n\n by a process ( induction z outl9$ above1 we may1 9 ! same lesson1 seek to h ! pupil use 8 new k 9 po9t+ out p>ticul> n\ns 9 a set ( giv5 s5t5ces4 ,"h1 h[ev]1 ! pupil is evid5tly call$ ^u to discov] ! value ( p>ticul> words by ! use ( ! newly le>n$ g5]al pr9ciple4 ,:51 !re=e1 he discov]s ! grammatical value ( ! p>ticul> ^w ,prov5d] 9 ! s5t5ce ,prov5d] is de>1 ! pupil's process ( le>n+ c be repres5t$ 9 ! d$uctive =m z foll[s3 ,all nam+ words are n\ns4 ,prov5d] is a nam+ ^w4 ,prov5d] is a n\n4 ,al?\gh 9 ^! ex]cises ! real aim is n to h ! pupil le>n ! value ( ! individual ^w1 b to te/ 8 ma/]y ( ! g5]al pr9ciple1 su* application und\bt$ly corresponds ) ! d$uctive le>n+ process previ\sly outl9$4 ,any inductive lesson1 !re=e1 :i* includes ! above type ( application may rightly be describ$ z an inductive-d$uctive lesson4 ,a great _m lessons 9 gramm> & ari?metic are ( ?is type4 ,,*apt] ,,xvi ,,! ,,lesson ,,unit ,:at ,con/itutes a ,lesson ,problem4--,! =ego+ analysis & description ( ! le>n+ process has %[n t ! ord9>y s*ool lesson is design$ to lead ! pupil to build up1 or organize1 a new exp]i5ce1 or1 z x is sometimes express$1 to ga9 control ( a unit ( valuable k1 pres5t$ z a s+le problem4 ,f :at has be5 le>n$ conc]n+ ! relat+ activity ( m9d1 h[ev]1 x is evid5t t ! tea*] may face a difficulty :5 he is call$ ^u to decide :at ext5t ( k1 or exp]i5ce1 is to be accept$ z a k unit4 ,x 0 not$1 = example1 t _m topics regul>ly treat$ 9 a s+le lesson fall into q di/9ct sub-divisions1 ea* ( :i* repres5ts to a c]ta9 ext5t a sep>ate gr\p ( relat$ ideas &1 !re=e1 a s+le problem4 ,on ! o!r h&1 _m diff]5t lesson exp]i5ces1 or topics1 al?\gh taught z sep>ate units1 are se5 to /& s closely relat$1 t 9 ! end !y naturally organize !mselves into a l>g] s+le unit ( k1 repres5t+ a division1 ( ! subject ( /udy4 ,f ?is x is evid5t t situations may arise1 z 9 tea*+ ! classes ( s5t5ces 9 gramm>1 9 :i* ! tea*] mu/ ask himself :e!r x w be possible to take up ! :ole topic ) its important sub-divisions 9 a s+le lesson1 or :e!r ea* sub-division %\ld be treat$ 9 a s+le lesson4 ,h[ to ,approa* ,associat$ ,problems4--,ev5 :5 x is realiz$ t ! relat$ matt] is too l>ge = a s+le lesson1 x mu/ be decid$ :e!r x w be bett] to br+ on ea* sub-division z a sep>ate topic1 & lat] let ^! sub-divisions syn!sise into a new unity2 or :e!r ! l>g] topic %\ld be tak5 up fir/ 9 a g5]al way1 & ! sub-divisions made topics ( succe$+ lessons4 ,9 ! /udy ( mood 9 gramm>1 = example1 %all we introduce ea* mood sep>ately1 & f9ally h ! *ild syn!sise ! sep>ate facts2 or %all we beg9 ) a lesson on mood 9 g5]al1 & foll[ ?is ) a /udy ( ! sep>ate moods8 ,9 l mann]1 9 ! /udy ( w9ds 9 geography1 %all we /udy 9 ord] l& & sea breezes1 trade-w9ds1 & monsoons1 & h ! *ild syn!sise ^! facts at ! end ( ! s]ies2 or %all we beg9 ) a /udy ( w9ds 9 g5]al1 & foll[ ?is ) a m detail$ /udy ( ! ?ree classes ( w9ds8 ,,:ole ,,to ,,p>ts ,advantages4--,! second ( ^! me?ods1 :i* is (t5 call$ ! me?od ( proce$+ f :ole to p>ts1 %\ld1 :5ev] possible1 be foll[$4 ,= in/ance1 9 a /udy ( su* a lesson z ,dick5s 9 ! ,camp1 ! detail$ /udy ( ! v>i\s /anzas %\ld be prec$$ by an introductory lesson1 br++ out ! lead+ ?\ght ( ! poem1 & not+ ! sub-topics4 ,:51 9 an introductory lesson1 ! pupil is able to ga9 control ( a l>ge topic1 & see ! relation to x ( a giv5 numb] ( sub-topics1 he is select+ & relat+ ! p>ts ( ! :ole topic by ! normal analytic-syn!tic me?od4 ,moreov]1 9 ! foll[+ lessons1 he is mu* m likely to appreciate ! relation ( ! v>i\s sub-topics to ! c5tral topic1 & ! int]-relations betwe5 ^! v>i\s sub-topics4 ,= ?is reason1 9 su* subjects z hi/ory1 lit]ature1 geography1 etc41 pupils are (t5 introduc$ to ^! l>ge divisions1 or complex lesson units1 & giv5 a vague k ( ! :ole topic1 ! detail$ /udy ( ! p>ts be+ made 9 subsequ5t lessons4 ,examples4--,! foll[+ outl9es w fur!r illu/rate h[ a s]ies ( lessons 7numb]$ ,i1 ,,ii1 ,,iii1 etc47 may ?us proce$ f a fir/ /udy ( ! l>g] :ole to a m detail$ /udy ( a numb] ( subord9ate p>ts4 ,,! ,,/4 ,,lawr5ce ,,riv] ,,sy/em ,i4 ,topic4--,! ,/4 ,lawr5ce ,riv]3 ,position1 size1 ext5t ( sy/em1 o!r *>act]i/ics4 ,importance--hi/orical1 comm]cial1 indu/rial4 ,,ii4 ,sub-topic #a4--;,importance hi/orically3 ,op5 m\? to ,europe2 ,op5 door to cont95t2 ,c>ti]1 ,*ampla94 ,sy/em ( lakes & riv]s l>ge & small gave l9es ( communication1 invit+ discov]y & subsequ5t developm5t & settlem5t4 ,,iii4 ,sub-topic #b4--;,importance comm]cially3 ,l>ge tracts ( valuable l&1 timb]1 etc41 made available4 ,highway--ne$ ( su* betwe5 ,ea/ & ,we/4 ,difficulties to be ov]come1 canal1 %ips4 ,competition ( railways1 ,h[8 ,classes ( goods back & =?4 ,av5ue to & f ! :eat l&4 ,,iv4 ,sub-topic #c4--;,importance indu/rially3 ,great comm]cial c5tres--:]e locat$ & :y8 ,wat] p[]s1 elevators1 manufactur+ ( raw mat]ials made available 9 ! l>ge areas2 ,immigration2 ,fi%+4 ,,/udy ,,( ,,bact]ia ,i4 ,topic4--,bact]ia3 ,:at !y are2 relations1 comp>isons2 o!r plants 9 same class1 or ^? ( high] ord]s2 size1 %ape2 :]e f\nd2 conditions ( gr[?2 propagation2 modes ( di/ribution2 etc4 ,,ii4 ,sub-topic #a4--,our int]e/ 9 bact]ia1 aris+ out ( ! injury or good !y d3 7a7 ,injury3 ,decay ( fruits1 trees1 tissues1 etc41 diseases--diph!ria1 typhoid1 tub]culosis2 h[ develop$1 conditions1 fav\rable tox9s4 7b7 ,b5efits3 ,9 soil1 *eese1 butt]1 etc42 *emical action1 build+ new comp\nds & break+ up o!r comp\nds4 ,,iii4 ,sub-topic #b4--,our int]e/ 9 controll+ !m2 ! me?ods bas$ on mode & conditions ( gr[?1 etc43 7a7 ,prev5tion3 ,elim9at+ fav\rable conditions2 l[ temp]ature1 high temp]atures1 cleanl9ess2 sew]age disposal2 clean c[-/ables1 cell>s1 kit*5s1 etc42 antiseptics--c>bolic1 =mal91 sug> = fruit1 seal+ up2 qu>ant9e1 vacc9ation1 antitox94 7b7 ,cultures1--alfalfa1 *eese1 butt]1 "u control4 ,,geography ,,( ,,europe ,i4 ,topic4--,europe3 ,:at int]e/ to u2 :y we /udy x2 position1 latitude1 ne> wat]1 b\nd>ies1 size2 ,surface features--highl&s1 l[l&s1 dra9age riv]s1 coa/-l9e1 etc4 ,climate--temp]ature 7means1 ,jan41 ,july71 w9d1 moi/ure4 ,,ii4 ,sub-topic #a4--,products 7bas$ on above conditions73 ,vegetation1 animal1 m9]al2 v>y ov] area accord+ to physical climatic1 & geological conditions2 ,k9ds ( products ( ea* class1 9 ea* area1 etc4 ,,iii4 ,sub-topic #b4--,occupations 7bas$ on ,lesson ,,ii73 ,/udy ( op]ations & conditions fav\rable & unfav\rable "u :i* ea* product is produc$1 ga!r$1 & manufactur$4 ,indu/ries1 aris+ f "w on ! raw mat]ials4 ,,iv4 ,sub-topic #c4--,trade & ,comm]ce 7bas$ on ,lessons ,,ii & ,,iii73 ,transportation1 produc]s sell+ & manufactur]s buy+ raw mat]ial1 di/ribut$ to homes 9 c\ntry & city1 to factories )9 ! region itself1 to regions beyond1 across oceans1 etc4 ,manufactur$ products s5t out1 exports & imports4 ,v4 ,sub-topic #d4--;,civil advantages 7bas$ on ,lessons ,i1 ,,iii1 & ,,iv73 ,conditions ( liv+--homes1 dress1 "w & pleasure2 trades1 education1 gov]nm5t1 social1 religi\s1 etc4 ,,p>ts ,,to ,,:ole ,! me?od ( :ole to p>ts _c be foll[$ 9 all cases ev5 :]e a numb] ( lesson units may possess important po9ts ( int]-relation4 ,al?\gh1 = in/ance1 simple & comp\nd addition & addition ( fractions are only diff]5t phases ( "o process1 no "o w\ld advocate ! comb9+ ( ^! into su* a unifi$ lesson s]ies4 ,9 ,canadian ,hi/ory1 also1 al?\gh ! conditions ( ! ,quebec ,act1 ! com+ ( ! ,unit$ ,empire ,loyali/s1 & ! pass+ ( ! ,con/itutional ,act1 h def9ite po9ts ( int]-relation1 x w\ld nev]!less be unwise to attempt to evolve ^! out ( a s+le complex lesson unit4 ,9 su* cases1 !re=e1 ! syn!sis ( ! v>i\s p>ts mu/ be made z ! lessons proce$4 ,moreov]1 x is well to ensure ! complete organization ( ! elem5ts by means ( an outl9e review at ! end ( ! lesson s]ies4 ,! /ud5t-tea*] w meet an example ( ?is process "u ! topical lesson 9 ,*apt] ,,xvii4 ,,precautions ,x is evid5t f ! above consid]ations1 t c]ta9 precautions %\ld be obs]v$ 9 decid+ ^u ! p>ticul> subject-matt] to be includ$ 9 ea* lesson topic4 #a4 ,a j balance %\ld be ma9ta9$ betwe5 ! difficulty ( ea* lesson unit & ! ability ( ! class4 ,matt] t is too easy requires no ef=t 9 its ma/]y & h5ce is un9t]e/+4 ,matt] t is too difficult disc\rages ef=t1 & is1 !re=e1 equally un9t]e/+4 ,x %\ld be suffici5tly easy = e pupil to ma/]1 & suffici5tly difficult to require real ef=t4 #b4 ,! am\nt ( matt] includ$ %\ld be c>efully adju/$ to ! l5g? ( "t tak5 = ! lesson & to ! atta9m5ts ( ! class4 ,if too mu* is attempt$1 !re w be insuffici5t "t = adequate drill & review1 & h5ce !re w be lack ( ?or\ghness4 ,if too little is attempt$1 "t w be wa/$ 9 ne$less repetition4 #c4 ,ea* unit ( in/ruction 9 any subject %\ld1 9 g5]al1 gr[ out ( ! prec$+ unit tak5 9 t subject1 & be closely connect$ ) x4 ,x is 9 ?is way t a pupil's int]e/ is ar\s$ = ! new problem & 8 k becomes organiz$4 ,neglect 9 ?is reg>d results 9 ! possession ( disconnect$ & unsy/ematiz$ facts4 ,ea* lesson %\ld conta9 "o or m c5tral facts ar\nd :i* ! o!r facts are gr\p$4 ,?is p]mits easy organization ( ! mat]ial ( ! lesson1 & ensures its ret5tion by ! pupils4 ,fur!r1 ! pupils are by ?is means tra9$ to discrim9ate betwe5 ! ess5tial & ! non-ess5tial4 ,,*apt] ,,xvii ,,lesson ,,types ,! ,develop+ ,lesson4--,9 ! v>i\s lesson plans already consid]$1 ! aim has always appe>$ z an attempt to direct ! le>n+ process s t ! pupil may bo? build up a new exp]i5ce & also ga9 su* control ov] x z w enable him to turn x to practical use4 ,because 9 all su* lessons ! tea*] is suppos$ to direct ! pupils ?r\gh ! f\r /eps ( ! le>n+ process 9 su* a way t !y discov] = !mselves "s important new exp]i5ce1 or develop x out ( _! own pres5t k1 ! lessons are spok5 ( z develop+ lessons4 ,moreov]1 ! two p>ts ( ! lesson 9 :i* ! new exp]i5ce is especially ga9$ by ! pupils1 namely ! select+ & relat+ processes1 are (t5 spok5 ( z a s+le /ep & call$ ! /ep ( developm5t1 ! lesson !n be+ treat$ "u f\r heads3 ,problem1 prep>ation1 developm5t1 & application4 ,auxili>y ,lessons4--,x is evid5t1 h[ev]1 t !re may be lessons 9 :i* ?is direct attempt to h ! pupils build up "s :olly new exp]i5ce ?r\gh a regul>ly controll$ le>n+ process1 w n appe> z ! *ief purpose ( ! lesson4 ,9 ! previ\s consid]ation ( ! d$uctive lesson1 x 0 po9t$ out t ?is type may be us$ to give a fur!r ma/]y ( g5]al rules previ\sly le>n$1 r ?an a k ( p>ticul> examples4 ,su* w\ld be ! case 9 an ord9>y p>s+ & analysis lesson 9 gramm>4 ,"h ! prim>y purpose is1 evid5tly1 n to give ! pupils a grammatical k ( ! p>ticul> words & s5t5ces :i* are be+ p>s$ & analys$1 b r to give !m bett] control ( c]ta9 g5]al rules ( language :i* !y h p>tially ma/]$ 9 previ\s lessons4 ,s also a lesson 9 writ+ may seek1 n to tea* ! =m ( "s new lett]1 b to give skill 9 writ+ a lett] =m :i* ! pupils h already le>n$4 ,9 an ex]cise 9 addition ( fractions1 also1 ! aim is n s mu* to h ! pupil "k ^! p>ticul> que/ions1 z to h him ga9 a m complete control ( ! previ\sly le>n$ rule4 ,9 o!r lessons ! pupils may be left to secure new k l>gely = !mselves1 & ! recitation be devot$ to te/+ :e!r !y h be5 able to accompli% ?is successfully4 ,9 /ill o!r lessons ! tea*] may m]ely outl9e a c]ta9 topic or c]ta9 topics1 prep>atory to su* indep5d5t /udy by ! pupils4 ,! foll[+ outl9es w expla9 & exemplify ^! auxili>y lesson types4 ,,! ,,/udy ,,lesson ,purpose ( ,/udy ,lesson4--,! purpose ( ! ,/udy ,lesson is ! ma/]y by ! pupils ( a /at$ portion ( ! text-book4 ,ultimately1 h[ev] x is ! cultivation ( ! p[] ( glean+ in=mation f ! pr9t$ page1 ( select+ ess5tial features1 & ( arrang+ ^! 9 _! prop] relation%ips4 ,! ma9 difficulty 9 connection ) ! /udy lesson is ! adaptation ( ! matt] to ! int]e/s ( ! pupils4 ,?is difficulty is sometimes due to _! inability to int]pret ! language ( ! book1 & to ! difficulty ( _! di/+ui%+ ! sali5t features f ! non-ess5tial4 ,! tr\ble 9 ?is reg>d is acc5tuat$ :5 !y approa* ! lesson ) an inadequate prep>ation ( m9d4 ,! /udy lesson falls naturally into two p>ts1 ! assignm5t & ! seat "w4 ,! ,assignm5t4--,! object ( ! assignm5t is to put ! pupils 9 an attitude ( inquiry t[>d ! new matt]4 ,x corresponds to ! conception ( ! problem & ! /ep ( prep>ation 9 ! developm5t lesson4 ,! mo/ successful assignm5t is "o 9 :i* ! int]e/ ( ! pupils is ar\s$ to su* a pit* t !y are anxi\s to read m ab\t ! subject4 ,9 g5]al x w consi/ ( a recall ( ^? ideas1 or a /atem5t ( ^? facts ^u :i* ! int]pretation ( ! new matt] dep5ds4 ,mo/ ( ! unsuccessful /udy lessons are due to insuffici5t c>e 9 ! assignm5t4 ,(t5 pupils are told to read s _m pages ( ! book1 )\t any prelim9>y prep>ation & )\t any idea ( :at facts !y are to le>n4 ,"u su* conditions1 ! result is usually a v slight int]e/ 9 ! lesson1 & consequ5tly an unsatisfactory grasp ( x4 ,examples ( ,assignm5t4--,a few examples w s]ve to illu/rate :at is meant by an adequate assignm5t4 ,:5 a new read+ lesson is to be prep>$1 ! assignm5t %\ld include ! pronunciation & mean+ ( ! diff]5t words1 & a g5]al und]/&+ ( ! passage to be read4 ,= a new spell+ lesson1 ! assignm5t %\ld include ! pronunciation & mean+ ( ! words1 & any special difficulties t may appe> 9 !m4 ,9 assign+ a hi/ory lesson on1 say1 ! ,capture ( ,quebec1 ! tea*] %\ld discuss ) ! class ! position ( ,quebec1 ! difficulties t w\ld pres5t !mselves to a besieg+ army1 ! "* & p]sonal appe>ance ( ,wolfe 7mak+ him /& out z vividly z possible71 & ! position seiz$ by ! ,briti% army1 illu/rat+ z f> z possible by maps & diagrams4 ,!n ! class w be 9 a m5tal attitude to read ) int]e/ ! dramatic /ory ( ! tak+ ( ! =tress4 ,if ! pupils 7 ab\t to /udy ! geography ( ,briti% ,columbia1 ! tea*] might1 9 ! assignm5t1 ask !m to note f ! map ( ,canada ! position ( ! prov9ce & ! direction ( ! m\nta9 ranges2 to inf] ! "* & direction ( ! riv]s & _! value = navigation2 to inf] ! nature ( ! climate1 kn[+ ! direction ( ! prevail+ w9ds2 to inf] ! "* ( ! *ief indu/ries1 kn[+ ! physical features & climate4 ,) ^! facts 9 m9d ! class w be able to read intellig5tly :at ! text-book says ab\t ,briti% ,columbia4 ,! ,seat ,"w4--,h[ev] good ! assignm5t may be1 !re is always a dang] t !re w be mu* wa/e ( "t 9 connection ) ! seat "w4 ,! t5d5cy to m9d-w&]+ is always s great t ! "t devot$ to ! prep>ation ( lessons at seats may to a l>ge ext5t be lo/1 unless special precautions are tak5 9 t reg>d4 ,un=tunately e lesson _c be made s en?rall+ t ! pupil's m9d is kept ^u x 9 spite ( di/ractions4 ,to prev5t ?is possible wa/e ( "t1 sugge/ions h already be5 made 9 ano!r connection 7page #aab above74 ,^! w be> repetition "h4 ,que/ions ^u ! matt] to be /udi$ might be plac$ on ! black-bo>d & pupils ask$ to prep>e answ]s = ^!4 ,! difficulty ) ?is plan is1 t1 unless ! que/ions are c>efully ?\ght out by ! tea*]1 ! pupils may get f _! read+ only a few disconnect$ facts in/ead ( organiz$ k4 ,! pupils might be ask$ to prep>e li/s ( que/ions = !mselves1 & ! "o :o _h ! be/ li/ might be p]mitt$ to put 8 que/ions to ! re/ ( ! class4 ,! difficulty "h is t mo/ pupils h a t5d5cy to "q ab\t :at is unimportant & to neglect ! important4 ,9 ! high] classes1 ! pupils might be requir$ to make a topical outl9e ( ! lesson /udi$4 ,?is requires consid]able analytic ability1 & ! results at fir/ are likely to be disappo9t+4 ,h[ev]1 x is an ability wor? /riv+ =4 ,! individual :o c readily outl9e :at he has read has ma/]$ ! art ( read+4 ,use ( ,/udy ,lessons4--,!re is a dang] t ! /udy lesson may be us$ too mu* or too little4 ,9 an ungrad$ s*ool conta9+ _m classes1 ! tea*] may be tempt$ to rely solely ^u ! /udy lesson z a means ( intellectual advancem5t4 ,us$ exclusively x becomes monoton\s1 & ! pupils gr[ we>y ( ! con/ant ef=t requir$4 ,on ! o!r h&1 9 ! grad$ s*ool1 :]e a tea*] has *>ge ( only "o class1 !re w be a t5d5cy to dep5d entirely on ! oral pres5tation ( lessons1 to ! exclusion ( ! text-book altoge!r4 ,! result is t pupils d n cultivate ! p[] to obta9 k f books4 ,! /udy lesson %\ld alt]nate ) ! oral lesson1 s t monotony may be avoid$1 & ! pupils w reap ! und\bt$ b5efits ( bo? me?ods4 ,,! ,,recitation ,,lesson ,purpose ( ! ,recitation ,lesson4--,! recitation lesson is ! complem5t ( ! /udy lesson4 ,its purpose is to te/ ! pupil's grasp ( ! facts he has read dur+ ! /udy p]iod4 ,incid5tally ! tea*] cle>s up difficulties & corrects misconceptions on ! "p ( ! pupil4 ,! facts ( ! text-book may be amplifi$ f ! tea*]'s /ock ( in=mation4 ,ab/ract facts may be illu/rat$ 9 a concrete way4 ,! important facts may be emphasiz$ & ! unimportant ones lightly pass$ ov]4 ,! ultimate aim ( ! recitation lesson is to add some?+ to ! pupil's p[] ( int]pret+ & organiz+ facts4 ,precautions4--,"s precautions are to be not$ 9 connection ) ! recitation lesson4 7#a7 ,c>e mu/ be ex]cis$ t ! pupils are n recit+ m]e words t h no solid basis ( ideas4 ,"y *ildr5 are p>ticul>ly exp]t at v]baliz+4 7#b7 ,c>e mu/ also be tak5 t ! pupils h n m]ely scrappy in=mation1 b h ! ideas ?or\ghly organiz$4 7#c7 ,! tea*] mu/ "k ! facts to be recit$ well en\gh to be indep5d5t ( ! text-book dur+ ! recitation4 ,to conduct ! lesson ) an op5 book be=e him is a confession ( weakness on ! "p ( ! tea*]4 ,,conduct+ ,,! ,,recitation ,,lesson ,!re are two me?ods ( conduct+ ! recitation lesson1 namely1 ! "q & answ] me?od & ! topical me?od4 ,a4 ,! ,"q & ,answ] ,me?od4--,?is is ! easi] me?od = ! pupil1 z he is call$ ^u to answ] only 9 a brief =m detail$ que/ions ask$ by ! tea*]4 ,! onus ( ! analysis ( ! lesson re/s l>gely ^u ! tea*]4 ,he mu/ ask ! que/ions 9 a prop] sequ5ce s t1 if ! answ]s ( ! pupils 7 writt5 out1 !y w\ld =m a connect$ acc\nt ( ! matt]4 ,he mu/ be able to detect f ! pupils' answ]s :e!r !y h real k or are m]ely masqu]ad+ ) words4 ,to be able to "q well is "o ( ! mo/ valuable accompli%m5ts t a tea*] c possess4 ,! :ole problem ( ! art ( que/ion+ w be consid]$ 9 ! next ,*apt]4 ,b4 ,! ,topical ,me?od4--,! topical recitation consi/s 9 ! pupil's report+ ! facts ( ! /udy lesson ) a m9imum ( que/ion+ on ! "p ( ! tea*]4 ,two advantages are app>5t3 7#a7 ,x gives ! pupil an excell5t tra9+ 9 organiz+ 8 mat]ials1 & 7#b7 x develops 8 language p[]4 ,x is to be fe>$ t ! topical recitation is n s frequ5tly us$ z its value w>rants4 ,! reason is probably t x is a difficult me?od to foll[4 ,poor results are usually secur$ at fir/1 tea*]s gr[ disc\rag$1 !y /op try+ x1 & !reaft] put _! :ole fai? 9 ! "q & answ] recitation4 ,?is is un=tunate1 = h[ev] good ! latt] may be1 x is greatly inf]ior to ! topical recitation 9 help+ ! pupil to in/itute relations among 8 facts1 & 9 improv+ 8 p[] to use 8 "m-tongue effectively4 ,successful topical recitations c be secur$ only at ! price ( long1 pati5t1 & p]si/5t ef=t4 ,! tea*] c gradually "w t[>ds !m f detail$ que/ions to que/ions requir+ ! comb9ation ( a few s5t5ces 9 answ]1 & !nce to ! complete outl9e4 ,9 almo/ e lesson ! pupils may be call$ ^u to summ>ize "s topic aft] x has be5 gone ov] by means ( detail$ que/ions4 ,9 su* answ]s ! pupils may reasonably be expect$ to /ate ! facts 9 _! prop] connection & 9 good language =m4 ,9 reviews1 also1 9 su* subjects z hi/ory & geography1 ! pupils %\ld be frequ5tly call$ ^u to recite topically4 ,,! ,,drill ,,lesson ,purpose ( ,drill ,lesson4--,! ,drill ,lesson involves ! repetition ( matt] 9 ! same =m z x 0 orig9ally le>n$1 9 ord] to fix x 9 ! m9d s firmly t its recall w ev5tually become automatic4 ,9 o!r words1 ! function ( ?is type ( lesson is habit-=mation4 ,x is necess>y 9 ^? subjects t are m or less me*anical 9 nature1 & t c be r$uc$ to ! plane ( habit4 ,! field ( ! drill lesson w1 !re=e1 be l>gely re/rict$ to spell+1 writ+1 language1 & ! me*anical phases ( art & ari?metic4 ,! ,me?od4--,z ! purpose ( ! drill lesson is ! =mation ( habit1 ! me?od w involve ! application ( ! pr9ciples t lie at ! basis ( habit-=mation4 ,^! are1 7#a7 att5tion to ! ?+ to be done s z to obta9 a vivid picture or a cle> und]/&+ ( x1 & 7#b7 repetition ) att5tion4 ,= in/ance1 if ! writ+ lesson is ! =mation ( ! capital ,e1 ! class w exam9e c>efully a model =m1 note ! p>ts ( :i* x is compos$1 ! relative size & position ( ! p>ts1 h[ !y are connect$1 etc4 ,!n w foll[ ! repetition ( ! =m by ! pupils1 ea* "t ) c>eful att5tion to ! me?od ( mak+ x1 comp>ison ) ! model1 & ! not+ ( defects 9 _! "w4 ,?is w cont9ue until ! lett] c be made correctly )\t att5tion1 t is1 until ! me?od ( mak+ x has be5 r$uc$ to a habit4 ,if ! lesson is on ! spell+ ( difficult words1 ! fir/ /ep w be to obs]ve ! pronunciation ( ea*1 ! division into syllables1 ! difficult "p ( ! ^w1 & ! ord] ( ! lett]s4 ,!n ! ^w w be repeat$ att5tively until x c be spell$ )\t ef=t4 ,9 a language lesson on ! correct use1 say1 ( lie & lay1 ! pupils w fir/ be call$ ^u to obs]ve ! =ms ( ea*1 lie1 lay1 la91 ly+1 & lay1 laid1 lay+--z us$ 9 s5t5ces on ! black-bo>d1 & ! mean+ ( ea* gr\p--lie mean+ to recl9e & lay mean+ to place4 ,! pupils w !n repeat att5tively ! correct =ms ( ! words 9 s5t5ces1 until !y f9ally rea* ! /age :5 !y unconsci\sly use ! words correctly1 or z habits ( spee*4 ,! same pr9ciples apply 9 le>n+ ! addition & multiplication tables1 & ! tables ( weights & measures 9 ari?metic2 9 ! memorization ( gems ( poetry & prose2 9 ! le>n+ ( dates1 li/s ( ev5ts1 & important provisions ( acts 9 hi/ory2 & 9 ! memorization ( li/s ( places & products 9 geography1 :]e ?is is desirable4 ,9 all ! cases m5tion$1 x mu/ n be suppos$ t a s+le drill lesson w be suffici5t = ! fix+ ( ! desir$ k or skill4 ,be=e in/ant & unconsci\s reaction c be dep5d$ ^u1 repetition w be ne$$ at int]vals = "s "t4 ,dang] 9 ,m]e ,repetition4--,9 connection ) ! repetition necess>y 9 ! second /age ( ! drill lesson1 an important precaution %\ld be not$4 ,x is impossible = anybody to repeat any?+ att5tively _m times 9 succession unless !re is "s new elem5t not$ 9 ea* repetition4 ,:5 !re is no long] a new elem5t1 ! repetition becomes me*anical1 & h5ce comp>atively useless s f> z acquisition ( k or ev5 habit is conc]n$4 ,to ask a pupil :o has difficulty ) a comb9ation 9 addition1 or a product 9 multiplication1 or ! spell+ ( a ^w1 to repeat x _m times 9 succession1 may be n only wa/e ( "t1 b ev5 worse1 because a t5d5cy t[>d m9d-w&]+ may be enc\rag$4 ,! practice ( requir+ pupils to write out new words1 or words t h be5 mis-spell$ 9 ! dictation lesson1 five1 t51 or tw5ty times successively1 _c be too /rongly condemn$4 ,! att5tion _c possibly be conc5trat$ ^u ! "w beyond two or ?ree repetitions1 & ! fact t pupils frequ5tly make mi/akes two or ?ree words d[n ! column & repeat ?is mi/ake to ! end1 is suffici5t pro( ( ! me*anical nature ( ! process4 ,! little boy :o _h difficulty ) ! use ( w5t & gone1 & 0 comm&$ by 8 tea*] to write ,i h gone a hundr$ times on 8 slate1 illu/rates ?is pr9ciple exactly4 ,he _h be5 left to f9i% 8 task alone &1 aft] writ+ ,i h gone fai?fully =ty or fifty times1 grew tir$ ( ! monotony ( ! process4 ,turn+ ! slate ov]1 he wrote on ! o!r side1 ,i h w5t home & left x on ! desk = ! tea*]'s approval4 ,h[ to ,ov]come ,dang]s4--,to avoid ?is difficulty1 "s device mu/ be adopt$ to secure att5tion to ea* repetition until ! k is firmly fix$4 ,= in/ance1 in/ead ( ask+ ! pupil _m times "o aft] ! o!r1 :at sev5 times six are1 x w\ld be bett] to introduce o!r comb9ations & come back frequ5tly to sev5 times six4 ,9 t way ! pupil w\ld h to att5d to x e "t x came up4 ,simil>ly1 9 le>n+ to spell a tr\blesome ^w l sep>ate1 ! be/ plan w\ld be to mix x up ) o!r words & come back to x (t54 ,repetition is always necess>y 9 ! drill lesson1 b x %\ld always be repetition ) att5tion4 ,,! ,,review ,,lesson ,purpose ( ,review ,lesson4--,z ! "n implies1 a review is a new view ( old k4 ,:ile ! drill lesson repeats ! matt] 9 ! same =m z x 0 orig9ally le>n$1 ! review lesson repeats ! matt] f ano!r /&po9t or 9 new relations4 ,! function ( ! review lesson is ! organization ( ! mat]ial ( a s]ies ( lessons into an int]-connect$ :ole1 & incid5tally ! fix+ ( ^! facts 9 ! m9d by ! additional repetitions4 ,k9ds ( ,review4--,almo/ e lesson gives opportunities = incid5tal reviews4 ,! /ep ( prep>ation recalls old ideas 9 new connections1 & may be prop]ly consid]$ a review4 ,a lesson on ! g]und 9 gramm> w\ld require a recall ( ! v>i\s relations 9 :i* a n\n may /&1 & ! v>i\s ways 9 :i* a v]b may be complet$4 ,x is q probable t ! pupils h nev] be=e br\ght ^! facts toge!r 9 an organiz$ way4 ,simil>ly1 ! /ep ( expression af=ds opportunity = review4 ,! solution ( problems 9 simple int]e/ confronts ! pupils ) new situations 9 :i* ?is pr9ciple c be appli$4 ,! reproduction ( ! matt] ( ! hi/ory lesson requires ! selection ( ! important facts f ! mass ( details giv5 & ! plac+ ( ^! 9 _! prop] relation%ip to "o ano!r4 ,b besides ! incid5tal reviews :i* =m a "p ( ne>ly all lessons1 !re mu/ be lessons :i* are purely reviews4 ,)\t ^!1 ! pupil1 because ( insuffici5t repetition1 w\ld rapidly =get ! facts he _h once le>n$ or w\ld nev] really "k ! facts at all1 because he _h n se5 !m 9 all _! connections4 ,!re are two me?ods ( conduct+ ^! reviews3 7#a7 by means ( ! topical outl9e1 7#b7 by means ( ! me?od ( comp>ison4 ,,! ,,topical ,,review ,purpose ( ,topical ,outl9es4--,by ?is me?od ! pupil gets a bird's-eye view ( a :ole field4 ,9 le>n+ ! matt] orig9ally1 8 att5tion 0 l>gely conc5trat$ ^u ! individual facts1 & x is q probable t he has s9ce lo/ sight ( "s ( ! ?reads ( unity runn+ ?r\gh !m4 ,! topical outl9e w br+ ^! into prom95ce4 ,x w enable ! pupil to keep 9 8 m9d ! mo/ important head+s ( a subject1 ! sub-head+s1 & ! individual facts com+ "u ^!4 ,:atev] may be said aga9/ ! practice ( memoriz+ topical outl9es1 x mu/ be ackn[l$g$ t unless x is done ! pupil's k ( ! subject is likely to be v hazy1 indef9ite1 & disconnect$4 ,illu/rations f ,hi/ory4--,z an illu/ration ( ! review lesson by means ( ! topical outl9e1 take ! hi/ory ( ! ,hudson's ,bay ,company4 ,if ! pupil has foll[$ ! ord] ( ! text-book1 he has probably le>n$ ?is subject 9 pieces--a bit "h1 ano!r "s pages lat]1 & /ill ano!r a few *apt]s f>!r on4 ,9 ! multiplicity ( o!r ev5ts1 he has probably miss$ ! connections among ! facts1 & a topical review w be necess>y to e/abli% ^!4 ,he may be requir$ to g ?r\gh 8 hi/ory text-book1 read+ all ! p>ts relat+ to ! ,hudson's ,bay ,company4 ,he w ?us get a grasp ( ! relation%ips among ! facts1 & ?is w be made firm] if an outl9e su* z ! foll[+ is work$ out ) ! assi/ance ( ! tea*]4 ,,! ,,hudson',s ,,bay ,,company ,i4 ,,e>ly ,,hi/ory3 #a4 ,groseilli]s & ,radisson int]e/ ,pr9ce ,rup]t 9 possibilities ( trade 9 ,nor?-,we/]n ,canada4 ,two vessels fitt$ out = ,hudson's ,bay4 ,report fav\rable4 #b4 ,*>t] grant$ ,hudson's ,bay ,company by ,*>les ,,ii1 #afgj4 #c4 ,=ts ,nelson1 ,albany1 ,rup]t1 & ,hayes attack$ & captur$ by ,de,troyes & ,d',ib]ville1 #afhf4 ,re/or$ by ,treaty ( ,utre*t1 #agac4 ,,ii4 ,,nature ,,( ,,fur-,,trade3 #a4 ,furs ga!r$ by ,indians 9 w9t]4 #b4 ,convey$ to =ts 9 summ]1 aft] incr$ible difficulties4 #c4 ,c]emonies on arrival ( ,indians at =ts4 #d4 ,articles ex*ang$ = furs at fir/ %[y & wor?less1 b lat] m useful & valuable1 = example1 guns1 hat*ets1 p[d]1 %ot1 blankets1 etc4 ,,iii4 ,,rivals ,,( ,,hudson',s ,,bay ,,company3 #a4 ,c\reurs-de-bois4 #b4 ,scotti% trad]s--rang$ f ,mi*ilimack9ac to ,saskat*ewan4 ,h4,b4 ,co4 built ,cumb]l& ,h\se on ,saskat*ewan to compete = int]ior trade4 #c4 ,nor?-,we/ ,company1 #aghc-d--;at fir/ fri5dly to ,h4,b4 ,co41 b lat] bitt] enemies4 ,,iv4 ,,! ,,selkirk ,,settlem5t3 #a4 ,e/abli%m5t4--,"l ,selkirk1 a ,scotti% philan?ropi/1 & a %>ehold] 9 ! ,hudson's ,bay ,co41 pur*as$ f ! ,company #gj1jjj squ>e miles ( l& ar\nd ,r$ ,riv] = ,scot* colonies1 #ahaa4 ,ab\t ?ree hundr$ settl]s came )9 ?ree ye>s4 ,miles ,macdonell at head ( ! colony4 #b4 ,tr\ble ) ,nor?-,we/ ,company4-- 7a7 ,suspicion ( ,n4,w4 ,co4 t colony 0 e/abli%$ by ,h4,b4 ,co4 to compete = fur trade4 7b7 ,proclamation ( ,macdonell t food %\ld n be tak5 out ( settlem5t4 ,attack on colony by ,metis ,indians enc\rag$ by ,n4,w4 ,co4 ,)drawal ( coloni/s to ,lake ,w9nipeg4 7c7 ,return ) re9=cem5ts "u ,semple4 ,skirmi% at ,sev5 ,oaks1 #ahaf4 ,semple ) tw5ty o!rs kill$4 7d7 ,selkirk's desc5t ^u ,=t ,william4 ,arre/ ( sev]al ,nor',we/]s4 ,colony at ,r$ ,riv] re/or$4 7e7 ,nor',we/]s acquitt$ ( murd] ( ,semple4 ,selkirk convict$ & heavily f9$ = acts ( viol5ce4 ,selkirk )drew f ,canada 9 disappo9tm5t & disgu/4 #c4 ,lat] ,progress4-- 7a7 ,h>d%ips ( pione] life l ^? ( ,ont>io4 7b7 ,a s]ies ( disa/]s--gras%opp]s1 floods4 7c7 ,prosp]ity f9ally came4 7d7 ,gov]nm5t at fir/ adm9i/]$ by gov]nor ( ,h4,b4 ,co41 lat] assi/$ by ,c\ncil ( f\rte5 memb]s4 ,v4 ,,amalgamation ,,( ,,rival ,,companies3 #a4 ,union4-- ,aft] )drawal ( ,selkirk1 ! ,h4,b4 ,co4 & ! ,n4,w4 ,co4 unit$ 9 #ahba1 "u "n ( =m]4 #b4 ,subsequ5t ,progress4-- 7a7 ,gov]nor ,sir ,george ,simpson ext5d$ po/s we/w>d to ,pacific4 7b7 ,?r\gh 8 en]gy ,brita9 0 able to reta9 possession ( ,we/]n ,canada 9 spite ( aggression ( ,unit$ ,/ates & ,russia4 ,,vi4 ,,rel9qui%m5t ,,( ,,adm9i/rative ,,p[]s3 #a4 ,canadian ,gov]nm5t claim$ t ! rule ( ! ,company h9d]$ developm5t ( ,we/]n ,canada because x 0 int]e/$ only 9 trade4 #b4 ,agreem5t ) ,canadian ,gov]nm5t4-- 7a7 ,company sold ,pr9ce ,rup]t's ,l& & gave up its trade monopoly4 7b7 ,9 return4-- 7i7 ,receiv$ #cjj1jjj4 7ii7 ,reta9$ "o tw5tie? ( l& s\? ( ! ,saskat*ewan4 7iii7 ,reta9$ its po/s & trad+ privileges4 #c4 ,company /ill exi/s z a trad+ organization ) _m po/s 9 ! ,we/ & l>ge /ores 9 _m cities4 ,,vii4 ,,s]vices ,,( ,h4,b4 ,,co4 ,,to ,,canada ,,& ,,! ,,empire3 #a4 ,op5$ up a valuable trade 9 ,we/]n ,canada4 #b4 ,explor$ & op5$ up ! ,we/ = settlem5t4 #c4 ,reta9$ = ,brita9 ! t]ritory we/ ( ,rockies :5 x 0 9 dang] ( fall+ into o!r h&s4 ,! subjects ( ! ,public & ,sep>ate ,s*ool ,c\rse :]e topical reviews are mo/ necess>y are hi/ory & geography4 ,,! ,,comp>ative ,,review ,a ?+ always /&s out mo/ vividly 9 ! m9d :5 ! relations ( simil>ity & diff]5ce are p]ceiv$ betwe5 x & o!r ?+s4 ,:5 we comp>e & contra/ two ?+s1 c]ta9 features ( ea* t w\ld o!rwise escape our att5tion are br\ght to light4 ,we get a cle>] idea ( bo? ! rabbit & ! squirrel :5 we comp>e _! v>i\s *>act]i/ics4 ,great ,brita9 & ,g]many are ea* bett] und]/ood geographically1 :5 we set up comp>isons betwe5 !m2 ,pitt & ,walpole /& out m cle>ly z /atesm5 :5 we comp>e & contra/ !m4 ,"o ( ! mo/ effective =ms ( review is t 9 :i* ! relations ( lik5ess & diff]5ce are set up betwe5 subjects t h already be5 /udi$4 ,= in/ance1 ! geographical features ( ,manitoba & ,briti% ,columbia may be effectively review$ by in/itut+ comp>isons betwe5 !m 9 reg>d to 7#a7 position & size1 7#b7 physical features1 7#c7 climate1 7#d7 indu/ries1 7#e7 products1 7#f7 comm]cial c5tres4 ,! c>e]s ( ,walpole & ,pitt might be review$ by comp>+ & contra/+ !m ) reg>d to 7#a7 circum/ances "u :i* ea* became ,prime ,m9i/]1 7#b7 dome/ic policy1 7#c7 =eign policy1 7#d7 circum/ances surr\nd+ ! resignation ( ea*1 7#e7 p]sonal "*4 ,:atev] =m ! review lesson may take1 ! tea*] %\ld always keep 9 m9d its two ma9 purposes1 namely1 7#a7 ! organization ( k :i* comes ?r\gh ! appreh5sion ( new relation%ips1 & 7#b7 ! deep] impression ( facts on ! m9d :i* comes ?r\gh att5tive repetition4 ,,*apt] ,,xviii ,,que/ion+ ,importance4--,z a tea*+ device1 que/ion+ mu/ always occupy a place ( ! highe/ importance4 ,:ile x may n be always true t good que/ion+ is synonym\s ) good tea*+1 !re c be no d\bt t ! good tea*] mu/ h1 z "o ( 8 qualifications1 ! ability to "q well4 ,a good "q is a problem to solve4 ,a /imulat+ problem ar\ses & directs m5tal activity4 ,well-direct$ m5tal activity is ! prime requisite ( all le>n+ & "o ( ! ends :i* all effective tea*+ endeav\rs to realize4 ,que/ion+ is "o ( ! be/ means ( secur+ t desirable activity ( m9d )\t :i* intellectual progress is impossible4 ,! tea*] :o w\ld ma/] ! te*nique ( 8 art mu/ /udy to atta9 skill 9 que/ion+4 ,,qualifications ,,( ,,! ,,good ,,que/ion] ,a4 ,k ( ,subject & ( ,m9d4--,! mo/ obvi\s ess5tials are famili>ity ) ! subject-matt] & a k ( ! m5tal processes ( ! *ild4 ,)\t ! fir/1 ! que/ions w be po9tless1 haphaz>d1 & unsy/ematic2 )\t ! second1 !y w be ill-adju/$ to ! int]e/s & atta9m5ts ( ! pupils4 ,a ?or\gh k ( ! facts ( ! lesson & a ke5 insight into ! work+s ( ! *ild m9d are indisp5sable4 ,b4 ,analytic ,ability4--,z an accompanim5t ( ! fir/ ( ^! qualifications1 ! good que/ion] mu/ h analytic ability4 ,! mat]ial ( ! lesson mu/ be analys$ into its elem5ts & ! relations ( ^! mu/ be cle>ly p]ceiv$ if x is to be effectively pres5t$ to ! pupils4 ,! tea*] mu/ fur!r h ! p[] to discrim9ate betwe5 ! important & ! unimportant4 ,! ability to seize ^u ! ess5tial features & to give due prom95ce to ^! is "o ( ! mo/ valuable accompli%m5ts a tea*] c h4 ,c4 ,k ( ,pupils' ,exp]i5ces4--,z an accompanim5t ( ! second qualification1 ! good que/ion] mu/ h a k ( ! previ\s exp]i5ce & ( ! capacities ( ! pupils4 ,good tea*+ consi/s l>gely 9 ! skilful adju/m5t ( ! new to ! old4 ,! tea*] mu/ asc]ta9 :at ! pupils already "k1 :at _! int]e/s are1 & :at matt] !y may reasonably be expect$ to appreh5d1 if he is to h !m assimilate prop]ly ! facts ( ! lesson4 ,he mu/ fur!r %[ sympa?y & tact 9 ord] to inspire ! pupils to _! be/ ef=t4 ,he mu/ be able to detect un]r+ly ! symptoms ( inatt5tion1 li/lessness1 & misbehavi\r1 & by a well-direct$ "q to br+ back ! w&]+ att5tion to ! subject 9 h&4 ,faults 9 ,que/ion+4--,!re are two s]i\s weaknesses t _m "y tea*]s exhibit1 namely1 que/ion+ :5 !y ought to tell & tell+ :5 !y ought to "q4 ,to tell pupils :at !y might easily discov] = !mselves is to deprive !m ( ! joy ( conque/ & to miss an opportunity ( ex]cis+ & /r5g!n+ _! m5tal p[]s4 ,on ! o!r h&1 to "q ^u matt] :i* ! pupils _c reasonably be expect$ to "k or discov] is to disc\rage ef=t & enc\rage guess+4 ,to "k j :5 to "q & :5 to tell requires consid]able discrim9ation & insight on ! "p ( ! tea*]4 ,,purposes ,,( ,,que/ion+ ,que/ion+ has ?ree ma9 purposes1 namely3 #a4 ,to det]m9e ! limits ( ! pupil's pres5t k 9 ord] t ! tea*] may h a def9ite basis ^u :i* to build ! new mat]ial2 #b4 ,to direct ! pupil's ?\ght along a prescrib$ *annel to a def9ite end1 to lead him to make discov]ies & =m conclusions on 8 own acc\nt2 #c4 ,to asc]ta9 h[ f> he has grasp$ ! mean+ ( ! new mat]ial t has be5 pres5t$4 ,a4 ,prep>atory4--,! fir/ ( ^! purposes may be designat$ z prep>atory4 ,"h ! tea*] cle>s ! gr\nd = ! pres5tation ( ! new matt] by recall+ ! old relat$ facts necess>y to ! int]pretation ( ! new4 ,9 ?us s\nd+ ! dep?s ( ! pupil's previ\s k1 ! tea*] %\ld usually ask que/ions t dem& fairly long answ]s in/ead ( ^? :i* may be answ]$ briefly4 ,! onus ( ! recall %\ld be plac$ l>gely ^u ! pupil4 ,! tea*] w d comp>atively little talk+2 ! pupil w d mu*4 ,b4 ,develop+4--,! second purpose may be describ$ z develop+4 ,! pupil is l$ /ep by /ep to a conclusion4 ,ea* "q gr[s naturally out ( ! prec$+ "q1 ! responsibility = ?is logical connection fall+ ^u ! tea*]4 ,! pupil has be=e him a c]ta9 set ( conditions1 & he is ask$ to inf] ! logical result ( su* conditions4 ,he =ms inf]5ces1 makes new discov]ies1 sets up new relation%ips1 & =mulates def9itions & laws4 ,x %\ld be not$ t ?is =m ( que/ion+ gives no entirely new in=mation to ! pupil4 ,x m]ely classifies & organizes :at is already 9 8 m9d 9 a m or less indi/9ct & nebul\s =m4 ,new in=mation _c be que/ion$ out ( a pupil2 x mu/ be giv5 to him directly4 ,c4 ,recapitulation4--,! ?ird purpose ( que/ion+ may be describ$ z recapitulatory4 ,! pupil is ask$ to reproduce :at he has le>n$ dur+ ! progress ( ! lesson4 ,at conv5i5t int]vals dur+ ! pres5tation & at ! close1 he %\ld be ask$ to summ>ize 9 a connect$ mann] ! ma9 po9ts already cov]$4 ,?us ! tea*] te/s ! pupil's compreh5sion ( ! facts ( ! lesson4 ,! pupil1 on 8 side1 z a result ( su* reproduction1 has ! facts m cle>ly fix$ 9 8 m9d4 ,z 9 ! fir/ /age ( ! lesson1 ! answ]s %\ld be ( consid]able l5g?1 logically connect$1 & express$ 9 good language4 ,! responsibility = ?is is aga9 ?r[n l>gely ^u ! pupil4 ,he does mo/ ( ! talk+2 ! tea*] does little4 ,h[ ,employ$ 9 ,lesson4--,x w ?us be recogniz$ t que/ion+ is employ$ = diff]5t purposes at ! ?ree diff]5t /ages ( ! lesson4 ,at ! op5+ ( ! lesson x prep>es ! m9d ( ! pupil = :at is to foll[4 ,dur+ ! pres5tation x leads ! pupil to =m 8 own inf]5ces4 ,at ! close ( ! lesson x te/s 8 grasp ( ! facts & gives ^! great] cle>ness & fixity 9 8 m9d4 ,! fir/ & ?ird might bo? be designat$ z te/+ purposes1 & ! second tra9+4 ,,socratic ,,que/ion+ ,its ,*>act]i/ics4--,develop+1 or tra9+1 que/ions1 are sometimes ref]r$ to z ,socratic que/ions4 ,! t]ms are1 h[ev]1 n altoge!r synonym\s4 ,! me?od ( ,socrates _h two divisions1 kn[n z irony & maieutics4 ,! =m] consi/$ 9 lead+ ! pupil to express an op9ion on "s subject ( curr5t int]e/1 an op9ion t 0 app>5tly accept$ by ,socrates4 ,!n1 by a s]ies ( que/ions adroitly put1 he drove 8 pupil into a contradiction or an absurd position1 ?us reveal+ ! inadequacy ( ! answ]4 ,?is phase ( ! ,socratic me?od is r>ely applicable ) "y *ildr54 ,occasionally1 9 gramm> or ari?metic1 = in/ance1 an incorrect answ] may prop]ly be foll[$ up s z to lead ! pupil into a contradiction1 b x is usually n desirable to emb>rass him unnecess>ily4 ,x is nev] agreeable to be cov]$ ) ! confusion :i* su* a situation usually br+s ab\t4 ,! o!r phase ( ! ,socratic me?od1 ! maieutics1 consi/$ 9 lead+ ! pupil1 by a fur!r s]ies ( que/ions1 to =mulate ! correct op9ion ( :i* ! fir/ ha/ily-giv5 answ] 0 only a fragm5t4 ,?is co9cides ) ! develop+ me?od & may sometimes be pr(itably employ$ ) "y *ildr54 ,,example ,,( ,,socratic ,,que/ion+4--,z an example ( ,socratic que/ion+ may be not$ ! foll[+ tak5 f ,plato's ,m9os4 ,socrates has que/ion$ 8 companion conc]n+ ! nature ( ,law & has receiv$ ! answ]1 ,law is ! decree ( ! city4 ,to %[ 8 companion ! inadequacy ( ?is def9ition1 ,socrates engages ) him 9 ! foll[+ dialogue3 ,socrates3 ,ju/ice & law1 are highly hon\rable2 inju/ice & lawlessness1 highly di%on\rable2 ! =m] pres]ves cities1 ! latt] ru9s !m8 ,pupil3 ,yes1 x does4 ,socrates3 ,well1 !n6 we mu/ consid] law z some?+ hon\rable2 & seek aft] x1 "u ! assumption t x is a good ?+4 ,y def9$ law to be ! decree ( ! city3 ,are n "s decrees good1 o!rs evil8 ,pupil3 ,unque/ionably4 ,socrates3 ,b we h already said t law is n evil8 ,pupil3 ,i admit x4 ,socrates3 ,x is incorrect !re=e to answ]1 z y did broadly1 t law is ! decree ( ! city4 ,an evil decree _c be law4 ,pupil3 ,i see t x is incorrect4 ,hav+ %[n 8 pupil ! fallacy ( 8 fir/ def9ition1 ,socrates proce$s to tea* him t only :at is "r is lawful4 ,?is "p ( ! dialogue proce$s z foll[s3 ,socrates3 ,^? :o "k1 mu/ ( necessity hold ! same op9ion ) ea* o!r1 on matt]s :i* !y "k3 always & ev]y:]e8 ,pupil3 ,yes--always & ev]y:]e4 ,socrates3 ,physicians write respect+ matt]s ( heal? :at !y acc\nt to be true1 & ^! writ+s ( !irs are ! m$ical laws8 ,pupil3 ,c]ta9ly !y are4 ,socrates3 ,! l is true respect+ ! laws ( f>m+1 ! laws ( g>d5+1 ! laws ( cook]y4 ,all ^! are ! writ+s ( p]sons1 kn[+ 9 ea* ( ! respective pursuits8 ,pupil3 ,yes4 ,socrates3 ,9 l mann]1 :at are ! laws respect+ ! gov]nm5t ( a city8 ,are !y n ! writ+s ( ^? :o "k h[ to gov]n--k+s1 /atesm51 & m5 ( sup]ior excell5ce8 ,pupil3 ,truly s4 ,socrates3 ,kn[+ m5 l ^! w n write diff]5tly f ea* o!r ab\t ! same ?+s1 nor *ange :at !y h once writt54 ,if1 !n1 we see "s do+ ?is1 are we to decl>e !m kn[+ or ignorant8 ,pupil3 ,ignorant1 und\bt$ly4 ,socrates3 ,:atev] is "r1 !re=e1 we may pron\nce to be lawful 9 m$ic9e1 g>d5+1 or cook]y2 :atev] is n "r1 n to be lawful b lawless4 ,& ! l 9 treatises respect+ j & unju/1 prescrib+ h[ ! city is to be adm9i/]$4 ,t :i* is "r1 is ! regal law2 t :i* is n "r1 is n s1 b only seems to be law 9 ! eyes ( ! ignorant1 be+ 9 tru? lawless4 ,pupil3 ,yes4 ,x w be se5 f ! above examples1 t mu* ( ! ,socratic que/ion+ is really explanatory2 ! que/ions1 ?\gh int]rogative 9 =m1 be+ (t5 rhetorical1 & !re=e ass]tive 9 value4 ,,! ,,"q ,*>act]i/ics ( a ,good ,"q4--,good que/ions %\ld seize ^u ! important features & emphasize ^!4 ,unimportant details1 ?\gh useful 9 giv+ vividness to a n>rative & enabl+ ! pupil to build up a cle> picture ( ! sc5e or incid5t1 may well be ignor$ 9 que/ion+4 ,! tea*] mu/ see t ! pupil grasps ! ess5tials & mu/ direct 8 que/ions t[>ds ! atta9m5t ( t end4 ,! que/ions %\ld be arrang$ 9 logical sequ5ce1 s t ! answ]s1 if writt5 out 9 ! ord] giv51 w\ld =m a connect$ acc\nt ( ! topic "u discussion4 ,fur!r1 ! que/ions %\ld require ! expression ( a judgm5t on ! "p ( ! pupil4 ,9 ! ma9 !y %\ld n be answ]able by a s+le ^w or a brief phrase4 ,"o ( ! greate/ weaknesses 9 ! answ]s ( pupils is ! t5d5cy to extreme brevity4 ,z a result1 x is difficult to get pupils to give a connect$ & cont9u\s n>ration1 description1 or exposition 9 any subject4 ,! rem$y = ?is defect is to ask que/ions :i* dem& answ]s ( consid]able l5g?1 & to avoid ^? :i* require only a scrappy answ]4 ,=m ( ! ,"q4--,x %\ld ev] be borne 9 m9d t ! tea*]'s language influ5ces ! language habits ( 8 pupils4 ,c>elessly word$1 poorly con/ruct$ que/ions are likely to result 9 answ]s hav+ simil> *>act]i/ics4 ,on ! o!r h&1 correctness 9 ! =m ( ! que/ions ask$1 accuracy 9 ! use ( words1 simple1 /raight=w>d /atem5ts ( ! ?+ want$1 w be reflect$1 dimly p]haps1 9 ! =m ( ! pupils' answ]s4 ,c>e mu/1 !re=e1 be ex]cis$ z to ! =m 9 :i* que/ions are ask$4 ,!y %\ld be /ripp$ ( all sup]flu\s introductory words1 su* z1 ,:o c tell8 ,h[ _m ( y "k8 etc4 ,su* prefaces are n only useless & a wa/e ( "t1 b !y also put be=e pupils a bad model if we are to expect concise & direct /atem5ts f !m4 ,! que/ions %\ld be s cle> & def9ite 9 mean+ z to admit ( only "o int]pretation4 ,que/ions su* z1 ,:at happ5$ aft] ?is8 ,:at did ,cromwell become8 ,:at ab\t ! riv]s ( ,g]many8 ,:at might we say ( ?is ^w8 are objectionable on ! score ( indef9it5ess4 ,_m correct answ]s might be giv5 = ea* & ! pupils c only guess at :at is requir$4 ,if ! "q _c be s /at$ z to make :at is desir$ unmi/akable1 ! in=mation _h bett] be giv5 outright4 ,que/ions %\ld be brief & usually deal ) only "o po9t1 except1 p]haps 9 ask+ = summ>ies ( :at has be5 cov]$ 9 ! lesson4 ,9 ! latt] case x is frequ5tly desirable to put a "q involv+ sev]al po9ts 9 ord] to ensure def9it5ess1 concis5ess1 & connect$ness 9 ! answ]2 = example1 ,= :at is ,alex&] ,mack5zie not$8 ,/ate 8 great aim & describe 8 two mo/ important und]tak+s connect$ !re)4 ,b 9 deal+ ) matt] tak5 up = ! fir/ "t or involv+ orig9al ?\ght1 ?is type ( "q1 dem&+ z x does att5tion to sev]al po9ts1 w\ld put too great a dem& ^u ! p[]s ( "y *ildr54 ,"u su* conditions x is be/ to ask que/ions requir+ only "o po9t 9 answ]4 ,,! ,,answ] ,=m ( ,answ]s4--,! possibility ( improv+ ! pupil's language p[] ?r\gh 8 answ]s has already be5 ref]r$ to4 ,to secure ! be/ results 9 ?is reg>d1 ! tea*] %\ld insi/ on answ]s t are grammatically correct &1 usually1 9 complete s5t5ces4 ,x w\ld be p$antic1 h[ev]1 to insi/ always ^u ! latt] condition4 ,= su* que/ions z1 ,:at ,briti% (fic] 0 kill$ at ,que5/on ,heights8 or ,:at prov9ce lies we/ ( ,manitoba8 ! natural answ]s are ,g5]al ,brock1 or ,saskat*ewan4 ,to require pupils to say1 ,! ,briti% (fic] kill$ at ,que5/on ,heights 0 ,g5]al ,brock1 or ,! prov9ce we/ ( ,manitoba is ,saskat*ewan1 w\ld be to make ! recitation unnatural & =mal4 ,:5 answ]s are a m]e e*o ( ! "q1 ) "s slight inv]sion or addition1 !y become exce$+ly me*anical1 & useless f ! po9t ( view ( language tra9+4 ,:ile x is desirable to avoid1 z f> z possible1 que/ions t admit ( answ]s ( a s+le ^w or %ort phrase1 su* que/ions are sometimes necess>y & are n objectionable4 ,que/ions %\ld n be ?r[n into ! =m ( an elliptical /atem5t 9 :i* ! pupil m]ely fills a blank1 = example1 ,! capital ( ,ont>io is4448 ,! fir/ ,engli% p>liam5t 0 call$ by4448 ,nor %\ld !y be giv5 9 inv]t$ =m1 z1 ,montreal is situat$ :]e8 ,! ,great ,*>t] 0 sign$ by :at k+8 ,alt]native que/ions su* z1 ,is ?is a n\n or an adjective8 ,0 ,*>les ,i will+ or unwill+ to sign ! ,petition ( ,"r8 z well z ^? que/ions t are answ]able by ,yes or ,no1 require little ?\ght to answ] & %\ld be avoid$ if possible4 ,:5 !y are us$1 ! pupil %\ld at once be requir$ to give reasons = 8 answ]4 ,nei!r ! =m ( ! "q nor ! tea*]'s tone ( voice or mann] %\ld af=d any inkl+ z to ! answ] expect$4 ,call+ = ,answ]s4--,9 ord] t ! att5tion ( ! :ole class may be ma9ta9$1 ! "q %\ld be propos$ be=e ! pupil :o is to answ] is indicat$4 ,no fix$ ord] 9 call+ ^u ! pupils %\ld be adopt$4 ,if ! pupils are nev] c]ta9 be=eh& :o is to be nam$ to answ] ! "q1 !y are m likely to be kept con/antly on ! al]t4 ,! que/ions %\ld be c>efully di/ribut$ among ! class1 ! dull] pupils be+ giv5 r m & easi] que/ions ?an ! bright] ones4 ,"o ( ! temptations t ! tea*] has to ov]come is t ( giv+ ! clev] & will+ pupils ! majority ( ! que/ions4 ,! "q %\ld seldom be repeat$ unless ! fir/ word+ is s un=tunate t ! mean+ is n cle> & x is f\nd necess>y to reca/ x4 ,to repeat que/ions habitually is to put a premium on inatt5tion on ! "p ( ! pupils4 ,a bad habit (t5 not$ among tea*]s is t ( word+ ! "q 9 sev]al ways be=e any "o is ask$ to answ] x4 ,me?ods ( ,deal+ ) ,answ]s4--,z has be5 already indicat$ 9 ano!r connection1 ! answ]s ( ! pupils %\ld be g5]ally 9 complete s5t5ces & frequ5tly %\ld be 9 ! =m ( a cont9u\s p>agraph or s]ies ( p>agraphs1 especially 9 summ>ies & reviews4 ,! cont9u\s answ] %\ld be cultivat$ mu* m ?an x is1 z a means ( tra9+ pupils to organize _! in=mation & to express !mselves 9 cle> & connect$ disc\rse4 ,on ! o!r h&1 h[ev]1 *ildr5 %\ld be disc\rag$ f giv+ m in=mation ?an is dem&$ by ! "q4 ,:ile x is desirable t ! correctness ( an answ] %\ld be indicat$ 9 "s way1 ! tea*] %\ld gu>d aga9/ =m+ ! habit ( indicat+ e correct answ] by a /]eotyp$ ^w or phrase1 su* z1 ,yes or ,t's "r4 ,answ]s %\ld seldom be repeat$ by ! tea*]1 unless x is desirable to re-^w !m = purposes ( emphasis4 ,repetition ( answ]s enc\rages c>eless articulation on ! "p ( ! pupil answ]+ & inatt5tion on ! "p ( ! o!rs4 ,"o ( ! wor/ habits a tea*] c contract is ! gramophonic repetition ( pupils' answ]s4 ,! answ]s giv5 by ! pupils %\ld almo/ inv>iably be individual1 n collective4 ,simultane\s answ]+ makes a noisy class-room1 cultivates a monoton\s & measur$ me?od ( speak+1 & enc\rages ! habit ( rely+ on o!rs4 ,!re are always a few lead]s 9 ! class t are will+ to take ! initiative 9 answ]+1 & ! o!rs m]ely *ime 9 ) !m4 ,! me?od is n suitable = ! expression ( individual op9ion1 = all pupils mu/ answ] alike4 ,!re is1 fur!r1 ! possibility t absurd blund]s may pass uncorrect$1 because 9 ! g5]al repetition ! tea*] _c detect !m4 ,,limitations ,?\gh que/ion+ is ! mo/ valuable ( tea*+ devices1 x is q susceptible ( be+ ov]work$4 ,!re is q z mu* dang] ( us+ x too ext5sively z !re is ( us+ x too little4 ,frequ5tly1 tea*]s try to "q f pupils :at !y c\ld n be expect$ to "k4 ,fur!r1 x is possible by too mu* que/ion+ to cov] up ! po9t ( ! lesson r ?an reveal x1 & to my/ify ! pupils r ?an cl>ify _! ideas4 ,^! are ! two ma9 abuses ( ! device4 ,aft] all1 x %\ld be rememb]$ t1 important z good que/ion+ und\bt$ly is1 x is n ! only ?+ 9 lesson te*nique4 ,9 tea*+1 z else:]e1 v>iety is ! spice ( life4 ,sympa?y1 s9c]ity1 en?usiasm 9 ! tea*] w d m to secure m5tal activity 9 ! pupils ?an m]e excell5ce 9 que/ion+4 ,! en]getic1 en?usia/ic1 sympa!tic tea*] may secure bett] results ?an ! tea*] ^: ability 9 que/ion+ is well-nigh p]fect1 b :o lacks ^! o!r qualities4 ,if1 h[ev]1 to ^! qualities he adds a high degree ( effici5cy 9 que/ion+1 8 success 9 tea*+ is s mu* ! m assur$4 ,,"p ,,iii4 ,,educational ,,psy*ology ,,*apt] ,,xix ,,consci\sness ,data ( ,psy*ology4--,?r\gh\t ! e>li] p>ts ( ! text1 occasional ref]5ce has be5 made to v>i\s classes ( m5tal /ates1 & to psy*ology1 z ! sci5ce :i* treats ( ^! m5tal /ates1 "u ! assumption t su* ref]5ces w\ld be und]/ood 9 a g5]al way by ! /ud5t-tea*]4 ,at ! outset ( a /udy ( psy*ology z ! sci5ce ( m9d1 h[ev]1 x becomes necess>y to inquire some:at m fully into ! nature ( ! data ) :i* ! sci5ce is to deal4 ,m9d is usually def9$ ei!r by contra/+ x ) ! concrete _w ( matt]1 or by describ+ its activities4 ,x is said1 = in/ance1 t m9d is t :i* feels & kn[s1 :i* hopes1 fe>s1 det]m9es1 etc4 ,by "s1 inde$1 m9d is describ$ z m]ely ! sum ( ^! /ates ( kn[+ & feel+ & will+4 ,! practical man says1 h[ev]1 ,i "k & feel s-&-s1 & my wi% is s-&-s4 ,"h an evid5t di/9ction is drawn betwe5 ! kn[]1 or consci\s self1 & 8 consci\s activities4 ,:ile1 h[ev]1 we may agree ) ! practical man t !re is a m9d1 or self1 t kn[s & wills & feels2 yet x is evid5t t ! self1 or kn[]1 c "k himself only ?r\gh 8 consci\s /ates4 ,x mu/ be und]/ood1 !re=e1 t m9d 9 its ultimate s5se _c be /udi$ directly1 b only ! consci\s /ates1 or conditions ( m9d4 ,?us psy*ology becomes a /udy ( m5tal /ates1 or /ates ( consci\sness2 & x is1 9 fact1 frequ5tly describ$ z ! sci5ce ( consci\sness4 ,nature ( ,consci\sness4--,our previ\s /udy ( ! nature ( exp]i5ce has %[n t v>i\s k9ds ( consci\s /ates may arise 9 ! m9d1 n[ ! smell ( burn+ clo?1 n[ ! s\nd ( a r++ bell1 n[ ! feel+ ( bodily pa91 n[ a rememb]$ joy1 n[ a future expectation or a resolution4 ,su* a consci\s /ate 0 se51 moreov]1 to repres5t on ! "p ( ! m9d1 n a m]e passive impression com+ f "s ext]nal s\rce1 b an active attitude result+ 9 def9ite exp]i5ce4 ,x signifies1 9 o!r words1 a p[] to react 9 a fix$ way t[>d impressions1 & direct our conduct 9 accordance ) ! result+ /ates ( consci\sness4 ,consci\sness 9 ! individual implies1 !re=e1 t he is aw>e ( ph5om5a z !y are exp]i5c$1 & is able to modify 8 behavi\r accord+ly4 ,types ( ,consci\sness4--,al?\gh all[able1 f ! /&po9t ( ! le>n+ process1 to describe a consci\s /ate z an attitude ( aw>5ess 9 :i* ! individual grasps ! significance ( an exp]i5ce 9 relation to 8 own ne$s2 x mu/ be recogniz$ t n all consci\sness manife/s ?is mean+ful quality1 or ?is relation to a felt aim1 or end4 ,:ile ly+1 = in/ance1 9 a vague1 half-awake /ate1 al?\gh "o is consci\s1 ! m5tal condition is q devoid ( ! mean+ful quality ref]r$ to1 & entirely lacks ! feel+ ( reaction1 or ( m5tal ef=t4 ,9 ?is case !re is no di/9ct ref]5ce to ! ne$s ( ! self1 & a lack ( t focus+ ( att5tion necess>y to give ! consci\sness a mean+ & purpose 9 ! life ( ! individual4 ,all su* passive1 or ef=tless1 /ates ( consci\sness1 :i* make up ^? portions ( m5tal exi/5ce 9 :i* no def9ite pres5tation seems to hold ! att5tion1 al?\gh fall+ )9 ! sph]e ( ! sci5tific psy*ologi/1 may nev]!less be left out ( consid]ation 9 a /udy ( educational psy*ology4 ,le>n+ involves app]ception1 & app]ception is always giv+ a mean+ to new pres5tations by actively br++ old k to be> ^u !m4 ,= ! educator1 !re=e1 psy*ology may be limit$ to a /udy ( ! def9ite /ates ( consci\sness :i* arise ?r\gh an app]ceiv+ act ( att5tion1 t is1 to our /ates ( exp]i5ce & ! processes connect$ !re)4 ,= ?is reason1 psy*ology is by "s appropriately en\gh def9$ z ! sci5ce ( exp]i5ce4 ,consci\sness a ,/ream4--,al?\gh we describe ! data ( psy*ology z facts1 or /ates1 ( consci\sness1 a mom5t's reflection w %[ t our consci\s life is n made up ( a numb] ( m5tal /ates1 or exp]i5ces1 completely sep>at$ "o f ! o!r4 ,our consci\sness is r a unifi$ :ole1 9 :i* seem+ly disconnect$ /ates bl5d into "o cont9u\s fl[ ( consci\s life4 ,= ?is reason1 consci\sness is frequ5tly comp>$ to a /ream1 or riv]1 mov+ onw>d 9 an unbrok5 c\rse4 ,?is /ream ( consci\sness appe>s z disjo9t$ m5tal /ates1 simply because ! att5tion discrim9ates )9 ?is /ream1 & ?us 9 a s5se deta*es diff]5t portions "o f ! o!r1 or1 z sometimes figuratively put1 x creates successive waves on ! /ream ( consci\sness4 ,a m5tal /ate1 or exp]i5ce1 s-call$1 is su* a discrim9at$ portion ( ?is /ream ( consci\sness1 & is1 !re=e1 itself a process1 ! diff]5t processes bl5d+ 9 a cont9u\s succession or relation to make up ! unbrok5 fl[ ( consci\s life4 ,= ?is reason psy*ology is frequ5tly describ$ z a /udy ( consci\s processes4 ,,value ,,( ,,educational ,,psy*ology ,)9 ! s*ool ! *ild secures a control ( exp]i5ce only by pass+ ?r\gh a process ( m5tal recon/ruction1 or ( *anges 9 consci\sness4 ,moreov]1 to br+ ab\t ^! m5tal *anges1 x is f\nd necess>y = ! tea*]'s ef=t to con=m z f> z possible to ! int]e/s & t5d5cies ( ! *ild4 ,s f>1 !re=e1 z ! tea*]'s (fice is to direct & control ! *ildr5's ef=t dur+ ! le>n+ process1 he mu/ approa* !m prim>ily z m5tal1 or consci\s1 be+s4 ,= ?is reason ! educator %\ld at lea/ n violate ! g5]al pr9ciples gov]n+ all m5tal activity4 ,by giv+ him an insight into ! g5]al pr9ciples und]ly+ consci\s processes1 psy*ology %\ld aid ! tea*] to control ! le>n+ process 9 ! *ild4 ,,limitations ,,( ,,educational ,,psy*ology ,psy*ology ,_c ,give3 ,a4 ,k ( ,subject-matt]4--,x mu/ n be assum$1 h[ev]1 t k ( psy*ology w necess>ily imply a correspond+ ability to tea*4 ,psy*ology1 = in/ance1 _c decide :at %\ld be taught to ! *ild4 ,?is1 z we h se51 is a problem ( social exp]i5ce1 & mu/ be decid$ by consid]+ ! types ( exp]i5ce :i* w add to ! social effici5cy ( ! individual1 or :i* w enable him be/ to d 8 duty to himself & to o!rs4 ,all1 !re=e1 t psy*ology c d "h is to expla9 ! process by :i* exp]i5ce is acquir$1 leav+ to social e?ics ! problem ( decid+ :at k is ( mo/ wor?4 ,b4 ,love = ,*ildr54--,aga91 psy*ology w n necess>ily furni% t l>g5ess ( he>t & sympa?y = *ildhood1 )\t :i* no tea*] c be successful4 ,inde$1 x is felt by _m t mak+ *ildr5 objects ( psy*ological analysis w r t5d to de/roy t m spiritual conception ( _! p]sonality :i* %\ld con/itute ! tea*]'s attitude t[>d 8 pupils4 ,:ile ?is is no d\bt true ( ! tea*] :o looks ^u *ildr5 m]ely z subjects = psy*ological analysis & exp]im5tation1 x is equally true t a k ( psy*ology w enable ev5 ! sympa!tic tea*] to realize m fully & deal m successfully ) ! difficulties ( ! pupil4 ,c4 ,acqua9tance ) ! ,individual ,*ild4--,aga91 ! tea*]'s problem 9 deal+ ) ! m5tal attitude ( ! p>ticul> *ild _c always be int]pret$ ?r\gh g5]al pr9ciples4 ,! g5]al pr9ciple w\ld be suppos$ to h an application to e *ild 9 a l>ge class4 ,x is (t5 f\nd1 h[ev]1 t ! "* & disposition ( ! p>ticul> *ild dem&s1 n g5]al1 b special treatm5t4 ,"h1 :at is t]m$ ! knack ( ! sympa!tic tea*] is (t5 m effective ?an ! g5]al pr9ciple ( ! psy*ologi/4 ,admitt+ s mu*1 h[ev]1 x yet may be argu$ t a k ( psy*ology w n h9d]1 b r assi/ ! sympa!tic tea*] 9 deal+ ev5 ) special cases4 ,,me?ods ,,( ,,psy*ology ,a4 ,introspection4--,a unique *>act]i/ic ( m9d is its ability to turn att5tion inw>d & make an object ( /udy ( its own /ates1 or processes4 ,= in/ance1 ! m9d is able to make its pres5t s5sation1 its rememb]$ /ate ( ang]1 its idea ( a triangle1 etc41 /& out 9 consci\sness z a subject ( /udy = consci\s att5tion4 ,on acc\nt ( ?is ability to give att5tion to 8 own /ates ( consci\sness1 man is said bo? to "k & to "k t he kn[s4 ,?is reflective me?od ( /udy+ our own m5tal /ates is kn[n z ! me?od ( ,introspection4 ,b4 ,objective ,me?od4--,facts ( m9d may1 h[ev]1 be exam9$ objectively4 ,z previ\sly not$1 man1 by 8 words1 acts1 & works1 gives expression to 8 consci\s /ates4 ,^! diff]5t =ms ( expression are accept$1 !re=e1 z ext]nal indications ( correspond+ /ates ( m9d1 & af=d ! psy*ologi/ c]ta9 data = develop+ 8 sci5ce4 ,"o ( ! mo/ important ( ^! objective me?ods is kn[n z ,*ild ,/udy4 ,"h1 by ! me?od ( obs]v+ ! acts & language ( v "y *ildr51 data are obta9$ conc]n+ ! native in/9cts ( ! *ild1 conc]n+ ! g5esis & developm5t ( ! diff]5t m5tal processes1 & ! relation ( ^! to physical developm5t4 ,a brief /atem5t ( ! lead+ pr9ciples ( ,*ild ,/udy w be f\nd 9 ,*apt] ,,xxxi4 ,c4 ,exp]im5tal ,me?od4--,a ?ird me?od ( /udy+ m9d is kn[n z ! ,exp]im5tal me?od4 ,"h1 z 9 ! case ( ! ord9>y physical exp]im5t]1 ! psy*ologi/ seeks to control c]ta9 m5tal processes by isolat+ !m & regulat+ _! action4 ,?is may be effectively done 9 ! /udy ( c]ta9 processes4 ,= in/ance1 by pass+ ! two po9ts ( a pair ( compasses ov] diff]5t p>ts ( ! body1 ! tactile s5sibility ( ! sk9 may be comp>$ at ^! diff]5t p>ts4 ,by ?is means x may be %[n t ! tip ( ! f+] c detect ! two po9ts :5 only "o twelf? ( an in* ap>t1 :ile on ! middle ( ! back !y may require to be two & a half in*es ap>t to give a d\ble impression4 ,! exp]im5tal me?od is (t5 us$ 9 connection ) ! objective me?od 9 ,*ild ,/udy4 ,,phases ,,( ,,consci\sness ,a4 ,k4--,al?\gh1 z previ\sly /at$1 ! /ream ( consci\sness mu/ at all times be look$ ^u z a unity1 x w be f\nd ^u analysis to pres5t ?ree m or less di/9ct phases4 ,a /ate ( consci\sness implies1 9 ! fir/ place1 be+ aw>e ( some?+ z an object ( att5tion4 ,9 o!r words1 some?+ is seiz$ ^u by consci\sness z a pres5tation1 & to ! ext5t to :i* "o is aw>e ( ?is object ( consci\sness1 he is said to recognize1 or to "k x4 ,a /ate ( consci\sness is always1 !re=e1 a /ate ( k1 or ( intellig5ce4 ,?us1 :e!r we p]ceive ?is *air1 imag9e a m]maid1 recall ! looks ( an abs5t fri5d1 exp]i5ce ! too?a*e1 judge ! weight ( ?is book1 or become angry1 our consci\s /ate is a /ate ( k4 ,b4 ,feel+4--,a consci\s /ate is also a /ate ( feel+4 ,e consci\s /ate has its feel+ side1 s9ce x is a p]sonal /ate1 or s9ce ! m9d itself is affect$ t[>d its own /ate4 ,two m51 = in/ance1 may "k equally well ! ta/e ( a p>ticul> food1 b ! ta/e may affect ea* "o q diff]5tly4 ,to "o ! exp]i5ce is pleasant1 to ! o!r x may be ev5 pa9ful4 ,two boys may "k equally t a po9t has be5 scor$ by ! visit+ team1 b ! p]sonal attitude ( ea* t[>d ! exp]i5ce may be q diff]5t4 ,! "o f9ds 9 x a quality ( joy2 ! o!r a quality ( sorr[4 ,9 ! same way ! m9d always feels m or less pleas$ or displeas$ 9 its pres5t /ate ( consci\sness4 ,to speak ( any p>ticul> exp]i5ce z pa9ful1 joy\s1 sorr[ful1 etc41 is1 !re=e1 to ref] to x z a /ate ( feel+4 ,c4 ,w4--,consci\sness is a /ate ( ef=t1 or w4 ,x 0 especially po9t$ out above1 t ! purposeful consci\sness always implies a /ra9+ or focus+ ( consci\sness 9 ord] to atta9 a full] control ( ! exp]i5ce4 ,?is elem5t ( ex]tion manife/ 9 consci\sness may appe> z a direct+ ( att5tion1 z ! mak+ ( a *oice1 z det]m9+ ^u a c]ta9 action1 etc4 ,?is aspect ( any consci\s /ate is spok5 ( z a /ate ( w1 or volition4 ,9 ! unity ( ! consci\s life1 !re=e1 !re are ?ree attitudes f :i* consci\sness may be view$3 #a4 ,x is a /ate ( ,k1 or ( ,intellig5ce4 #b4 ,x is a /ate ( ,feel+4 #c4 ,x is a /ate ( ,w4 ,on acc\nt ( ?is ?reefold aspect ( m5tal /ates1 consci\sness has be5 repres5t$ 9 ! foll[+ =m3 ,illu/ration ,! significance ( comp>+ ! ?reefold aspect ( consci\sness to ! ?ree sides ( a triangle consi/s 9 ! fact t if any side ( a triangle is remov$ no triangle rema9s4 ,9 l mann]1 none ( ! ?ree attributes ( consci\sness c\ld be want+ )\t ! consci\s /ate ceas+ to exi/ z su*4 ,no "o1 = in/ance1 c\ld feel ! pressure ( a tight %oe )\t at ! same "t kn[+ x1 & fix+ 8 att5tion ^u x4 ,nei!r c\ld a p]son at any p>ticul> "t "k t ! %oe 0 p9*+ him unless he 0 also att5d+ to & feel+ ! exp]i5ce4 ,,*apt] ,,xx ,,m9d ,,& ,,body ,relation ( ,m9d to ,bodily ,organism4--,not)/&+ ! anti!sis :i* has be5 affirm$ to exi/ betwe5 m9d & matt]1 yet a v close relation exi/s betwe5 m9d & ! mat]ial organism kn[n z ! body4 ,!re are _m ways 9 :i* ?is intimate connection manife/s itself4 ,m5tal excitem5t is always accompani$ ) agitation ( ! body & a di/urbance ( su* bodily processes z brea?+1 ! beat+ ( ! he>t1 dige/ion1 etc4 ,su* m5tal processes z see+1 he>+1 ta/+1 etc41 are f\nd also to dep5d ^u ! use ( a bodily organ1 z ! eye1 ! e>1 ! tongue1 )\t :i* x is q impossible = ! m9d to come into relation ) outside ?+s4 ,moreov]1 disease or injury1 especially to ! organs ( s5se or to ! bra91 weak5s or de/roys m5tal p[]4 ,! size ( ! bra91 also1 is f\nd to be> a c]ta9 relation to m5tal capacity2 ! weight ( ! av]age bra9 be+ ab\t #dh ounces1 :ile ! bra9 ( an idiot (t5 weighs only f #bj to #cj ounces4 ,,! ,,n]v\s ,,sy/em ,illu/ration3 ,bra9 & ,sp9al ,cord ,divisions ( ,n]v\s ,sy/em4--,?is intimate connection betwe5 m9d & body is provid$ = ?r\gh ! exi/5ce ( t "p ( ! bodily organism kn[n z ! n]v\s sy/em1 & x is ?is "p1 toge!r ) its associat$ organs ( s5se1 t *iefly int]e/s ! /ud5t ( psy*ology4 ,a /udy ( ! "* & functions ( ! v>i\s p>ts ( ! n]v\s sy/em1 & ( ! n]v\s sub/ance ( :i* ^! p>ts are compos$1 belongs to physiology r ?an to psy*ology4 ,z ! /ud5t-tea*] is giv5 a g5]al k ( ! /ructure ( ! n]v\s sy/em 9 8 /udy ( physiology1 a brief description w suffice = ! pres5t purpose4 ,! n]v\s sy/em consi/s ( two p>ts1 7#a7 ! c5tral "p1 or c]ebro-sp9al c5tre1 & 7#b7 an out] "p--! sp9al n]ves4 ,! c5tral "p1 or c]ebro-sp9al c5tre1 includes ! sp9al cord1 pass+ upw>d ?r\gh ! v]tebrae ( ! sp9al column & ! bra94 ,! bra9 consi/s ( ?ree p>ts3 ,! c]ebrum1 or great bra91 consi/+ ( two hemisph]es1 :i*1 ?\gh connect$1 are divid$ 9 great "p by a longitud9al fissure2 ! c]ebellum1 or little bra92 & ! m$ulla oblongata1 or bulb4 ,! sp9al n]ves consi/ ( ?irty-"o pairs1 :i* bran* out f ! sp9al cord4 ,ea* pair ( n]ves conta9s a "r & left memb]1 di/ribut$ to ! "r & ! left side ( ! body respectively4 ,^! n]ves are ( two k9ds1 s5sory1 or aff]5t1 79-c>ry+7 n]ves1 :i* c>ry inw>d impressions f ! outside _w1 & motor1 or eff]5t1 7out-c>ry+7 n]ves1 :i* convey impulses outw>d to ! muscles & cause !m to contract4 ,!re are also twelve pairs ( n]ves connect$ ) ! eye1 e>1 nose1 tongue1 & face1 :i*1 in/ead ( project+ f ! sp9al cord1 proce$ at once f ! bra9 ?r\gh op5+s 9 ! cranium4 ,^! are1 !re=e1 kn[n z c]ebral n]ves4 ,9 _! g5]al "*1 h[ev]1 !y d n diff] f ! projection fibres4 ,illu/ration3 ,pair ( ,sp9al ,n]ves ,n]v\s ,sub/ance4--,n]v\s sub/ance is divid$ into two k9ds--grey1 or cellul>1 sub/ance & :ite1 or fibr\s1 sub/ance4 ,! great] "p ( ! grey matt] is situat$ z a lay] on ! outside ( ! c]ebrum1 or great bra91 :]e x =ms a r9d f "o twelf? to "o eigh? ( an in* 9 ?ickness1 kn[n z ! cortex4 ,x is also f\nd on ! surface ( ! c]ebellum4 ,diffuse masses ( grey matt] are likewise met 9 ! o!r p>ts ( ! bra91 & ext5d+ d[nw>d ?r\gh ! c5tre ( ! sp9al cord4 ,! function ( ! grey matt] is to =m c5tres to :i* ! n]ve fibres t5d & c>ry 9 /imulations1 or f :i* !y comm5ce & c>ry out impulses4 ,! ,neuron4--,! c5tres ( grey matt] are compos$ ( aggregations1 or masses1 ( v small n]ve cells call$ neurons4 ,a neuron may range f #a_/cjj to #a_/cjjj ( an in* 9 diamet]1 & !re are sev]al ?\s& millions ( ^! cells 9 ! n]v\s sy/em4 ,a develop$ neuron consi/s ( a cell body ) num]\s prolongations 9 ! =m ( :ite1 ?read-l fibres4 ,! neuron ) its outgo+ fibres is ! unit ( ! n]v\s sy/em4 ,neurons are suppos$ to be ( ?ree classes1 s5sory to receive /imulations1 motor to s5d out impulses to ! muscles1 & association to connect s5sory & motor c5tres4 ,illu/ration3 ,a ,neuron 9 ,/ages ( ,developm5t ,^! neurons1 z already not$1 are collect$ into c5tres1 & ! outgo+ fibres give connection to ! cells1 ! numb] ( connections = ea* neuron dep5d+ ^u its outgo+ fibres4 ,"s ( ^! connections are already e/abli%$ )9 ! sy/em at bir?1 :ile o!rs1 z we %all see m fully lat]1 are =m$ :5ev] ! organism is br\ght into action 9 our ?9k+ & do+4 ,to speak ( su* connections be+ =m$ betwe5 n]ve c5tres by means ( _! outgo+ fibres does n necess>ily mean a direct connection1 b may imply only t ! fibres ( "o cell approa* ne>ly en\gh to ^? ( ano!r to admit ( a n]v\s impulse pass+ f ! "o cell to ! o!r4 ,?is is (t5 spok5 ( z ! e/abli%m5t ( a pa? betwe5 ! c5tres4 ,! ,n]ve ,fibres4--,! n]ve fibres :i* transmit impressions to & f ! c5tres ( grey matt] av]age ab\t #a_/fjjj ( an in* 9 ?ickness1 b are (t5 ( great l5g?1 "s ext5d+ p]haps half ! l5g? ( ! body4 ,l>ge numb]s ( ^! fibres unite into a %ea? or s+le n]ve4 ,x is e/imat$ t ! numb] ( fibres 9 a s+le n]ve numb] 9 mo/ cases sev]al ?\s&1 ^? 9 ! n]ve ( sight be+ e/imat$ at ab\t "o hundr$ ?\s&4 ,! fibres 9 ! :ite sub/ance ( ! bra9 are e/imat$ at sev]al hundr$ million4 ,classes ( ,fibres4--,^! fibres are suppos$ to be ( f\r classes1 z foll[s3 #a4 ,s5sory ,c]ebral & ,sp9al ,fibres ,^! h already be5 ref]r$ to z spread+ outw>d f ! bra9 & sp9al cord to diff]5t p>ts ( ! body4 ,_! (fice is1 !re=e1 to c>ry inw>d to ! c5tres ( grey matt] impressions receiv$ f ! outside _w1 ?us sett+ up a connection betwe5 ! v>i\s s5ses & ! cortex ( ! bra94 #b4 ,motor ,c]ebral & ,sp9al ,fibres ,^! fibres connect ! c5tres ( grey matt] directly ) ! muscles1 & ?us provide a means ( communication betwe5 ^! muscles & ! cortex ( ! bra94 #c4 ,association ,fibres ,^! connect "o "p ( ! cortex ) ano!r )9 ! same hemisph]e4 #d4 ,commissural ,fibres ,^! connect correspond+ c5tres ( ! two hemisph]es ( ! c]ebrum4 ,illu/ration ,function ( ,p>ts4--,because ! v>i\s cells are ?us br\ght into relation1 ! :ole n]v\s sy/em comb9es into a s+le organism1 :i* is able to receive impressions & provides conditions = ! m9d to int]pret ^! impressions &1 if necess>y1 react !reon4 ,:51 = in/ance1 a /imulus is receiv$ by an end organ 7! eye71 x w be transmitt$ by a s5sory n]ve directly inw>d to a s5sory c5tre1 or cell1 9 ! cortex ( ! bra94 ,9 su* a case x may be int]pret$ by ! m9d & a l9e ( action decid$ ^u4 ,!n by means ( associat+ cells & fibres a motor c5tre may be /imulat$ & an impulse transmitt$ along an outgo+ motor n]ve to a muscle1 :]eupon ! necess>y motor reaction w take place4 ,a pupil may1 = in/ance1 receive ! impression ( a ^w ?r\gh ! e> or ?r\gh ! eye & !reupon make a motor response by writ+ ! ^w4 ,! arr[s 9 ! accompany+ figure indicate ! c\rse ( ! /imulus & ! response 9 su* cases4 ,,! ,,cortex ,cortex ! ,seat ( ,consci\sness4--,exp]im5ts 9 connection ) ! diff]5t n]ve cords & c5tres h demon/rat$ t intellig5t consci\sness dep5ds ^u ! n]ve c5tres situat$ 9 ! cortex ( ! c]ebrum4 ,= in/ance1 a s5sory impulse may be c>ri$ inw>d to ! cells ( ! sp9al cord & upw>d to ! c]ebellum )\t any result+ consci\sness4 ,:51 h[ev]1 ! /imulus rea*es a high] c5tre 9 ! cortex ( ! bra91 ! m9d becomes consci\s1 or int]prets ! impression1 & any result+ action w be controll$ by consci\sness1 ?r\gh impulses giv5 to ! motor n]ves4 ,x is = ?is reason t ! cortex is call$ ! seat ( consci\sness1 & t m9d is said to reside 9 ! bra94 ,localization ( ,function4--,9 addition1 h[ev]1 to plac+ ! seat ( consci\sness 9 ! cortex ( ! bra91 psy*ologi/s also claim t diff]5t p>ts ( ! cortex are involv$ 9 diff]5t types ( consci\s activity4 ,s5sations ( sight1 = in/ance1 involve c]ta9 c5tres 9 ! cortex1 s5sations ( s\nd o!r c5tres1 ! movem5ts ( ! organs ( spee* /ill o!r c5tres4 ,"s g s f> z to claim t ea* "o ( ! high] intellectual processes1 z memory1 imag9ation1 judgm5t1 reason+1 love1 ang]1 etc41 involves neural activity 9 its own special section ( ! cortex4 ,!re seems no good evid5ce1 h[ev]1 to support ?is view4 ,! fact seems r t 9 all ^! high] processes1 q num]\s c5tres ( ! cortex may be involv$4 ,! foll[+ figure indicates ! ma9 conclusions ( ! psy*ologi/s 9 ref]5ce to ! localization ( c]ta9 important functions 9 di/9ct areas ( ! cortex4 ,illu/ration3 ,,reflex ,,acts ,nature ( ,reflex ,action4--,:ile a l[] n]ve c5tre is n a seat = purposeful consci\sness1 ^! c5tres may1 9 addition to s]v+ z transmission po9ts = cortical messages1 p]=m a special function by imm$iately receiv+ s5sory impressions & transmitt+ motor impulses4 ,a p]son1 = in/ance1 ^: m9d is occupi$ ) a problem1 may move a limb to relieve a cramp1 w9k ! eye1 etc41 )\t any consci\s control ( ! action4 ,9 su* a case ! s5sory impression 0 report$ to a l[] s5sory c5tre1 directly c>ri$ to a l[] motor c5tre1 & ! motor impulse giv5 to p]=m ! movem5t4 ,9 ! same way1 aft] "o has acquir$ ! habit ( walk+1 al?\gh x usually requires consci\s ef=t to initiate ! movem5ts1 yet ! p]son may cont9ue walk+ 9 an almo/ unconsci\s mann]1 8 m9d be+ fully occupi$ ) o!r matt]s4 ,"h1 also1 ! complex actions involv$ 9 walk+ are controll$ & regulat$ by l[] c5tres situat$ 9 ! c]ebellum4 ,9 l mann] a p]son w unconsci\sly close ! eyelid "u ! /imulus ( /rong light4 ,"h ! impression caus$ by ! light /imulus1 ^u rea*+ ! m$ulla along an aff]5t n]ve1 is deflect$ to a motor n]ve &1 )\t any consci\s control ( ! movem5ts1 ! muscles ( ! eyelid receive ! necess>y impulse to close4 ,actions :i* are ?us direct$ f a l[] c5tre )\t consci\s control1 are usually spok5 ( z reflex acts4 ,acts direct$ by consci\sness are1 on ! o!r h&1 kn[n z volunt>y acts4 ,! diff]5ce 9 ! work+ ( ! n]v\s me*anism 9 consci\sly controll$ & 9 reflex action may be illu/rat$ by means ( ! accompany+ figures4 ,illu/ration3 ,,fig #a ,illu/ration3 ,,fig #b ,! heavy l9es 9 ,figure #a on ! opposite page %[ t ! s5sory-motor arc is made ?r\gh ! cortex1 & t ! m9d is1 !re=e1 consci\s bo? ( ! s5se /imulus & also ( ! result+ action4 ,figure #b %[s ! same arc ?r\gh a l[] c5tre1 9 :i* case ! m9d is n directly att5d+ to ! impression or ! result+ action4 ,function ( ,consci\sness4--,! facts set =? above s]ve fur!r to illu/rate ! purposeful "* ( consci\sness z man int]prets & adju/s himself to 8 surr\nd+s4 ,s long1 = in/ance1 z ! individual walks onw>d )\t di/urbance1 8 m9d is free to dwell ^u o!r matt]s1 cortical activity n be+ necess>y to control ! process ( walk+4 ,if1 h[ev]1 he /eps ^u any?+ :i* p]haps ?reat5s him ) a fall1 ! rhy?mic int]play betwe5 s5sory & motor activity go+ on 9 ! l[] c5tres is at once di/urb$1 & a message is fla%$ along ! s5sory n]ve to ! high]1 or cortical1 c5tres4 ,?is at once ar\ses consci\sness1 & ! di/urb+ factor becomes an object ( att5tion4 ,consci\sness ?us appe>s z a means ( adaptation to ! new & v>y+ conditions ) :i* ! organism is confront$4 ,,*>act]i/ics ,,( ,,n]v\s ,,matt] ,a4 ,pla/icity4--,"o /rik+ *>act]i/ic ( n]v\s matt] is its pla/icity4 ,! nature ( ! connections )9 ! n]v\s sy/em h already be5 ref]r$ to4 ,m5tion has also be5 made ( ! fact t num]\s connections are e/abli%$ )9 ! n]v\s sy/em z a result ( movem5ts tak+ place )9 ! organism dur+ life4 ,9 o!r words1 ! movem5ts )9 ! n]v\s sy/em :i* accompany /imulations & responses br+ ab\t *anges 9 ! /ructure ( ! organism4 ,! cause = ^! *anges seems to be t ! neurons :i* *ance to "w toge!r dur+ any exp]i5ce =m connections ) "o ano!r by means ( _! outgr[+ fibres4 ,by ?is means1 traces ( pa/ exp]i5ces are 9 a s5se /or$ up )9 ! organism1 & x is = ?is reason t our exp]i5ces are said to be record$ )9 ! n]v\s sy/em4 ,b4 ,ret5tiv5ess4--,a second *>act]i/ic ( n]v\s matt] is its ret5tive p[]4 ,9 o!r words1 ! modifications :i* accompany any exp]i5ce1 besides tak+ on ! p]man5t "* ref]r$ to above1 pre-dispose ! sy/em to transmit impulses aga9 ?r\gh ! same c5tres4 ,moreov]1 ) ea* repetition ( ! n]v\s activity1 !re develops a /ill great] t5d5cy = ! movem5ts to re-e/abli% !mselves4 ,?is p[] possess$ by n]v\s tissue to e/abli% c]ta9 modes ( action c>ries ) x also an increase 9 ! ease & accuracy ) :i* ! movem5ts are p]=m$4 ,= example1 ! impressions & impulses involv$ 9 ! fir/ attempts ( ! *ild to control ! clasp+ ( an object1 are p]=m$ ) ef=t & 9 an ineffective mann]4 ,! cause = ?is seems to be l>gely ! abs5ce ( prop] connections betwe5 ! c5tres involv$1 z ref]r$ to above4 ,?is abs5ce causes a c]ta9 resi/ance )9 ! sy/em to ! n]v\s movem5ts4 ,:51 h[ev]1 ! v>i\s c5tres involv$ 9 ! movem5ts e/abli% ! prop] connections ) "o ano!r1 ! act w be p]=m$ 9 a mu* m effective & easy mann]4 ,f ?is x is evid5t t ! n]v\s sy/em1 z ! result ( =m] exp]i5ces1 always reta9s a c]ta9 pot5tial1 or p[]1 to repeat ! act ) great] ease1 & ?us improve conduct1 or behavi\r4 ,?is prop]ty ( n]v\s matt] w h]eaft] be ref]r$ to z its p[] ( ret5tion4 ,c4 ,en]gy4--,ano!r quality ( n]v\s matt] is its en]gy4 ,by ?is is meant t ! cells are end[$ ) a c]ta9 pot5tial1 or p[]1 :i* enables !m to transmit impressions & impulses & ov]come any resi/ance (f]$4 ,diff]5t explanations are giv5 z to ! nature ( ?is en]gy1 or =ce1 ) :i* n]v\s matt] is end[$1 b any /udy ( ^! !ories is unnecess>y "h4 ,d4 ,resi/ance4--,a f\r? *>act]i/ic to be not$ reg>d+ n]v\s matt] is t a n]v\s impulse1 or curr5t1 z x is transmitt$ ?r\gh ! sy/em1 enc\nt]s resi/ance1 or consumes an am\nt ( n]v\s en]gy4 ,moreov]1 :5 ! n]v\s curr5t1 :e!r s5sory or motor1 involves ! e/abli%m5t ( new connections betwe5 cells1 z :5 "o fir/ le>ns comb9ations ( numb]s or ! movem5ts involv$ 9 =m+ a new lett]1 a relatively great] am\nt ( resi/ance is met or1 9 o!r words1 a great] am\nt ( n]v\s en]gy is exp5d$4 ,on ! o!r h&1 :5 an impulse has be5 transmitt$ a numb] ( times ?r\gh a giv5 arc1 ! resi/ance is greatly less5$1 or less en]gy is exp5d$2 z indicat$ by ! ease ) :i* an habitual act is p]=m$4 ,education & ,n]v\s ,en]gy4--,x is evid5t f ! =ego+1 t ! =m+ ( new ideas or ( new modes ( action t5ds to use up a l>ge %>e ( n]v\s en]gy4 ,= ?is reason1 ! le>n+ ( new & difficult ?+s %\ld n be und]tak5 :5 ! body is 9 a tir$ or exhau/$ condition2 = ! resi/ance :i* mu/ be ov]come1 & ! *anges :i* mu/ take place 9 ! n]v\s tissue dur+ ! le>n+ process1 are n likely to be effectively accompli%$ "u su* conditions4 ,moreov]1 ! en]gy ?us lo/ mu/ be re/or$ ?r\gh ! blood1 & !re=e dem&s prop] food1 re/1 & sleep on ! "p ( ! individual4 ,x %\ld be not$ fur!r t n]v\s tissue is m pla/ic dur+ ! e>ly ye>s ( life4 ,?is r5d]s x imp]ative1 !re=e1 t k & skill %\ld be ga9$1 z f> z possible1 dur+ ! pla/ic ye>s4 ,! p]son :o wi%es to become a great viol9i/ mu/ acquire skill to f+] & h&le ! b[ e>ly 9 life4 ,! p]son :o desires to become a great l+ui/1 if he all[s 8 e>ly ye>s to pass )\t acquir+ ! necess>y skill1 _c expect 9 middle life to tra9 8 vocal organs to articulate a numb] ( diff]5t languages4 ,cortical ,habit4--,9 ! light ( :at has be5 se5 reg>d+ ! "* & function ( ! n]v\s sy/em1 x w n[ be possible to und]/& m fully two important =ms ( adju/m5t already ref]r$ to4 ,:5 n]v\s movem5ts are transmitt$ to ! cortex ( ! bra91 !y n only awak5 consci\sness1 or make ! individual aw>e ( some?+1 b ! pres5t impression also leaves c]ta9 p]man5t effects 9 ! n]v\s tissue ( ! cortex itself4 ,s9ce1 h[ev]1 cortical activity implies consci\sness1 ! ret5tion ( su* a t5d5cy )9 ! cortical c5tres w imply1 n an habitual act 9 ! ord9>y s5se1 b a t5d5cy on ! "p ( a consci\s exp]i5ce to repeat itself4 ,?is at once implies an ability to reta9 & recall pa/ exp]i5ces1 or end[s ! individual ) p[] ( memory4 ,cortical habit1 !re=e1 or ! e/abli%m5t ( p]man5t connections )9 ! cortical c5tres1 ) _! accompany+ dynamic t5d5cy to repeat !mselves1 w furni% ! physiological conditions = a revival ( =m] exp]i5ce 9 memory1 or w enable ! individual to turn ! pa/ to ! s]vice ( ! pres5t4 ,physical ,habits4--,! basis = ! =mation ( physical habits appe>s also 9 ?is ret5tive p[] ( n]v\s tissue4 ,:5 ! "y boy1 = in/ance1 fir/ m\nts 8 new bicycle1 he is unable1 except ) ! mo/ att5tive ef=t & 9 a mo/ lab\r$ & awkw>d mann]1 ei!r to keep 8 feet on ! p$als1 or make ! h&le-b>s respond to ! balanc+ ( ! :eel4 ,9 a %ort "t1 h[ev]1 all ^! movem5ts take place 9 an effective & graceful mann] )\t any app>5t att5tion be+ giv5 to !m4 ,?is effici5cy is condition$ by ! fact t all ^! movem5ts h become habitual1 or take place l>gely z reflex acts4 ,9 s*ool also1 :5 ! *ild le>ns to p]=m su* an act z mak+ ! figure #b1 ! same *anges take place4 ,"h an impression mu/ fir/ proce$ f ! giv5 copy to a s5sory c5tre 9 ! cortex4 ,z yet1 h[ev]1 !re is no vital connection e/abli%$ betwe5 ! s5sory c5tres & ! motor c5tres :i* mu/ direct ! muscles 9 mak+ ! movem5t4 ,z ! movem5t is attempt$1 h[ev]1 fa9t connections are set up betwe5 diff]5t c5tres4 ,) ea* repetition ! connection is made /rong]1 & ! =mation ( ! figure r5d]$ less difficult4 ,s long1 h[ev]1 z ! connection is e/abli%$ )9 ! cortex1 ! movem5t w n take place except "u consci\s direction4 ,ultimately1 h[ev]1 simil> connections betwe5 s5sory & motor neurons may be e/abli%$ 9 l[] c5tres1 :]eupon ! action w be p]=m$ z a reflex act1 or )\t ! int]v5tion ( a direct+ act ( consci\sness4 ,?is evid5tly takes place :5 a /ud5t1 9 work+ a problem1 c =m ! figures1 :ile 8 consci\sness is fully occupi$ ) ! ?\ght phases ( ! problem4 ,?us ! neural condition ( physical habit is ! e/abli%m5t ( easy passages betwe5 s5sory & motor n]ves 9 c5tres l[] ?an ! cortex4 ,,*apt] ,,xxi ,,in/9ct ,def9ition ( ,in/9ct4--,9 a =ego+ section1 x 0 se5 t our bodily movem5ts divide into diff]5t classes accord+ to _! s\rce1 or orig94 ,among !m 7 not$ c]ta9 inh]it$ spontane\s1 b useful1 complex movem5ts :i* foll[1 9 a m or less uni=m way1 def9ite types ( /imuli pres5t$ to ! organism4 ,su* an inh]it$ t5d5cy on ! "p ( an organism to react 9 an effective mann]1 b )\t any def9ite purpose 9 view1 :5ev] a p>ticul> /imulus pres5ts itself1 is kn[n z in/9ct1 & ! result+ action is describ$ z an in/9ctive act4 ,z an example ( purely in/9ctive action may be tak5 ! mat]nal in/9ct ( insects ^: l>v require live prey :5 !y are born4 ,to provide ?is ! "m adm9i/]s suffici5t poison to a spid] or a cat]pill> to /upefy x1 & !n be>s x to h] ne/4 ,plac+ ! victim close to h] eggs1 %e incloses ! two toge!r1 ?us provid+ food = h] future (fspr+4 ,?is complex s]ies ( acts1 s ess5tial to ! cont9uance ( ! species1 & seem+ly s full ( purpose1 is nev]!less conduct$ ?r\gh\t )\t ref]5ce to pa/ exp]i5ce1 & )\t any future end 9 view4 ,in/9ct may1 !re=e1 be def9$ z ! ability ( an organism to react ^u a p>ticul> situation s z to ga9 a desirable end1 yet )\t any purpose 9 view or any previ\s tra9+4 ,*>act]i/ics ( ,in/9ct4--,an in/9ctive act1 x may be not$1 is di/+ui%$ by c]ta9 well m>k$ *>act]i/ics3 #a4 ,! action is n br\ght ab\t by exp]i5ce or guid$ by intellig5ce1 b is a direct reaction on ! "p ( ! organism to def9ite /imulation4 #b4 ,al?\gh n ! result ( reason1 in/9ctive action is purposeful to ! ext5t t x %[s a pr$isposition on ! "p ( ! organism to react 9 an effective mann] to a p>ticul> situation4 #c4 ,an in/9ctive movem5t is a response 9 :i* ! :ole organism is conc]n$4 ,x is ! discom=t ( ! :ole organism1 = in/ance1 t causes ! bird to migrate or ! *ild to seek food4 ,9 ?is respect x diff]s f a m]e reflex action su* z ! w9k+ ( ! eye1 brea?+1 c\gh+1 etc41 :i* involves only "s p>ticul> "p ( ! organism4 #d4 ,al?\gh n a consci\sly purpos$ action1 in/9ct nev]!less involves consci\sness4 ,9 suck+1 = in/ance1 s5sation accompanies bo? ! discom=t ( ! organism giv+ rise to ! movem5ts & also ! in/9ctive act itself4 ,9 ?is respect x diff]s f su* automatic actions z brea?+1 ! circulation ( ! blood1 & ! beat+ ( ! he>t4 ,orig9 ( ,in/9ct4--,! v>i\s in/9ctive movem5ts ) :i* an organism is end[$1 n be+ a result ( exp]i5ce or education1 a "q at once arises z to _! s\rce1 or orig94 ,in/9ct has its orig9 9 ! fact t c]ta9 movem5ts :i* h prov$ b5eficial 9 ! ance/ral exp]i5ce ( ! race h become e/abli%$ z p]man5t modes ( reaction1 & are transmitt$ to ea* succe$+ g5]ation4 ,! explanation ( ?is transmission ( t5d5cies is1 t b5eficial movem5ts are reta9$ z p]man5t modifications ( ! n]v\s sy/em ( ! animal1 & are transmitt$ to ! (fspr+ z a reactive t5d5cy t[>d def9ite /imuli4 ,! p>tridge family1 = in/ance1 has pres]v$ its (fspr+ f ! attacks ( foxes1 dogs1 & o!r enemies only by ! male tak+ flight & dragg+ itself along ! gr\nd1 ?us attract+ ! enemy away f ! direction ( ! ne/4 ,! complex movem5ts involv$ 9 su* an act1 becom+ e/abli%$ z p]man5t motor connections )9 ! sy/em1 are transmitt$ to ! (fspr+ z pr$ispositions4 ,in/9ct w\ld ?us seem a physiological habit1 or h]$it>y t5d5cy1 )9 ! n]v\s sy/em to react 9 a fix$ mann] "u c]ta9 conditions4 ,9 _m respects1 h[ev]1 in/9cts seem to dep5d m l>gely ^u bodily developm5t ?an ^u n]v\s /ructure4 ,:ile ! babe w at fir/ in/9ctively suck2 yet z soon z tee? appe>1 ! suck+ at once gives way to ! bit+ in/9ct4 ,! suck+ in/9ct !n disappe>s s completely t only a process ( education w re-e/abli% x lat]4 ,birds also %[ no in/9ctive t5d5cy to fly until _! w+s are develop$1 :ile ! "y ( ev5 ! fi]ce/ animals w flee f dang]1 until su* "t z _! bodily organism is prop]ly develop$ = attack4 ,f ?is x w\ld seem t in/9ctive action dep5ds ev5 m ^u g5]al bodily /ructure & developm5t ?an ^u fix$ co-ord9ations )9 ! n]v\s sy/em4 ,,human ,,in/9cts ,on acc\nt ( ! app>5tly intellig5t "* ( human actions1 x is (t5 /at$ t man is a creature l>gely devoid ( in/9cts4 ,! fact is1 h[ev]1 t he is end[$ ) a l>ge numb] ( impulsive or in/9ctive t5d5cies to act 9 def9ite ways1 :5 9 p>ticul> situations4 ,man has a t5d5cy1 "u ! prop] conditions1 to be fe>ful1 ba%ful1 angry1 curi\s1 sympa!tic1 grasp+1 etc4 ,x is only1 moreov]1 because exp]i5ce f9ally gives man ideas ( ^! in/9ctive movem5ts1 t !y may 9 "t be controll$ by reason1 & develop$ into ord]ly habits4 ,classification ( ,human ,in/9cts4--,v>i\s attempts h be5 made to classify human in/9cts4 ,= educational purposes1 p]haps ! mo/ satisfactory me?od is t :i* classifies !m accord+ to _! relation to ! direct welf>e ( ! individual organism4 ,be+ inh]it$ t5d5cies on ! "p ( ! organism to react 9 def9ite ways to def9ite /imuli1 all in/9ctive acts %\ld naturally t5d to promote ! good ( ! p>ticul> individual4 ,diff]5t in/9cts w be f\nd to diff]1 h[ev]1 9 ! degree 9 :i* !y involve ! imm$iate good ( ! individual organism4 ,on ?is basis ! v>i\s human in/9cts may be divid$ into ! foll[+ classes3 #a4 ,individuali/ic ,in/9cts4--,"s in/9cts ga9 _! significance because !y t5d solely to meet ! ne$s ( ! individual4 ,examples ( ^! w\ld be ! in/9cts involv$ 9 secur+ food1 z bit+1 *ew+1 c>ry+ objects to ! m\?2 su* in/9ctive expressions z cry+1 smil+1 & utt]+ articulate s\nds2 rhy?mical bodily movem5ts2 bodily expression ( fe>1 etc4 #b4 ,racial ,in/9cts4--,^! include su* in/9ctive acts z make = ! pres]vation ( ! species1 z ! sexual & p>5tal in/9cts1 jeal\sy1 etc4 ,! con/ructive in/9ct 9 man1 also1 may be consid]$ p>allel to ! ne/+ in/9ct 9 birds & animals4 #c4 ,social ,in/9cts4--,among ^! are plac$ su* in/9ctive t5d5cies z ba%fulness1 sympa?y1 ! greg>i\s in/9ct1 or love ( companion%ip1 ang]1 self-ass]tion1 combativ5ess1 etc4 #d4 ,in/9cts ( ,adju/m5t4--,includ$ among man's native t5d5cies are a numb] ( complex responses :i* manife/ !mselves 9 8 ef=ts to adju/ himself to 8 surr\nd+s4 ,^! may be call$ in/9ctive s f> z conc]ns _! m]e impulsive t5d5cy1 :i* is no d\bt inh]it$4 ,9 ! op]ation ( ^! s-call$ in/9cts1 h[ev]1 !re is n se5 t def9ite mode ( response to a p>ticul> /imulus :i* is f\nd 9 a pure in/9ct4 ,s9ce1 h[ev]1 ^! are important human t5d5cies1 & s9ce !y deal specifically ) ! *ild's attitude 9 adapt+ himself to 8 environm5t1 !y rank f an educational /&po9t among ! mo/ important ( human in/9cts4 ,^! include su* t5d5cies z curiosity1 imitation1 play1 con/ructiv5ess & acquisitiv5ess4 ,human ,in/9cts ,modifi$ by ,exp]i5ce4--,al?\gh in/9ctive acts are p]=m$ )\t =e?\ght or consci\s purpose1 yet 9 man !y may be modifi$ by exp]i5ce4 ,?is is true to a degree ev5 9 ! case ( ! in/9cts ( ! l[] animals4 ,"y spid]s1 = in/ance1 con/ruct _! webs 9 a mann] inf]ior to t ( _! eld]s4 ,9 ! case ( birds1 also1 ! fir/ ne/ is usually inf]ior 9 /ructure to ^? ( lat] date4 ,9 c]ta9 cases1 inde$1 if acc\nts are to be accept$1 animals are able to v>y consid]ably _! in/9ctive movem5ts accord+ to ! p>ticul> conditions4 ,x is report$ t a swall[ _h select$ a place = h] ne/ betwe5 two walls1 ! surfaces ( :i* 7 s smoo? t %e c\ld f9d no f\ndation = h] ne/4 ,!reupon %e fix$ a bit ( clay to ea* wall1 laid a piece ( light wood ^u ! clay supports1 & ) ! /ick z a f\ndation proce$$ to con/ruct h] ne/4 ,on ! :ole1 h[ev]1 !re seems little v>iation 9 animal in/9cts4 ,! fi% w come a second "t to take food (f ! hook1 ! mo? w fly aga9 into ! flame1 & ! spid] w aga9 & aga9 build 8 web ov] ! op5+1 only to h x aga9 & aga9 torn away4 ,b :atev] may be ! am\nt ( v>iation )9 ! in/9cts ( ! l[] animals1 9 ! case ( man in/9ctive action is s modifi$ by exp]i5ce t 8 in/9cts soon develop into p]sonal habits4 ,! reason = ?is is q evid5t4 ,z previ\sly po9t$ out1 an in/9ctive act1 ?\gh n orig9ally purposeful1 is 9 man accompani$ ) a consci\sness ( bo? ! bodily discom=t & ! result+ movem5ts4 ,al?\gh1 !re=e1 ! *ild in/9ctively sucks1 grasps at objects1 or is convuls$ ) fe>1 ^! acts _c take place )\t 8 gradually und]/&+ _! significance z /ates ( exp]i5ce4 ,9 ?is way he soon le>ns t ! indiscrim9ate p]=mance ( an in/9ctive act may give q diff]5t results1 "s be+ mu* m valuable to ! individual ?an o!rs4 ,! "y *ild1 = in/ance1 may in/9ctively bite :atev] ent]s 8 m\?1 b ! old] *ild has le>n$ t ?is is n always desirable1 & !re=e ex]cises a volunt>y control ov] ! movem5t4 ,in/9cts ,diff] 9 ,value4--,! fact t man's in/9ctive t5d5cies ?us come )9 ! range ( exp]i5ce1 n only r5d]s !m am5able to reason1 b also leaves ! "q ( _! ultimate outcome extremely indef9ite4 ,= ?is reason _m in/9cts may appe> 9 man 9 =ms t seem undesirable4 ,! in/9ct to seek food is a natural "o1 yet w be condemn$ :5 x causes ! *ild to take fruit f ! neighb\r's g>d54 ,9 l mann]1 ! in/9ct to "k 8 surr\nd+s is natural to man1 b w be condemn$ :5 x causes him to place 8 e> to ! keyhole4 ,! t5d5cy to imitate is n 9 itself evil1 yet ! *ild mu/ le>n to weigh ! value ( :at he imitates4 ,"o important reason1 !re=e1 :y ! tea*] %\ld und]/& ! native t5d5cies ( ! *ild is t he may direct _! developm5t into moral habits & suppress any t5d5cies :i* are socially undesirable4 ,education ( ,in/9cts4--,9 deal+ ) ! moral aspects ( ! *ild's in/9ctive t5d5cies1 ! educator mu/ be> 9 m9d t "o t5d5cy may come 9 conflict ) ano!r4 ,! individuali/ic in/9ct ( fe$+ or own]%ip may conflict ) ! social in/9ct ( companion%ip2 ! in/9ct ( egoism1 ) t ( imitation2 & ! in/9ct ( fe>1 ) t ( curiosity4 ,to e/abli% satisfactory moral habits on ! basis ( in/9ct1 !re=e1 x is (t5 possible to proce$ by a me?od ( sub/itution4 ,! *ild :o %[s a t5d5cy to de/roy s*ool furniture c be/ be cur$ by hav+ con/ructive ex]cises4 ,! boy :o %[s a natural t5d5cy to de/roy animal life may h ! same arre/$ by be+ giv5 ! c>e ( animals & ?us hav+ 8 sympa?y develop$4 ,9 o!r cases1 ! removal ( /imuli1 or conditions1 = awak+ ! in/9ctive t5d5cy w be f\nd effective 9 *eck+ ! developm5t ( an undesirable in/9ct into a habit4 ,! boy :o %[s a _s ( combativ5ess may be cur$ by hav+ a g5]\s & cong5ial boy z 8 *um4 ,! pupil ^: social t5d5cies are s /rong t he _c refra9 f talk+ may be cur$ by isolation4 ,in/9cts ,may ,disappe>4--,9 deal+ ) ! in/9ctive t5d5cies ( ! *ild1 x is important = ! educator to rememb] t _m ( ^! are transitory 9 "* &1 if n utiliz$ at ! prop] "t1 w p]i% = want ( ex]cise4 ,ev5 9 ! case ( animals1 natural in/9cts w n develop unless ! opportunity = ex]cise is provid$ at ! "t4 ,birds %ut up 9 a cage lose ! in/9ct to fly2 :ile ducks1 aft] be+ kept a c]ta9 "t f wat]1 w n readily acquire ! habit ( swimm+4 ,9 ! same way1 ! *ild :o is n giv5 opportunity to associate ) o!rs w likely gr[ up a recluse4 ,all "w = a few ye>s1 & x w be impossible = ,jack to le>n lat] h[ to play4 ,! girl :o dur+ h] *ildhood has no opportunity to display any pride ?r\gh neatness 9 dress w gr[ up untidy & c>eless z to h] p]sonal appe>ance4 ,9 l mann]1 x is only ! *ild ^: con/ructive t5d5cy is e>ly giv5 an opportunity to express itself :o is likely to develop into an exp]t workman2 :ile "o :o has no opportunity to give expression to 8 /hetic in/9ct 9 e>ly life w n lat] develop into an arti/4 ,,curiosity ,curiosity z ,motive4--,an important be>+ ( in/9ct ^u ! "w ( education is f\nd 9 ! fact t an in/9ctive t5d5cy may add mu* to ! =ce ( ! motive1 or end1 9 any educative process4 ,?is is especially true 9 ! case ( su* adaptive in/9cts z curiosity1 imitation1 & play4 ,curiosity is ! inquisitive attitude1 or appetite1 ( ! m9d :i* causes x to seek out :at is /range 9 its surr\nd+s & make x an object ( att5tion4 ,z an in/9ctive t5d5cy1 its significance consi/s 9 ! fact t x leads ! individual to int]pret 8 surr\nd+s4 ,a creature devoid ( curiosity1 !re=e1 w\ld n discov] ei!r ! b5efits to be d]iv$ f 8 surr\nd+s or ! dang]s to be avoid$4 ,9 addition to its direct practical value 9 lead+ ! individual to /udy 8 environm5t 9 ord] to meet actual ne$s1 curiosity (t5 seeks a m !oretic end1 appe>+ m]ely z a feel+ ( wond] or a ?ir/ = k4 ,use & ,abuse ( ,curiosity4--,:ile curiosity is ne$ful = ! welf>e ( ! individual1 an inord9ate developm5t ( ?is in/9ct is bo? intellectually & morally undesirable4 ,s9ce curiosity directs att5tion to ! novel 9 our surr\nd+s1 ov]-curiosity is likely to keep ! m9d w&]+ f "o novelty to ano!r1 & ?us int]f]e ) ! fix+ ( att5tion = a suffici5t "t to give def9it5ess to p>ticul> impressions4 ,! virtue ( curiosity is1 !re=e1 to direct att5tion to ! novel until x is made famili>4 ,!re is a type ( curiosity1 h[ev]1 :i* craves = m]e a/oni%m5t & n = und]/&+4 ,x is su* curiosity t causes *ildr5 to pry into o!r p's belong+s1 & m5 into o!r p's affairs4 ,s5su\s & ,app]ceptive ,curiosity4--,curiosity may be consid]$ ( two k9ds also f ! /&po9t ( its orig94 ,9 e>ly life1 curiosity mu/ re/ l>gely ^u s5se p]ception1 be+ ess5tially an appetite ( ! s5ses to meet & int]pret ! objective surr\nd+s4 ,a bright light1 a l\d noise1 a mov+ object1 at once awak5s curiosity4 ,at ?is /age1 curiosity s]ves z a c\nt]act+ influ5ce to ! in/9ct ( fe>1 ! "o lead+ ! *ild to use 8 s5ses ^u 8 surr\nd+s1 & ! o!r caus+ him to use !m 9 a c>eful & judici\s mann]4 ,z ! *ild gr[s 9 exp]i5ce1 h[ev]1 8 curiosity limits itself m & m 9 accordance ) ! law ( app]ception4 ,"h ! object attracts att5tion n m]ely because ( its s5su\s prop]ties1 b because x sugge/s novel relations )9 ! elem5ts ( pa/ exp]i5ce4 ,! "y *ild's curiosity1 = in/ance1 is ar\s$ t[>d a /range plant simply because ( its =m & col\r1 t ( ! /ud5t ( botany1 because ! plant pres5ts features t d n relate !mselves at once to 8 botanical exp]i5ce4 ,! fir/ curiosity may be call$ objective1 or s5su\s1 ! second subjective1 or app]ceptive4 ,relation ( ,two ,types4--,! di/9ction betwe5 s5su\s & app]ceptive curiosity is1 ( c\rse1 "o ( degree r ?an "o ( k9d4 ,a novel object c\ld n be an object ( att5tion unless x bore "s relation to ! pres5t m5tal cont5t4 ,! "y *ild1 h[ev]1 seeks ma9ly to give mean+ to novel s5se impressions1 & is n attract$ to ! m hidd5 relations 9 :i* objects may /& "o to ano!r4 ,he is attract$1 = in/ance1 to ! col\r1 sc5t1 & g5]al =m ( ! fl[]1 r ?an to its /ructure4 ,on ! o!r h&1 x is f\nd t at a lat] /age curiosity is usually ar\s$ t[>d a novel problem1 to ! ext5t to :i* ! problem f9ds a sett+ 9 previ\s exp]i5ce4 ,?is is se5 9 ! fact t ! "y *ild takes no int]e/ 9 hav+ lessons gr[ out ( ea* o!r 9 a connect$ mann]1 b mu/ h 8 curiosity ar\s$ to ! pres5t situation ?r\gh its own intr9sic appeal4 ,= ?is reason1 "y *ildr5 are ma9ly int]e/$ 9 a lesson :i* deals ) p>ticul> elem5ts 9 a concrete mann]1 su* z col\r$ blocks1 bright pictures1 & /ories ( action2 :ile ! old] pupil seeks out ! new problem because x /&s 9 def9ite relation to :at is already kn[n4 ,importance ( ,app]ceptive ,curiosity4--,s9ce curiosity dep5ds ^u novelty1 x is evid5t t s5su\s %\ld ultimately give place to app]ceptive curiosity4 ,al?\gh objects fir/ impress ! s5ses ) a degree ( fre%ness & vig\r1 ?is fre%ness mu/ disappe> z ! novelty ( ! impression we>s (f4 ,:5 s5su\s curiosity ?us disappe>s1 x is only by see+ 9 ! _w ( s5su\s objects o!r relations ) _! l>g] mean+1 t heal?y curiosity is likely to be ma9ta9$4 ,?us x is t ! curiosity ( ! /ud5t is attract$ to ! m hidd5 qualities ( objects1 to ! trac+ ( cause & effect1 & to ! discov]y ( sci5tific tru? 9 g5]al4 ,novelty v]sus ,v>iety4--,:ile ! famili> mu/ lose some?+ ( its fre%ness ?r\gh its v famili>ity1 x is to be not$ t to remit any exp]i5ce = a "t w add some?+ to ! fre%ness ( its revival4 ,p]sons & places1 = in/ance1 :5 revisit$ aft] a p]iod ( abs5ce1 ga9 some?+ ( ! *>m ( novelty4 ,v>iety is1 !re=e1 a means by :i* ! effect ( curiosity may be su/a9$1 ev5 aft] ! orig9al novelty has disappe>$4 ,?is fact %\ld be especially rememb]$ 9 deal+ ) ! /udies ( "y *ildr54 ,)\t be+ con/antly f$ ^u ! novel1 ! *ild may yet avoid monotony by hav+ a measure ( v>iety )9 a reasonable numb] ( int]e/s4 ,x is 9 ?is way1 9 fact1 t p]man5t c5tres ( int]e/ c be/ be e/abli%$4 ,to keep a *ild's att5tion cont9ually ^u "o l9e ( exp]i5ces w\ld de/roy bo? curiosity & int]e/4 ,to keep him ev] att5d+ to ! novel w\ld prev5t ! build+ up ( any c5tres ( int]e/4 ,by v>iety )9 a reasonable numb] ( subjects1 bo? dep? ( int]e/ & reasonable v>iety 9 int]e/s w be obta9$4 ,?is is1 !re=e1 ano!r reason :y ! s*ool curriculum %\ld %[ a reasonable numb] ( subjects & reasonable v>iety 9 ! pres5tation ( ^! subjects4 ,,imitation ,nature ( ,imitation4--,9 our /udy ( ! n]v\s sy/em1 att5tion 0 call$ to ! close connection exi/+ betwe5 s5sory impulse & action4 ,x may be not$ fur!r t1 :5ev] ! "y *ild ga9s an idea ( an action1 he t5ds at once to express t idea 9 action4 ,on acc\nt ( ?is imm$iate connection betwe5 ?\ght & expression1 due to an inability to inhibit ! motor dis*>ge1 a *ild1 z soon z he is able to =m ideas ( ! acts ( o!rs1 mu/ necess>ily %[ a t5d5cy to repeat1 or reproduce1 su* acts4 ,grant+ t ?is imm$iate connection betwe5 s5sory impulse & motor response is an inh]it$ capacity1 ! t5d5cy ( ! "y *ild to imitate ! acts ( o!rs may be classifi$ z an in/9ct4 ,imitation a ,complex4--,on clos] exam9ation1 h[ev]1 x w be f\nd t imitation is really a complex ( sev]al t5d5cies4 ,! n]v\s organism ( ! heal?y "y *ild is usually sup]*>g$ ) n]v\s en]gy4 ,?is en]gy1 l a swoll5 /ream1 seems ev] /riv+ to sweep away any resi/ance to ! motor dis*>ge ( s5sory impulses1 & mu/ necess>ily re9=ce ! natural t5d5cy to give imm$iate expression to ideas ( action4 ,moreov]1 ! social in/9cts ( ! *ild1 8 sympa?y1 etc41 give him a special int]e/ 9 human be+s & 9 _! acts4 ,^! t5d5cies1 !re=e1 focus 8 att5tion ^u human action1 & cause 8 ideas ( su* acts to become m vivid & int]e/+4 ,= ?is reason1 obs]vation ( human acts is m likely to lead to motor expression4 ,t ! social in/9cts ( ! *ild re9=ce ! t5d5cy to imitate is indicat$ by ! fact t 8 e>ly imitations are ( human acts especially1 z yawn+1 smil+1 cry+1 etc4 ,! same is fur!r evid5c$ 9 t1 at a lat] /age1 :5 ord9>y objects ent] into 8 imitative acts1 ! imitation is l>gely symbolic1 & objects are end[$ ) liv+ attributes4 ,"h blocks become m52 /icks1 horses1 etc4 ,k9ds (4 ,a4 ,spontane\s ,imitation4--,9 its simple/ =m1 imitation seems to foll[ directly ^u ! p]ception ( a giv5 act4 ,z ! *ild att5ds1 n[ to ! nod ( ! head1 n[ to ! %ak+ ( ! rattle1 n[ to an utt]$ s\nd1 he spontane\sly reproduces ^! p]ceiv$ acts4 ,because 9 su* cases ! imitative act foll[s directly ^u ! p]ception ( ! copy1 )\t ! int]v5tion ( any det]m9ation to imitate1 x is t]m$ spontane\s1 or unconsci\s1 imitation4 ,x is by spontane\s imitation t ! *ild ga9s s mu* k ( ! _w ab\t him1 & s mu* p[] ov] ! movem5ts ( 8 own body4 ,! occupations & language ( ! home1 ! op]ations ( ! workman1 ! movem5ts & ge/ures ( ! old] *ildr5 9 _! games1 all ^! are spontane\sly reproduc$ ?r\gh imitation4 ,?is enables ! *ild to p>ticipate l>gely 9 ! social life ab\t him4 ,x is = ?is reason t he %\ld obs]ve only good models ( language & conduct dur+ 8 e>ly ye>s4 ,b4 ,symbolic ,imitation4--,if we note ! imitative acts ( a *ild ( f f\r to six ye>s ( age1 we may f9d t a new factor is (t5 ent]+ into ! process4 ,at ?is /age ! *ild1 in/ead ( m]ely copy+ ! acts ( o!rs1 fur!r clo!s objects & p]sons ) fanci$ attributes ?r\gh a process ( imag9ation4 ,by ?is means1 ! little *ild becomes a "m & ! doll a baby2 "o boy becomes a tea*] or capta91 ! o!rs become pupils or soldi]s4 ,?is =m has already be5 ref]r$ to z symbolic imitation4 ,frequ5t use is made ( ?is type ( imitation 9 education1 especially 9 ! k9d]g>t54 ,?r\gh ! gifts1 plays1 etc41 ( ! k9d]g>t51 ! *ild 9 imag9ation exemplifies numb]less relations & processes ( ! home & community life4 ,! educative value ( ?is type consi/s 9 ! fact t ! *ild1 by act+ out 9 a symbolic1 or make-believe1 way valuable social processes1 ?\gh do+ !m only 9 an imag9ative way1 comes to "k !m bett] by ! do+4 ,c4 ,volunt>y ,imitation4--,z ! *ild's increas+ p[] ( att5tion gives him l>g] control ( 8 exp]i5ces1 he becomes able1 n only to di/+ui% betwe5 ! idea ( an action & its reproduction by imitation1 b also to associate "s fur!r end1 or purpose1 ) ! imitative process4 ,! little *ild imitates ! language ( 8 fell[s spontane\sly2 ! mimic1 = ! purpose ( br++ out c]ta9 peculi>ities 9 _! spee*4 ,:5 fir/ imitat+ 8 eld] pa9t+ ) a bru%1 ! *ild imitates m]ely 9 a spontane\s or unconsci\s way ! act ( bru%+4 ,:5 lat]1 h[ev]1 he tries to secure ! delicate t\* ( 8 art tea*]1 he w imitate ! tea*]'s movem5ts = ! def9ite purpose ( add+ to 8 own skill4 ,because 9 ?is type ! imitator fir/ conceives 9 idea ! p>ticul> act to be imitat$1 & !n consci\sly /rives to reproduce ! act 9 l mann]1 x is classifi$ z consci\s1 or volunt>y1 imitation4 ,use ( ,volunt>y ,imitation4--,tea*]s diff] widely conc]n+ ! educational value ( volunt>y imitation4 ,x is evid5t1 h[ev]1 t 9 c]ta9 cases1 z le>n+ correct =ms ( spee*1 9 physical & manual ex]cises1 9 conduct & mann]s1 etc41 good models = imitation c\nt = m ?an rules & precepts4 ,on ! o!r h&1 to endeav\r to tea* a *ild by imitation to read intellig5tly c\ld only result 9 failure4 ,9 su* a case1 ! pupil1 by attempt+ to analyse out & set up z models ! diff]5t features ( ! tea*]s read+1 w\ld h 8 att5tion direct$ f ! ?\ght ( ! s5t5ce4 ,b )\t grasp+ ! mean+1 ! pupil _c make 8 read+ intellig5t4 ,9 l mann]1 to h a *ild le>n a rule 9 ari?metic by m]ely imitat+ ! process f type examples work$ by ! tea*]1 w\ld be worse ?an useless1 s9ce x w\ld prev5t indep5d5t ?9k+ on ! *ild's "p4 ,! purpose "h is n to ga9 skill 9 a me*anical process1 b to ga9 k ( an intellig5t pr9ciple4 ,,play ,nature ( ,play ,impulse4--,ano!r t5d5cy ( e>ly *ildhood utiliz$ by ! mod]n educator is ! s-call$ in/9ct ( play4 ,accord+ to "s1 ! impulse to play repres5ts m]ely ! t5d5cy ( ! surplus en]gy /or$ up )9 ! n]v\s organism to express itself 9 physical action4 ,accord+ to ?is view1 play w\ld repres5t1 n any inh]it$ t5d5cy1 b a condition ( ! n]v\s organism4 ,x is to be not$1 h[ev]1 t ?is activity sp5ds itself l>gely 9 :at seems in/9ctive t5d5cies4 ,! boy1 9 play+ hide-&-seek1 9 *as+1 & ! l1 seems to express ! hunt+ & flee+ in/9cts ( 8 ance/ors4 ,play+ ) ! doll is evid5tly sugge/$ & influ5c$ by ! p>5tal in/9ct1 :ile 9 all games1 ! activity is evid5tly det]m9$ l>gely by social in/9cts4 ,l imitation1 !re=e1 play seems a complex1 involv+ a numb] ( in/9ctive t5d5cies4 ,play v]sus ,"w4--,an ess5tial *>act]i/ic ( ! play impulse is its fre$om4 ,by ?is is meant t ! acts are p]=m$1 n to ga9 "s fur!r end1 b m]ely = ! sake ( ! activity itself4 ,! impulse to play1 !re=e1 mu/ f9d its initiative )9 ! *ild1 & mu/ give expression m]ely to "s inn] t5d5cy4 ,s long1 = example1 z ! boy %ovels ! s& or piles ! /ones m]ely to ex]cise 8 physical p[]s1 or to satisfy an inn] t5d5cy to imitate ! actions ( o!rs1 ! op]ation is "o ( play4 ,:51 on ! o!r h&1 ^! acts are p]=m$ 9 ord] to clean up ! y>d1 or because !y h be5 ord]$ to be done by a p>5t1 ! process is "o ( "w1 = ! impulse to act n[ lies 9 some?+ outside ! act itself4 ,to compel a *ild to play1 !re=e1 w\ld be to compel him to "w4 ,value ( ,play3 ,a4 ,physical4--,play is "o ( ! mo/ effective means = promot+ ! physical developm5t ( ! *ild4 ,?is result foll[s naturally f ! free "* ( ! play activity4 ,s9ce ! impulse to act is f\nd 9 ! activity itself1 ! *ild always has a /rong motive = c>ry+ on ! activity4 ,on ! o!r h&1 :5 some:at simil> activities are c>ri$ on z a task set by o!rs1 ! end is too remote f ! *ild's pres5t int]e/s & t5d5cies to supply him ) an imm$iate motive = ! activity4 ,play1 !re=e1 causes ! "y *ild to express himself physically to a degree t tasks set by o!rs c nev] d1 & ?us aids him l>gely 9 secur+ control ( bodily movem5ts4 ,b4 ,intellectual & ,moral4--,9 play1 h[ev]1 ! *ild n only secures physical developm5t & a control ( bodily movem5ts1 b also ex]cises & develops o!r t5d5cies & p[]s4 ,_m plays & games1 = in/ance1 involve ! use ( ! s5ses4 ,:e!r ! "y *ild is %ak+ 8 rattle1 roll+ ! ball1 p\nd+ ) ! spoon1 pil+ up blocks & knock+ !m ov]1 or play+ 8 regul> guess+ games 9 ! k9d]g>t51 he is con/antly /imulat+ 8 s5ses1 & giv+ 8 s5sory n]ves _! ne$$ developm5t4 ,z imitation & imag9ation1 by _! co-op]ation1 lat] enable ! *ild to symbolize 8 play1 su* games z keep+ /ore1 play+ c>p5t]1 f>m]1 bak]1 etc41 bo? enl>ge ! *ild's k ( 8 surr\nd+s1 & also awak5 8 int]e/ & sympa?y t[>d ^! occupations4 ,o!r games1 su* z beans-9-!-bag1 involve c\nt+1 & ?us furni% ! *ild incid5tal lessons 9 numb] "u mo/ int]e/+ conditions4 ,9 games involv+ co-op]ation & competition1 z ! b[+ game1 ! w9dmill1 fill ! gap1 *ase ball 9 r+1 etc41 ! social t5d5cies ( ! *ild are develop$1 & su* individual in/9cts z rivalry1 emulation1 & combativ5ess are br\ght "u prop] control4 ,,play ,,9 ,,education ,assign+ ,play4--,9 adapt+ play to ! =mal education ( ! *ild1 a difficulty seems at once to pres5t itself4 ,if ! tea*] endeav\rs to provide ! *ild ) games t possess an educative value1 physical1 intellectual1 or moral1 h[ c %e give su* games to ! *ildr51 & at ! same "t avoid sett+ ! game z a task8 ,t su* a result might foll[ is evid5t f our ord9>y obs]vation ( "y *ildr54 ,to ! boy int]e/$ 9 a game ( ball1 ! reque/ to come & jo9 8 si/] 9 play+ h\sekeep+ w\ld1 m ?an likely1 be positive drudg]y4 ,may x n foll[ !re=e1 t a trade or guess+ game giv5 by ! k9d]g>t5 director w fail to call =? ! free activity ( ! *ild8 ,"o ( ! argum5ts ( ! advocates ( ! ,montessori ,me?od 9 fav\r ( t sy/em is1 t ! specially prep>$ app>atus ( t sy/em is itself sugge/ive ( play ex]cises2 & t1 by hav+ access to ! app>atus1 ! *ild may *oose ! p>ticul> ex]cise :i* appeals to 8 free activity at ! mom5t4 ,?is suppos$ sup]iority ( ! ,montessori app>atus ov] ! k9d]g>t5 games is1 h[ev]1 m app>5t ?an real4 ,:at ! skilful k9d]g>t5 tea*] does is1 ?r\gh h] k ( ! int]e/s & t5d5cies ( ! *ildr51 to sugge/ games t w be likely to appeal to _! free activity1 & at ! same "t h educative value along physical1 intellectual1 & moral l9es4 ,9 ?is way1 %e does no m ?an *ildr5 d among !mselves1 :5 "o sugge/s a suitable game to 8 companions4 ,9 su* a case1 no "o w\ld argue1 surely1 t ! lead] is ! only *ild to %[ free activity 9 ! play4 ,/ages 9 ,play4--,9 ! select+ ( games1 plays1 etc41 x is to be not$ t ^! may be divid$ into at lea/ ?ree classes1 accord+ z !y appeal to *ildr5 at diff]5t ages4 ,! v "y *ild pref]s m]ely to play ) some:at simple objects t c make an appeal to 8 s5ses1 z ! rattle1 ! doll1 ! pail & %ovel1 hamm]1 crayon1 etc4 ,?is pref]5ce dep5ds1 on ! "o h&1 ^u 8 e>ly individuali/ic nature1 :i* w\ld object to %>e ! play ) ano!r2 &1 on ! o!r h&1 ^u ! natural hung] ( 8 s5ses = v>i$ /imulations4 ,at ab\t five ye>s ( age1 ow+ to ! gr[? ( ! *ild's imag9ation1 symbolism beg9s to ent] l>gely into 8 games4 ,at ?is age ! *ildr5 love to play *ur*1 s*ool1 soldi]1 scav5g] man1 h5 & *ick5s1 keep+ /ore1 etc4 ,at f t5 to twelve ye>s ( age1 co-op]ative & competitive games are pref]r$2 & ) boys1 ^? games especially :i* dem& an am\nt ( /r5g? & skill4 ,?is pref]5ce is to be acc\nt$ = ?r\gh ! m>k$ developm5t ( ! social in/9cts at ?is age &1 9 ! case ( boys1 ?r\gh increase 9 /r5g? & w p[]4 ,limitations ( ,play4--,not)/&+ ! value ( play z an ag5t 9 education1 x is evid5t t its application 9 ! s*ool-room is limit$4 ,social effici5cy dem&s t ! *ild %all le>n to appreciate ! joy ( "w ev5 m ?an ! joy ( play4 ,moreov]1 z not$ 9 ! e>ly "p ( our "w1 ! acquisition ( race exp]i5ce dem&s t its problems be pres5t$ to ! *ild 9 def9ite & logical ord]4 ,?is c be accompli%$ only by hav+ !m pres5t$ to ! pupil by an educative ag5t & !re=e set z a problem or a task to be ma/]$4 ,?is1 ( c\rse1 does n d5y t ! tea*] %\ld /rive to h ! pupil express himself z freely z possible z he works at 8 s*ool problem4 ,x does necessitate1 h[ev]1 t ! *ild %\ld f9d 9 8 lesson "s consci\s end1 or aim1 to be rea*$ beyond ! m]e activity ( ! le>n+ process4 ,?is 9 itself /amps ! ord9>y le>n+ process ( ! s*ool z m ?an m]e play4 ,,*apt] ,,xxii ,,habit ,nature ( ,habit4--,:5 an action1 :e!r p]=m$ "u ! full direction1 or control1 ( att5tion & ) a s5se ( ef=t1 or m]ely z an in/9ctive or impulsive act1 comes by repetition to be p]=m$ ) su* ease t consci\sness may be l>gely div]t$ f ! act itself & giv5 to o!r matt]s1 ! action is said to h become habitual4 ,= example1 if a p]son attempts a new mann] ( putt+ on a tie1 x is fir/ necess>y = him to /& be=e a glass & foll[ att5tively e movem5t4 ,9 a %ort "t1 h[ev]1 he f9ds himself able to p]=m ! act easily & skilfully bo? )\t ! use ( a glass & almo/ )\t consci\s direction4 ,moreov] if ! p]son %\ld *ance 9 8 fir/ ef=ts to hold 8 arms & head 9 a c]ta9 way 9 ord] to wat* ! process m easily 9 ! glass1 x is f\nd t :5 lat] he does ! act ev5 )\t ! use ( a glass1 he mu/ /ill hold 8 arms & head 9 ?is mann]4 ,basis ( ,habits4--,! ability ( ! organism to habituate an action1 or make x a reflex is f\nd to dep5d ^u c]ta9 prop]ties ( n]v\s matt] :i* h already be5 consid]$4 ,^! facts are3 #a4 ,n]v\s matt] is compos$ ( c\ntless numb]s ( individual cells br\ght into relation ) "o ano!r ?r\gh _! outgo+ fibres4 #b4 ,?is tissue is s pla/ic t :5ev] x reacts ^u an impression a p]man5t modification is made 9 its /ructure4 #c4 ,n only are su* modifications reta9$ p]man5tly1 b !y give a t5d5cy to repeat ! act 9 ! same way2 :ile e su* repetition makes ! /ructural modification /rong]1 & ?is r5d]s fur!r repetition ( ! act bo? easi] & m effective4 #d4 ,! connections betwe5 ! v>i\s n]v\s c5tres ?us become s p]man5t t ! action may run its c\rse ) a m9imum ( resi/ance )9 ! n]v\s sy/em4 #e4 ,9 "t ! movem5ts are s fix$ )9 ! sy/em t connections are =m$ betwe5 s5sory & motor c5tres at po9ts l[] ?an ! cortex--t is1 ! /imulus & response become reflex4 ,an ,example4--,:5 a *ild /rives to acquire ! movem5ts necess>y 9 mak+ a new capital lett]1 8 eye receives an impression ( ! lett] :i* passes along ! s5sory sy/em to ! cortex &1 usually ) mu* ef=t1 f9ds an outlet 9 a motor attempt to =m ! lett]4 ,?us a p]man5t trace1 or c\rse1 is e/abli%$ 9 ! n]v\s sy/em1 :i* w be some:at m easily tak5 on a future occasion4 ,aft] a numb] ( repetitions1 ! *ild1 by giv+ 8 att5tion fully to ! act1 is able to =m ! lett] ) relative ease4 ,z ^! movem5ts are repeat$1 h[ev]1 ! n]v\s sy/em1 z already not$1 may %ort5 ! circuit betwe5 ! po9t ( s5sory impression & motor dis*>ge by e/abli%+ associations 9 c5tres l[] ?an ^? situat$ 9 ! cortex4 ,:5ev] any act is repeat$ a great numb] ( times1 !re=e1 ^! l[] associations are e/abli%$ ) a result+ dim9ution ( ! impression upw>d ?r\gh ! cortex ( ! bra94 ,?is results also 9 a less5+ ( ! am\nt ( att5tion giv5 ! movem5t1 until f9ally ! act c be p]=m$ 9 a p]fectly regul> way ) practically no consci\s1 or att5tive1 ef=t4 ,habit & ,consci\sness4--,:ile say+ t su* habitual action may be p]=m$ ) facility 9 ! abs5ce ( consci\s direction1 x mu/ n be und]/ood t consci\s att5tion is necess>ily entirely abs5t dur+ ! p]=mance ( an habitual act4 ,9 _m ( ^! acts1 z = in/ance1 lac+ & tie+ a %oe1 sign+ "o's "n1 etc41 consci\s ef=t usually gives ! fir/ impulse to p]=m ! act4 ,!re may be cases1 h[ev]1 9 :i* "o f9ds himself engag$ 9 "s cu/om>y act )\t any seem+ initial consci\s sugge/ion4 ,?is w\ld be not$1 = in/ance1 :]e a p]son />ts = ! cu/om>y clo!s closet1 p]haps to obta9 some?+ f a pocket1 & sudd5ly f9ds himself hang+ on a hook ! coat he has unconsci\sly remov$ f 8 %\ld]s4 ,"h ! initial movem5t = remov+ ! coat may h be5 sugge/$ by ! sight ( ! cu/om>y closet1 or by ! movem5t involv$ 9 op5+ ! closet door1 ^! impressions be+ closely co-ord9at$ ?r\gh pa/ exp]i5ces ) ^? ( remov+ ! coat4 ,:51 also1 a woman is sew+ or knead+ bread1 al?\gh %e seems to be able to give h] att5tion fully to ! conv]sation 9 :i* %e may be engag$1 yet no d\bt a slight trace ( consci\s control is /ill ex]cis$ ov] ! o!r movem5ts4 ,?is is se5 9 ! fact t1 :5ev] ! conv]sation becomes s absorb+ t x takes a v /rong hold on ! att5tion1 ! habitual movem5ts may cease )\t ! p]son be+ at fir/ aw>e t %e has ceas$ work+4 ,habit & ,n]v\s ,action4--,! g5]al fl[ ( ! n]v\s en]gy dur+ su* processes z ! above1 9 :i* !re is an int]*ange betwe5 consci\s & habitual control1 may be illu/rat$ by ! foll[+ figures4 ,9 ^! figures ! heavy l9es indicate ! process actually go+ on1 :ile ! brok5 l9es indicate t al?\gh su* n]ve c\rses are e/abli%$1 !y are n be+ br\ght into active op]ation 9 ! p>ticul> case4 ,illu/ration3 ,,fig4 #a1 ,,fig4 #b1 ,,fig4 #c ,a4 ,s5sory ,/imulus ,b4 ,l[] ,s5sory ,c5tre ,c4 ,high] ,s5sory ,c5tre ,a' ,high] ,motor ,c5tre ,b' ,l[] ,motor ,c5tre ,c' ,motor ,response ,! arr[s 9 ,figure #a indicate ! c\rse ( s5sory /imulation & motor response dur+ ! fir/ ef=ts to acquire skill 9 any movem5t4 ,no connections are yet set up betwe5 l[] c5tres & ! acts are "u consci\s control4 ,! arr[s 9 ,figure #b indicate ! c\rse ( s5sory /imulus & motor response 9 an ord9>y habitual act1 z :5 an exp]t f+]s ! piano keys or controls a bicycle :ile 8 m9d is occupi$ ) o!r matt]s4 ,! arr[s 9 ,figure #c indicate h[1 ev5 9 p]=m+ :at is ord9>ily an habitual act1 ! m9d may at any "t assume control ( ! movem5t4 ,?is is illu/rat$ 9 ! case ( a p]son :o1 :5 unconsci\sly direct+ 8 bicycle along ! road1 comes to a n>r[ plank ov] a culv]t4 ,h]eupon full att5tion may be giv5 to ! movem5ts1 t is1 ! acts may come "u consci\s control4 ,,=mation ,,( ,,habits ,x is evid5t f ! nature ( ! /ructure & prop]ties ( ! n]v\s sy/em1 t man _c possibly avoid ! =mation ( habits4 ,any act once p]=m$ w n only leave an indelible trace )9 ! n]v\s sy/em1 b w also set up 9 ! sy/em a t5d5cy to repeat ! act4 ,x is ?is fact t always makes ! fir/ false /ep exce$+ly dang]\s4 ,moreov]1 e repetition fur!r breaks d[n ! pres5t resi/ance &1 !re=e1 9 a s5se fur!r enslaves ! individual to t mode ( action4 ,! ^w poorly articulat$ = ! fir/ "t1 ! lett] incorrectly =m$1 ! impati5t %rug ( ! %\ld]--^! set up _! v>i\s tracks1 create a t5d5cy1 & soon1 ?r\gh ! e/abli%m5t ( l[] connections1 become unconsci\s habits4 ,?us x is t e "o soon becomes a bundle ( habits4 ,precautions to be ,tak54--,a mo/ important problem 9 relation to ! life ( ! "y *ild is t he %\ld at ! outset =m "r habits4 ,?is includes n only do+ ! "r ?+1 b also do+ x 9 ! "r way4 ,= ?is he mu/ h ! "r impression1 make ! "r response1 & cont9ue ?is response until ! prop] pa?s are e/abli%$ 9 ! n]v\s sy/em1 or1 9 o!r words1 until practically all resi/ance )9 ! sy/em is ov]come4 ,x is "h t tea*]s are (t5 v lax 9 deal+ ) ! pupil 9 8 v>i\s =ms ( expressive "w4 ,!y may inde$ give ! *ild ! prop] impression1 = example1 ! correct =m ( ! lett]1 ! correct pronunciation ( ! new ^w1 ! correct position = ! p5 & ! body1 b too (t5 !y d n ex]cise ! vigilance necess>y to h ! fir/ responses develop into well-fix$ habits4 ,b x mu/ be rememb]$ t ! *ild's fir/ response is necess>ily crude2 = z already se51 !re is always at fir/ a c]ta9 resi/ance to ! co-ord9at$ movem5ts1 on acc\nt ( ! tracks )9 ! n]v\s sy/em n yet be+ surely e/abli%$4 ,! result is t dur+ ! "t ?is resi/ance is be+ ov]come1 !re is con/ant dang] ( v>iations creep+ into ! *ild's responses4 ,unless1 !re=e1 he is con/antly wat*$ dur+ ?is practice p]iod1 8 response may fall mu* bel[ ! model1 or /&>d1 set by ! tea*]4 ,take1 = in/ance1 ! *ild's mode ( =m+ a lett]4 ,at ! outset he is giv5 ! correct =ms = g & m1 b on acc\nt ( ! resi/ance met 9 p]=m+ ^! movem5ts he may1 if left )\t prop] sup]vision1 soon fall into su* movem5ts z symbol & symbol4 ,! *ief value ( ! ,montessori s&pap] lett]s consi/s 9 ! fact t !y enable ! *ild to cont9ue a correct movem5t )\t v>iation until all resi/ance )9 ! n]v\s organism has be5 ov]come4 ,two facts %\ld1 !re=e1 be kept prom95tly 9 view by ! tea*] conc]n+ ! *ild's ef=ts to secure skill4 ,fir/1 ! le>n]'s e>ly attempts mu/ be necess>ily crude1 bo? ?r\gh ! resi/ance at fir/ (f]$ by ! n]v\s sy/em on acc\nt ( ! prop] pa?s n be+ laid 9 ! sy/em1 & also ?r\gh ! image ( ! movem5t n be+ cle>ly conceiv$4 ,secondly1 !re is con/ant dang] ( v>iations f ! prop] /&>d e/abli%+ !mselves dur+ ?is p]iod ( resi/ance4 ,,value ,,( ,,habits ,habits ,promote ,effici5cy4--,b not)/&+ ! dang]s :i* seem to att5d ! =mation ( habits1 x is only ?r\gh ?is inevitable r$uction ( 8 m cu/om>y acts to unconsci\s habit t man atta9s to pr(ici5cy4 ,only by reliev+ consci\s att5tion f ! ord9>y me*anical processes 9 any occupation1 is ! arti/ able to att5d to ! special features ( ! "w4 ,unless1 = in/ance1 ! s*ol> possesses z an unconsci\s habit ! ability to hold ! p5 & =m & jo9 ! v>i\s lett]s1 he c\ld nev] devote 8 att5tion to evolv+ ! ?\ghts compos+ 8 essay4 ,9 l mann]1 )\t an habitual control ( ! *isel1 ! c>v] c\ld n possibly give an absorb+ att5tion to ! delicate outl9es ( ! p>ticul> model4 ,x is only because ! rid] has habituat$ himself to ! control ( ! h&les1 etc41 t he c give 8 att5tion to ! /reet traffic be=e him & guide ! bicycle or automobile ?r\gh ! ev] v>y+ passages4 ,! fir/ condition ( effici5cy1 !re=e1 9 any pursuit1 is to r$uce any g5]al movem5ts involv$ 9 ! process to unconsci\s habits1 & ?us leave ! consci\s judgm5t free to deal ) ! *angeable features ( ! "w4 ,habit ,cons]ves ,en]gy4--,ano!r advantage ( habit is t x adds to ! individual's capacity = "w4 ,:5 any movem5ts are novel & require our full att5tion1 a great] n]v\s resi/ance is met on acc\nt ( ! lay+ d[n ( new pa?s 9 ! n]ve c5tres4 ,moreov] long] n]v\s curr5ts are produc$ ?r\gh ! cortex ( ! bra91 because consci\s att5tion is be+ call$ into play4 ,^! conditions necess>ily consume a great] am\nt ( n]ve en]gy4 ,! result is t man is able to cont9ue = a long] "t ) less n]v\s exhau/ion any s]ies ( activities aft] !y h develop$ into habits4 ,?is c be se5 by not+ ! ease ) :i* "o c p]=m any physical ex]cise aft] habituat+ himself to ! movem5ts1 comp>$ ) ! evid5t /ra9 exp]i5c$ :5 ! ex]cise is fir/ und]tak54 ,makes ! ,disagreeable ,easy4--,ano!r1 ?\gh m incid5tal1 advantage ( ! =mation ( habits1 is t occupations 9 !mselves un9t]e/+ or ev5 di/a/eful may1 ?r\gh habit1 be p]=m$ at lea/ )\t m5tal revulsion4 ,?is results l>gely f ! fact t ! gr[? ( habit decreases ! resi/ance1 & ?us less5s or de/roys ! disagreeable feel+4 ,moreov]1 :5 su* acts are r$uc$ to me*anical habits1 ! m9d is l>gely free to consid] o!r ?+s4 ,9 ?is way ! individual1 ev5 9 ! mid/ ( 8 drudg]y1 may enjoy ! pleasures ( memory or imag9ation4 ,al?\gh1 !re=e1 9 go+ ?r\gh "s cu/om>y act1 "o may /ill dislike ! occupation1 ! fact t he c d mu* ( x habitually1 leaves him free to enjoy a c]ta9 am\nt ( m5tal pleasure 9 o!r ways4 ,aids ,morality4--,! =mation ( habits also has an important be>+ on ! moral life4 ,by habituat+ ourselves to "r =ms ( action1 we no d\bt make 9 a s5se moral ma*9es ( ourselves1 s9ce ! "r action is ! "o t w meet ! lea/ n]v\s resi/ance1 :ile ! do+ ( ! wrong action w\ld necessitate ! e/abli%+ ( new co-ord9ations 9 ! n]v\s sy/em4 ,x is no d\bt p>tly ow+ to ?is1 t "o ^: habits are =m$ c s easily resi/ temptations2 = to ask him to act o!r ?an 9 ! old way is to ask him to make1 n ! easy1 b ! h>d reaction4 ,:ile ?is is true1 h[ev]1 x mu/ n be suppos$ t 9 su* cases ! *oice ( ! "r ?+ involves only a "q ( cu/om>y n]v\s reaction4 ,:5 we *oose to d our duty1 we make a consci\s *oice1 & al?\gh e>li] "r action has set up c]ta9 n]ve co-ord9ations :i* r5d] x n[ easy to *oose ! "r1 yet x mu/ be rememb]$ t consci\s judgm5t is also involv$4 ,9 su* cases man does ! "r ma9ly because 8 judgm5t tells him t x is "r4 ,if1 !re=e1 he is 9 a situation :]e he mu/ act 9 a totally diff]5t way f :at is cu/om>y1 z :5 a quiet1 peace-lov+ man sees a ruffian assault+ a helpless p]son1 a moral man does n hesitate to *ange 8 habitual modes ( physical action4 ,,improvem5t ,,( ,,habitual ,,reactions ,to ,elim9ate a ,habit4--,f :at has be5 le>n$ conc]n+ ! p]man5cy ( our habits1 x is evid5t t only special ef=t w enable u to make any *ange 9 an habitual mode ( reaction4 ,9 at lea/ two cases1 h[ev]1 *anges may be necess>y4 ,! fact t _m ( our e>ly habits are =m$ ei!r unconsci\sly1 or 9 ignorance ( _! evil "*1 f9ds u1 p]haps1 z we come to ye>s ( discretion1 9 possession ( c]ta9 habits f :i* we w\ld gladly be fre$4 ,su* habits may range f relatively unimportant p]sonal peculi>ities to impolite & ev5 immoral modes ( conduct4 ,9 attempt+ to free ourselves f su* acts1 we mu/ be> 9 m9d :at has be5 not$ conc]n+ ! basis ( ret5tion4 ,to repeat an act at frequ5t int]vals is an important condition ( reta9+ x z a habit4 ,on ! o!r h&1 ! abs5ce ( su* repetition is almo/ sure1 9 due "t1 to oblit]ate ! n]v\s t5d5cy to repeat ! act4 ,to free "o's self f an undesirable habit1 !re=e1 ! great ess5tial is to avoid resolutely1 = a reasonable "t1 any recurr5ce ( ! bann$ habit4 ,:ile ?is c be accompli%$ only by consci\s ef=t & wat*fulness1 yet ea* day pass$ )\t ! repetition ( ! act weak5s by s mu* ! old n]ve co-ord9ations4 ,to attempt to break an old habit1 gradually1 h[ev]1 z "s w\ld pref]1 c result only 9 /ill keep+ ! habitual t5d5cy relatively /rong4 ,to ,modify a ,habit4--,at o!r times1 h[ev]1 we may desire n to elim9ate an habitual co-ord9ation 9 toto1 b r to modify only c]ta9 phases ( ! reaction4 ,9 writ+1 = in/ance1 a pupil may be hold+ 8 p5 correctly & also us+ ! prop] muscul> movem5ts1 b may h develop$ a habit ( =m+ c]ta9 lett]s incorrectly1 z symbol & symbol4 ,9 any attempt to correct su* =ms1 a special difficulty is met 9 ! fact t ! incorrect movem5ts are n[ closely co-ord9at$ ) a numb] ( correct movem5ts1 :i* mu/ necess>ily be reta9$ :ile ! o!r portions ( ! process are be+ modifi$4 ,to effect su* a modification1 x is necess>y = att5tion to focus itself ^u ! incorrect elem5ts1 & =m a cle> idea ( ! *anges desir$4 ,) ?is idea z a consci\s aim1 ! pupil mu/ h abundant practice 9 writ+ ! new =ms1 & avoid any recurr5ce ( ! old incorrect movem5ts4 ,?is fact emphasizes ! importance ( att5d+ to ! beg9n+ ( any habit4 ,9 tea*+ writ+1 = in/ance1 ! tea*] might fir/ give att5tion only to ! =m ( ! lett] & !n lat] seek to h ! *ild acquire ! muscul> movem5t4 ,9 ! meantime1 h[ev]1 ! *ild1 :ile le>n+ to =m ! lett]s1 may h be5 all[$ to acquire ! f+] movem5t1 & to break ?is habit bo? tea*] & pupil f9d mu* difficulty4 ,by limit+ ! *ild to ! use ( a black-bo>d or a l>ge p5cil & tablet1 & hav+ him make only relatively l>ge lett]s :ile he is le>n+ to =m !m1 ! tea*] c\ld h ! pupil avoid ?is e>ly =mation ( ! habit ( writ+ ) ! f+] movem5t4 ,limitations ( ,habit4--,f :at has "h be5 le>n$ conc]n+ ! =mation ( physical habits1 x becomes evid5t t !re are limitations to ^! z =ms ( reaction4 ,s9ce any habit is l>gely an unconsci\s reaction to a p>ticul> situation1 its value w be conditional ^u ! nature ( ! circum/ances :i* call =? ! reaction4 ,^! circum/ances mu/ occur q (t5 "u almo/ id5tical conditions1 o!rwise ! habit c h no value 9 direct+ our social conduct4 ,on ! contr>y1 x may s]i\sly int]f]e ) successful ef=t4 ,= ! play] to habituate 8 h&s to f+]+ ! viol9 is v important1 because ?is is a case :]e su* con/ant conditions are to be met4 ,= a salesman to habituate himself to "o mode ( pres5t+ goods to 8 cu/om]s w\ld be fatal1 s9ce bo? ! "* & ! ne$s ( ! cu/om]s are s v>i$ t no p]man5t =m ( approa* c\ld be effective 9 all cases4 ,to habituate ourselves to "s n>r[ automatic l9e ( action & foll[ x ev5 "u v>y+ circum/ances1 !re=e1 might prev5t ! m9d f prop]ly weigh+ ^! v>y+ conditions1 & ?us dead5 initiative4 ,x is = ?is reason t exp]i5ce is s valuable 9 direct+ life action4 ,by ! use ( pa/ exp]i5ce1 ! m9d is able to analyse ea* situation call+ = reaction &1 by not+ any unusual circum/ances x pres5ts1 may adapt ev5 our habitual reactions to ! p>ticul> conditions4 ,! relation ( habit to int]e/ & att5tion is treat$ 9 ,*apt] ,,xxiv4 ,,*apt] ,,xxiii ,,att5tion ,nature ( ,att5tion4--,9 our /udy ( ! pr9ciples ( g5]al me?od1 x 0 not$ t ! m9d is able to set up & hold be=e itself z a problem any p>tially realiz$ exp]i5ce4 ,f :at has be5 said conc]n+ n]v\s /imulation & ! pass+ inw>d ( s5su\s impression1 x might be ?\ght t ! m9d is = ! mo/ "p a some:at passive recipi5t ( consci\s /ates z !y *ance to arise ?r\gh ! /imulations ( ! p>ticul> mom5t4 ,fur!r consid]ation w %[1 h[ev]1 t1 at lea/ aft] v e>ly *ildhood1 ! m9d usually ex]cises a /rong selective control ov] :at %all occupy consci\sness at any p>ticul> "t4 ,9 ! case ( a /ud5t /riv+ to unravel ! mazes ( 8 ma!matical problem1 c\ntless impressions ( sight1 s\nd1 t\*1 etc41 may be /imulat+ him f all sides1 yet he refuses 9 a s5se to att5d to any ( !m4 ,! s++ ( ! maid1 ! *ill9ess ( ! room z ! fire dies out1 ev5 ! pa9 9 ! limb1 all fail to make !mselves kn[n 9 consci\sness1 until su* "t z ! successful solution causes ! p]son to direct 8 att5tion f ! "w 9 h&4 ,9 l mann]1 ! travell] at ! busy /ation1 :5 int5t ^u cat*+ 8 tra91 is p]haps totally unconsci\s ( ! impressions be+ receiv$ f ! pass+ ?rongs1 ! call+ newsboys1 ! %unt+ eng9es1 & ! malodor\s cattle c>s4 ,?is ability ( ! m9d to focus itself ^u c]ta9 exp]i5ces to ! exclusion ( o!r possible exp]i5ces is kn[n z att5tion4 ,degree ( ,att5tion4--,m5tion has already be5 made ( /ates ( consci\sness 9 :i* ! m9d seems 9 a passive /ate ( rev]ie4 ,al?\gh ! m9d1 ev5 9 su* sub-consci\s /ates1 w\ld seem to ex]cise "s slight att5tion1 x is yet evid5t t x does n ex]cise a def9ite selective control dur+ su* passive /ates ( consci\sness4 ,att5tion prop]1 on ! o!r h&1 may be describ$ z a /ate 9 :i* ! m9d focuses itself ^u "s p>ticul> impression1 & ?us makes x /& out m cle>ly 9 consci\sness z a def9ite exp]i5ce4 ,f ?is /&po9t x may be assum$ t1 9 a /ate ( wak+ rev]ie1 ! att5tion is s scatt]$ t no impression is made to /& out cle>ly 9 consci\sness4 ,on ! o!r h&1 z soon z ! m9d focuses itself on a c]ta9 impression1 = example1 ! report ( a gun1 ! relation ( two angles1 or ! image ( a c5taur1 ?is /&s out s cle>ly t x occupies ! :ole =egr\nd ( consci\sness1 :ile all o!r impressions hide !mselves 9 ! backgr\nd4 ,?is s+le focal /ate ( consci\sness is1 !re=e1 pre-em95tly a /ate ( att5tion :ile ! =m] /ate ( rev]ie1 on acc\nt ( its diffuse "*1 may be said to be relatively devoid ( att5tion4 ,physical ,illu/rations ( ,att5tion4--,to furni% a physical illu/ration ( ! work+ ( att5tion1 "s writ]s describe ! /ream ( our consci\s life z pres5t+ a s]ies ( waves1 ! successive waves repres5t+ ! impressions or ideas ^u :i* att5tion is focus$ at successive mom5ts4 ,:5 att5tion is 9 a diffuse /ate1 consci\sness is lik5$ to a comp>atively level /ream4 ,! focus+ ( att5tion ^u p>ticul> impressions & ?us mak+ !m /& out z di/9ct /ates ( consci\sness is said to break ! surface ( ! /ream into waves4 ,?is may be illu/rat$ z foll[s3 ,illu/ration3 ,,fig4 #a--;,consci\sness 9 a /ate ( passive rev]ie4 ,,fig4 #b--;,active consci\sness4 ,att5tion focuss$ on ! def9ite exp]i5ces a1 b1 c1 d1 e1 f1 g4 ,by o!rs1 consci\sness is describ$ z a field ( vision1 9 :i* ! c5tre ( vision repres5ts ! focal po9t ( att5tion4 ,= in/ance1 if ! /ud5t int5t ^u 8 problem 9 analysis does n notice ! flick]+ light1 ! play+ ( ! piano1 or ! smell ( ! burn+ meat break+ 9 ^u him1 x is because ?is problem occupies ! c5tre ( ! att5tive field4 ,! o!r impressions1 on ! contr>y1 lie s f> on ! outside ( ! field t !y fail to /& out 9 consci\sness4 ,?is may be repres5t$ by ! foll[+ diagram3 ,illu/ration3 ,p repres5ts ! problem on :i* att5tion is fix$4 ,a1 ,b1 ,c1 ,d1 ,e1 repres5t impressions :i*1 ?\gh /imulat+ ! organism1 d n attract def9ite att5tion4 ,x mu/ be und]/ood1 h[ev]1 t ^! are m]ely me*anical devices to illu/rate ! fact t :5 ! m9d selects1 or att5ds to1 any impression1 ?is impression is made to /& out cle>ly z an object 9 consci\sness2 or1 9 o!r words1 ! p>ticul> impression becomes a cle>-cut & def9ite exp]i5ce4 ,illu/ration3 ,probable adju/+ ( n]ve ends dur+ active att5tion ,neural ,basis ( ,att5tion4--,! neural conditions "u :i* ! m9d ex]cises su* active att5tion seem to be t dur+ ! att5tive /ate ! n]v\s en]gy conc5trates itself ^u ! pa?s & c5tres involv$ 9 ! p>ticul> exp]i5ce1 ! resi/ance be+ decreas$ 9 ! pa?s connect+ ! cells trav]s$ by ! impulse4 ,moreov]1 any n]v\s en]gy t5d+ to escape 9 o!r *annels is *eck$ & ! movem5ts h9d]$1 ?us %utt+ (f att5tion f o!r possible exp]i5ces4 ,= in/ance1 a p]son ) little int]e/ 9 horticulture might pass a fl[]+ %rub1 ! col\r1 =m1 & sc5t mak+ only a fa9t impression ^u him4 ,if1 h[ev]1 8 companion %\ld say1 ,:at a lovely col\r1 8 att5tion w direct itself to ?is quality1 ) ! result t ! col\r /&s out mu* m cle>ly 9 consci\sness1 & ! o!r features practically escape 8 notice4 ,"h ! sugge/ion ( ! companion focuses att5tion ^u ! col\r1 ?is be+ accompani$ ) a less5+ ( ! resi/ance betwe5 ! c5tres involv$ 9 int]pret+ ! col\r s5sations4 ,at ! same "t resi/ance 9 ! arcs involv+ =m & smell is increas$1 & ! en]gy div]t$ f ^! arcs into t ( col\r4 ,,att5tion ,,selective ,att5tion & ,int]e/4--,at ?is po9t a "q naturally arises :y ! m9d1 s9ce x is cont9ually subject to ! influ5ce ( impressions f )\t & ( reviv+ ideas f )91 %\ld select & focus att5tion ^u c]ta9 ( ^! to ! exclusion ( o!rs4 ,! answ] usually giv5 is t ! m9d feels 9 ea* case1 at lea/ vaguely1 a p]sonal int]e/ 9 "s *ange or adju/m5t to be wr\ght ei!r 9 or ?r\gh ! impression :i* x makes an object ( att5tion4 ,:51 = in/ance1 ! read] div]ts 8 att5tion f ! int]e/+ /ory to ! l\d talk+ outside ! w9d[1 he evid5tly desires to adju/ 8 und]/&+ m fully to ! new & /range impression4 ,s1 also1 :5 ! spectator rivets 8 att5tion ^u ! fly+ ball1 x is because he associates ) ?is ! int]e/+ possibility ( a *ange 9 ! score4 ,9 l mann]1 ! /ud5t 9 geometry fixes 8 att5tion ^u ! l9e jo9+ ! po9ts ( bisection ( ! sides1 because he desires to *ange 8 pres5t m5tal /ate ( unc]ta9ty z to its p>allelism ) ! base into "o ( c]ta9ty4 ,he fur!r fixes 8 att5tion ^u ! qualities ( c]ta9 bases & triangles1 because ?r\gh att5d+ to ^!1 he hopes to ga9 ! desir$ exp]i5ce conc]n+ ! p>allelism ( ! two l9es4 ,att5tion & ! ,"q4--,! g5]al conditions = det]m9+ ! c\rse ( att5tion w be fur!r und]/ood by a ref]5ce to two facts already e/abli%$ 9 connection ) g5]al me?od4 ,x has be5 se5 t ! "q & answ] me?od is usually a successful mode ( conduct+ ! le>n+ process4 ,! reason = ?is is t ! "q is a mo/ effective means ( direct+ a selective act ( att5tion4 ,= in/ance1 9 an elem5t>y sci5ce lesson on ! c&le flame1 al?\gh ! *ild1 if left to himself1 might obs]ve ! flame1 he w\ld n1 9 all probability1 notice p>ticul>ly ! lum9\s "p4 ,or aga91 if a dry glass is simply held ov] ! flame & !n remov$ by ! demon/rator1 al?\gh ! pupil may h wat*$ ! exp]im5t 9 a g5]al way1 x is d\btful :e!r he w\ld notice p>ticul>ly ! moi/ure deposit$ ^u ! glass4 ,a "q f ! demon/rator1 h[ev]1 awak5s int]e/1 causes ! m9d to focus 9 a special direction1 & bani%es f consci\sness features :i* might o!rwise occupy att5tion4 ,?is is because ! "q sugge/s a problem1 & ?us awak5s an expectant or unsatisfi$ /ate ( m9d1 :i* is likely to be satisfi$ only by att5d+ to :at ! "q sugge/s z an object ( att5tion4 ,att5tion & ,motive4--,x has already be5 not$ t any process ( le>n+ is likely to be m effective :5 ! *ild realizes a di/9ct problem1 or aim1 9 ! lesson1 or feels a ne$ = go+ ?r\gh ! le>n+ process4 ,! cause ( ?is is t ! aim1 by awak+ curiosity1 etc41 is an effective means ( secur+ att5tion4 ,:51 = example1 ! pupil1 9 le>n+ t #c #d #ab1 beg9s ) ! problem ( f9d+ out h[ _m ?rees are conta9$ 9 8 twelve blocks1 8 curiosity c be satisfi$ only by grasp+ c]ta9 significant relations4 ,9 approa*+ ! lesson1 !re=e1 ) su* an actual problem be=e him1 ! *ild feels a desire to *ange1 or alt]1 8 pres5t m5tal relation to ! problem4 ,9 o!r words1 he wi%es to ga9 some?+ involv$ 9 ! problem :i* he does n n[ "k or is n yet able to d4 ,8 desire to br+ ab\t ?is *ange or to rea* ?is end n only holds 8 att5tion ^u ! problem1 b also adju/s x to :atev] ideas are likely to assi/ 9 solv+ ! problem4 ,:51 !re=e1 pupils approa* a lesson ) an int]e/+ problem 9 m9d1 ! tea*] f9ds x mu* easi] to c5tre _! att5tion ^u ^? factors :i* make = ! acquisition ( ! new exp]i5ce4 ,,involunt>y ,,att5tion ,nature ( ,involunt>y ,att5tion4--,att5tion is met 9 its simple/ =m :5 ! m9d spontane\sly focuses itself ^u any /rong /imulus receiv$ ?r\gh ! s5ses1 z a fla%+ light1 a l\d cra%1 a bitt] ta/e1 or a viol5t pressure4 ,z already not$1 ! significance ( ?is type ( att5tion lies 9 ! fact t ! m9d seeks to adju/ itself intellig5tly to a new condition 9 its surr\nd+s :i* has be5 sugge/$ to x ?r\gh ! viol5t /imulus4 ,! ability to att5d to su* /imuli is evid5tly an inh]it$ capacity1 & is possess$ by animals z well z by *ildr54 ,x is also ! only =m ( att5tion ex]cis$ by v "y *ildr51 & = "s "t ! *ild seems to h little *oice b to att5d to ! ev] v>y+ /imuli1 ! att5tion be+ drawn n[ to a bright light1 n[ to a l\d voice1 accord+ to ! viol5ce ( ! impressions4 ,on acc\nt ( ! app>5t lack ( control ov] ! direction ( att5tion1 ?is type is spok5 ( z spontane\s1 or involunt>y1 att5tion4 ,place & ,value4--,x is only1 h[ev]1 dur+ 8 v e>ly ye>s t man lacks a reasonable control ev5 ov] relatively /rong /imulations4 ,z not$ above1 ! m9d acquires an ability to conc5trate itself ^u a s+le problem 9 ! mid/ ( relatively viol5t /imulations4 ,moreov]1 9 ! mid/ ( v>i\s /rong /imulations1 x is able to select ! "o :i* x desires1 to ! exclusion ( all o!rs4 ,at a relatively e>ly age1 = in/ance1 ! y\? is able1 9 8 games1 to focus 8 att5tion ^u ! ball1 & pays little att5tion to ! %\ts & movem5ts ( ! spectators4 ,on ! o!r h&1 h[ev]1 x is also true t man nev] loses ?is *>act]i/ic ( att5d+ 9 an involunt>y1 or reflex1 way to any /rong /imulus4 ,inde$1 )\t ! possession ( ?is h]$it>y t5d5cy1 x is h>d to see h[ he c\ld escape any dang]s ) :i* 8 body might be ?reat5$ :ile 8 att5tion is /rongly engag$ an ano!r problem4 ,educational ,precautions4--,t "y *ildr5 naturally t5d to give _! att5tion to /rong /imuli1 is a matt] ( consid]able mom5t to ! prim>y tea*]4 ,x is = ?is cause1 among o!rs1 t reasonable quiet & ord] %\ld prevail 9 ! class-room dur+ ! recitation4 ,:5 ! pupil is endeav\r+ to fix 8 att5tion ^u a select$ problem1 say ! relation ( ! squ>e foot to ! squ>e y>d1 any undue /imulation ( 8 s5ses f ! s*ool-room environm5t c\ld n fail to di/ract 8 att5tion f ! problem be=e him4 ,= ! same reason1 ! ext]nal conditions %\ld be su* z are n likely to furni% unusual /imulations1 z w be ! case if ! class-room is on a busy /reet & mu/ be v5tilat$ by means ( op5 w9d[s4 ,f9ally1 9 ! use ( illu/rative mat]ials1 ! tea*] %\ld see t ! concrete matt] w n /imulate ! *ild unduly 9 ways =eign to ! lesson topic4 ,= example1 9 tea*+ a nature lesson on ! cr[1 ! tea*] w\ld f9d great difficulty 9 keep+ ! *ildr5's att5tion on ! v>i\s topics ( ! lesson1 if he _h be=e ! class a live cr[ t kept caw+ ?r\gh\t ! :ole lesson p]iod4 ,nor w\ld x seem a v effective me?od ( attract+ att5tion to ! problem ( a lesson1 if ! tea*] 7 cont9ually %\t+ & wav+ 8 arms at ! pupils4 ,,non-,,volunt>y ,,att5tion ,nature ( ,non-volunt>y ,att5tion4--,on acc\nt ( ! "p play$ by int]e/ 9 ! focus+ ( att5tion1 x is possible to di/+ui% a second type ( spontane\s att5tion 9 :i* ! m9d seems directly attract$ to an object ( ?\ght because ( a natural satisfaction ga9$ f contemplat+ ! subject4 ,! lov]1 app>5tly )\t any det]m9ation1 & )\t any ext]nal /imulus to sugge/ ! topic1 f9ds 8 att5tion ev] c5tr+ itself ^u ! image ( 8 fair lady4 ,! "y lad1 also1 )\t any app>5t cause1 turns 8 ?\ghts con/antly to 8 fav\rite game4 ,"h ! impulse to att5d is evid5tly f )91 r ?an f )\t1 & arises f ! int]e/ t ! m9d has 9 ! p>ticul> exp]i5ce4 ,?is type ( att5tion is especially manife/ :5 tra9s ( ideas pass ?r\gh ! m9d )\t any app>5t end 9 view1 "o idea sugge/+ ano!r 9 accordance ) ! prevail+ mood4 ,! m9d1 9 a half passive /ate1 ?9ks ( la/ ev5+1 !n ( ! h\se ( a fri5d1 !n ( ! p]sons met !re1 !n ( ! game play$1 etc4 ,9 ! same way ! att5tion ( ! /ud5t turns )\t ef=t to 8 fav\rite s*ool subject1 & its v>i\s aspects may pass 9 view be=e him )\t any ef=t or det]m9ation on 8 "p4 ,because 9 ?is type ( att5tion ! diff]5t ?\ghts /& out 9 consci\sness )\t any app>5t *oice1 or selection1 on ! "p ( ! m9d1 x is describ$ z non-volunt>y att5tion4 ,,volunt>y ,,att5tion ,nature ( ,volunt>y ,att5tion4--,! mo/ important =m ( att5tion1 h[ev]1 is t 9 :i* ! m9d focuses itself ^u an idea1 n z a result ( outside /imulation1 b ) "s fur!r purpose 9 view4 ,= in/ance1 :5 a p]son ent]s a room 9 :i* a /range object seems to be giv+ out musical notes automatically1 he may at fir/ give spontane\s att5tion to ! s\nds com+ f ! in/rum5t4 ,:51 h[ev]1 he approa*es ! object lat] ) a desire to discov] ! nature ( its me*anism1 8 att5tion is focus$ ^u ! object ) a m remote aim1 or end1 9 view1 to discov] :]e ! music comes f4 ,s also1 :5 ! lad m5tion$ 9 ,*apt] ,,ii fix$ 8 att5tion on ! lo/ co91 he set ?is object be=e 8 att5tion ) a fur!r end 9 view--h[ to rega9 x4 ,because ! p]son "h det]m9es to att5d to1 or ?9k ab\t1 a c]ta9 problem1 9 ord] t he may rea* a c]ta9 consci\sly set end1 ?is =m ( att5tion is describ$ z volunt>y1 or active1 att5tion4 ,ne> & ,remote ,ends4--,x is to be not$1 h[ev]1 t ! int]e/+ end t[>d :i* ! m9d /rives 9 volunt>y att5tion may be relatively ne> or remote4 ,a *ild exam9+ an automatic toy does x = ! sake ( discov]+ :at is 9 ! toy itself2 an adult 9 ord] to see :e!r x is likely to int]e/ 8 *ild4 ,a /ud5t gives att5tion to ! problem ( ! l5g? ( ! hypot5use because he is int]e/$ 9 ! ma!matical problem itself1 ! contractor because he desires to "k h[ mu* mat]ial w be necess>y = ! ro( ( ! build+4 ,"o *ild may apply himself to ma/]+ a read+ lesson because ! subject itself is int]e/+ to him1 ano!r because he desires to take home a p]fect report at ! end ( ! week1 & a ?ird because a s5se ( obligation tells him t tea*] & p>5ts w expect him to /udy x4 ,h[ we ,att5d to a ,problem4--,s9ce volunt>y att5tion implies m5tal movem5t direct$ to ! atta9m5t ( "s end1 ! m9d does n simply keep itself focus$ on ! p>ticul> problem4 ,= in/ance1 9 attempt+ to solve ! problem t ! ext]ior angle ( a triangle equals ! sum ( ! two int]ior & opposite angles1 no progress t[>d ! atta9m5t ( ! end 9 view c\ld be made by m]ely hold+ be=e ! m9d ! idea ( _! equality4 ,x is1 9 fact1 impossible = ! att5tion to be held = any l5g? ( "t on a s+le topic4 ,?is w be readily se5 if "o tries to hold 8 att5tion cont9u\sly ^u1 say1 ! tip ( a p5cil4 ,:5 ?is is attempt$1 o!r ideas con/antly cr[d out ! select$ idea4 ,! only s5se1 !re=e1 9 :i* "o holds 8 att5tion ^u ! problem 9 an act ( volunt>y att5tion is1 t 8 att5tion passes =w>d & back betwe5 ! problem & ideas felt to be associat$ ) x4 ,volunt>y att5tion is1 !re=e1 a m5tal process 9 :i* ! m9d %ifts f "o idea to ano!r 9 atta9+ to a desir$ end1 or problem4 ,9 ?is %ift+1 or movem5t1 ( volunt>y att5tion1 h[ev]1 two significant features manife/ !mselves4 ,fir/1 9 work+ =w>d & back f ! problem z a controll+ c5tre1 att5tion br+s into consci\sness ideas m or less relevant to ! problem4 ,secondly1 x selects & adju/s to ! problem ^? t actually make = its solution1 & bani%es f consci\sness :atev] is felt to be =eign to obta9+ ! desir$ end4 ,example ( ,controll$ ,att5tion4--,to exemplify a process ( volunt>y att5tion we may notice ! action ( ! m9d 9 solv+ su* a problem z3 ,two tra9s />t$ at ! same mom5t f ,toronto & ,hamilton respectively1 "o go+ at ! rate ( ?irty miles an h\r & ! o!r at ! rate ( =ty miles an h\r4 ,suppos+ ! di/ance betwe5 ,toronto & ,hamilton to be =ty miles1 9 h[ _m m9utes w ! tra9s meet8 ,"h ! pupil mu/ fir/ fix 8 att5tion ^u ! problem--! numb] ( m9utes be=e ! tra9s w meet4 ,?is at once =ms bo? a c5tre & a /&>d = measur+ o!r relat$ ideas4 ,9 ?is way 8 att5tion passes to ! respective rates ( ! two tra9s1 ?irty & =ty miles p] h\r4 ,!n p]haps he fixes att5tion on ! ?\ght t "o goes a mile 9 two m9utes & ! o!r a mile 9 #a-a_/b m9utes4 ,b z he recognizes t ?is is lead+ him away f ! problem1 resi/ance is (f]$ to ! fl[ ( att5tion 9 ?is direction1 & he passes to ! ?\ght t 9 a m9ute ! =m] goes #a_/b mile & ! lat] #b_/c ( a mile4 ,f ?is he passes to ! ?\ght t 9 "o m9ute !y toge!r g #a-a_/f miles4 ,h]eupon p]haps ! idea comes to 8 m9d to see h[ _m miles !y w\ld g 9 an h\r4 ,?is1 h[ev]1 is soon felt to be =eign to ! problem1 & resi/ance be+ set up 9 ?is direction1 ! att5tion turns to consid] 9 :at "t ! two toge!r cov] #dj miles4 ,n[ by divid+ #dj miles by #a-a_/f1 he obta9s ! numb] #cd-b_/g & is satisfi$ t 8 answ] is #cd-b_/g m9utes4 ,! process by :i* ! att5tion "h select$ & adju/$ ! prop] ideas to ! problem might be illu/rat$ by ! foll[+ ,figure3 ,illu/ration ,"h ,p repres5ts ! problem2 a1 b1 c1 d1 & e1 ideas accept$ z relevant to ! problem2 & b'1 d' ideas sugge/$ by b & d1 b reject$ z n adju/able to ! problem4 ,factors 9 ,process4--,! above facts demon/rate1 h[ev]1 t ! m9d c take ?is attitude t[>d any problem only if x has a c]ta9 /ore ( old k relative to x4 ,two important conditions ( volunt>y att5tion are !re=e1 fir/1 t ! m9d %\ld h ! necess>y ideas1 or k1 ) :i* to att5d &1 secondly1 t x w\ld select & adju/ ^! to ! purpose 9 view4 ,"h ! intimate connection ( volunt>y att5tion to ! normal le>n+ process is app>5t4 ,! /ep ( prep>ation1 = in/ance1 is m]ely putt+ ! m9d 9 ! prop] attitude to att5d volunt>ily to an end 9 view1 namely ! lesson problem2 :ile ! s-call$ analytic-syn!tic process ( le>n+ involves ! select+ & adju/+ movem5ts ( volunt>y att5tion4 ,spontane\s & ,volunt>y ,att5tion ,di/+ui%$4--,9 describ+ volunt>y att5tion z an active =m ( att5tion1 psy*ologi/s assume t s9ce ! m9d "h wills1 or resolves1 to att5d1 9 ord] to ga9 a c]ta9 end 9 view2 !re=e volunt>y att5tion mu/ imply a mu* great] degree ( ef=t1 or /ra91 ?an o!r types4 ,t su* is always ! case1 h[ev]1 is at times n v app>5t4 ,if "o may judge by ! /ra9+ ( eye or e>1 ! poise ( ! body1 ! hold+ ( ! brea?1 etc41 :5 a p]son gives involunt>y att5tion to any sudd5 impression1 z a /range noise at night1 x is evid5t t ! diff]5ce ( ef=t1 or /ra91 9 att5d+ to ?is & "s select$ problem may n1 dur+ ! "t x cont9ues1 be v m>k$4 ,x is ( c\rse true t 9 volunt>y att5tion ! m9d mu/ *oose its own object ( att5tion z an end1 or aim1 :ile 9 ! involunt>y type ! problem seems ?ru/ ^u u4 ,?is c]ta9ly does imply a delib]ate *oice 9 ! =m]1 & to t ext5t may be said to involve an ef=t n f\nd 9 ! latt]4 ,9 l mann]1 :5 seek+ to atta9 ! end :i* has be5 set up1 ! m9d mu/ select ! relat$ ideas :i* w solve its problem4 ,?is 9 turn may dem& ! grasp+ ( a numb] ( complex relations4 ,to say1 h[ev]1 t all /riv+ to atta9 an end is lack+ 9 a case ( involunt>y att5tion w\ld evid5tly be fallaci\s4 ,:5 ! m9d is />tl$ by a /range noise1 ! m9d evid5tly does g out1 ?\gh 9 a less =mal way1 to int]pret a problem involunt>ily ?ru/ ^u x4 ,:51 = in/ance1 we receive ! viol5t impression1 ! m9d may be said to ask itself1 ,:at /range impression is ?is8 & to t ext5t1 ev5 "h1 faces a select$ problem4 ,! di/+ui%+ feature ( volunt>y att5tion1 !re=e1 is ! pres5ce ( a consci\sly conceiv$ end1 or aim1 ^u :i* ! m9d delib]ately sets its att5tion z some?+ to be ?\ght ab\t4 ,,att5tion ,,9 ,,education ,volunt>y ,att5tion & ,le>n+4--,f :at has be5 se51 x is evid5t t1 :5 a pupil 9 8 s*ool approa*es any p>ticul> problem1 ! le>n+ process w repres5t a process ( volunt>y att5tion4 ,?is =m ( att5tion is1 !re=e1 "o ( special significance to ! tea*]1 s9ce a k ( ! process w ca/ additional light ^u ! le>n+ process4 ,! fir/ condition ( volunt>y att5tion is ! p[] to select "s idea z an end1 or problem1 = att5tion4 ,x 0 se51 h[ev]1 t ! focus+ ( att5tion ^u any problem dep5ds ^u "s =m ( desirable *ange to be effect$ 9 & ?r\gh ! set problem4 ,= in/ance1 unless ! recov]y ( ! co9 is conceiv$ z produc+ a desirable *ange1 x w\ld n become a delib]ately set problem = att5tion4 ,x is ess5tial1 !re=e1 t ! end :i* ! *ild is to *oose z an object ( att5tion %\ld be "o conceiv$ z dem&+ a desir$ *ange1 or adju/m5t4 ,= in/ance1 to ask a *ild to focus 8 att5tion ^u two pieces ( wood m]ely z pieces ( wood is n likely to call =? an active ef=t ( att5tion4 ,to direct 8 att5tion to !m to f9d out h[ _m times ! "o is conta9$ 9 ! o!r1 on ! o!r h&1 focuses 8 att5tion m /rongly ^u !m2 s9ce ! end to be rea*$ w awak5 8 curiosity & set an int]e/+ problem4 ,non-volunt>y ,att5tion 9 ,education4--,on acc\nt ( ! ease ) :i* att5tion seems to c5tre itself ^u its object 9 non-volunt>y att5tion1 x is sometimes errone\sly claim$ t ?is is ! type ( att5tion to be aim$ at 9 ! educative process1 especially ) "y *ildr54 ,su* a view is1 h[ev]1 a fallaci\s "o1 & results f a false notion ( ! real "* ( bo? non-volunt>y & volunt>y att5tion4 ,9 a cle> example ( non-volunt>y att5tion1 ! m9d dwells ^u ! ideas m]ely on acc\nt ( _! inh]5t attractiv5ess1 & passes f "o idea to its associat$ idea )\t any purposeful end 9 view4 ,?is at once %[s its ineffectiv5ess z a process ( le>n+4 ,:5 ! "y lov]'s ?\ghts rev]t 9 a non-volunt>y way to ! fair "o1 he p]haps passes into a /ate ( m]e rem9isc5ce1 or at be/ ( idle fancy4 ,ev5 ! /ud5t ^: ?\ghts run on 9 a purposeless mann] ov] 8 fav\rite subject1 w m]ely revive old associations1 or at be/ make a *ance discov]y ( "s new k4 ,9 ! same way1 ! *ild :o delights 9 musical s\nds may be satisfi$ to drum ! piano by ! h\r1 b ?is is likely to give little real advance1 unless def9ite problems are set up & _! atta9m5t /riv5 = 9 a purposeful way4 ,volunt>y ,att5tion & ,int]e/4--,a coroll>y ( ! fallacy m5tion$ above is ! assumption t volunt>y att5tion necess>ily implies "s conflict ) ! m9d's pres5t desire or int]e/4 ,x is sometimes said1 = in/ance1 t 9 volunt>y att5tion1 we compel our m9d to att5d1 :ile our int]e/ w\ld naturally direct our att5tion else:]e4 ,b )\t a desire to effect "s *ange 9 or ?r\gh ! problem be+ att5d$ to1 ! m9d w\ld n volunt>ily make x an object ( att5tion4 ,! misconception z to ! relation ( volunt>y att5tion to int]e/ is se5 9 an illu/ration (t5 giv5 z an example ( non-volunt>y att5tion4 ,x is said1 rightly en\gh1 t if a *ild is read+ an int]e/+ /ory1 & is j at ! po9t :]e ! plot is ab\t to unravel itself1 !re w be difficulty 9 div]t+ 8 att5tion to o!r matt]s4 ,?is1 x is claim$1 furni%es a good example ( ! p[] ( non-volunt>y att5tion4 ,b q ! opposite may be ! case4 ,:5 call$ ^u1 say by 8 p>5t1 to lay aside ! book & att5d to "s o!r problem1 ! *ild1 x is true1 %[s a desire to cont9ue read+4 ,b ?is may be because he has a def9ite aim ( 8 own 9 view--to f9d out ! fate ( 8 h]o4 ,?is is a /rongly felt ne$ on 8 "p1 & 8 m9d refuses to be satisfi$ until1 by fur!r att5tion to ! problem be=e him1 he has atta9$ to ?is end4 ,! only elem5t ( tru? 9 ! illu/ration is t ! *ild's att5tion is /rongly re9=c$ ?r\gh ! int5se feel+ tone associat$ ) ! select$1 or det]m9$1 aim--! fate ( 8 h]o4 ,! fact is1 !re=e1 t a process ( volunt>y att5tion may h associat$ ) its problem z /rong an int]e/ z is f\nd 9 ! non-volunt>y type4 ,volunt>y ,att5tion ,dep5ds on ,problem4--,x is evid5t f ! =ego+ t ! *>act]i/ic ( volunt>y att5tion is n ! abs5ce or ! pres5ce ( any special degree ( int]e/1 b r ! conception ( "s end1 or purpose1 to be rea*$ 9 & ?r\gh ! att5tive process4 ,9 o!r words1 volunt>y att5tion is a /ate ( m9d 9 :i* ! m5tal movem5ts are n drift+ )\t a *>t1 b are seek+ to rea* a set hav54 ,a p]son :o is greatly int]e/$ 9 automobiles1 = in/ance1 on see+ a new ma*9e1 may all[ 8 att5tion to run n[ to ?is "p ( ! ma*9e1 n[ to t1 z ea* attracts him 9 turn4 ,"h no fix$ purpose is be+ s]v$ by ! att5tive process1 & att5tion may pass f "p to "p 9 a non-volunt>y way1 ! p]son's g5]al int]e/ 9 automobiles be+ suffici5t to keep ! att5tion ^u ! subject4 ,sudd5ly1 h[ev]1 he may notice some?+ app>5tly new 9 ! me*anism ( ! ma*9e1 & a desire arises to und]/& its significance4 ,?is at once becomes an end to :i* ! m9d desires to atta91 & volunt>y att5tion proce$s to direct ! m5tal movem5ts t[>d its atta9m5t4 ,to suppose1 h[ev]1 t ! int]e/1 manife/ 9 ! =m] m5tal movem5ts1 is n[ abs5t1 w\ld evid5tly be fallaci\s4 ,! diff]5ce lies 9 ?is1 t at fir/ ! att5tion seem$ fix$ on ! object ?r\gh a g5]al int]e/ only1 & drift$ f po9t to po9t 9 a purposeless way1 :ile 9 ! second case an int]e/+ end1 or purpose1 controll$ ! m5tal movem5ts1 & !re=e made ea* movem5t significant 9 relation to ! :ole consci\s process4 ,att5tion & ,k4--,m5tion has already be5 made ( ! relation ( att5tion to int]e/4 ,x %\ld be not$1 fur!r1 t ! diff]5ce 9 our att5tion "u diff]5t circum/ances is l>gely dep5d5t ^u our k4 ,! /onecutt]1 z he passes ! f9e mansion1 gives att5tion to ! frett$ cornice2 ! glazi]1 to ! beautiful w9d[s2 ! g>d5]1 to ! well-kept lawn & b$s4 ,ev5 ! pres5t cont5t ( ! m9d has its influ5ce ^u att5tion4 ,! /ud5t on 8 way to s*ool1 if busy ) 8 spell+ lesson1 is attract$ to ! words & lett]s on po/]s & signs4 ,if he is review+ 8 botany1 he notes especially ! we$s along ! walk2 if c>ry+ to 8 art tea*]1 ) a feel+ ( pride1 ! f9i%$ l&scape draw+1 8 att5tion goes out to ! %ade & col\r ( field & sky4 ,t su* a connection mu/ exi/ betwe5 k & att5tion is app>5t f :at has be5 already not$ conc]n+ ! work+ ( ! law ( app]ception4 ,physical ,conditions ( ,att5tion4--,f :at 0 le>n$ above reg>d+ ! relation ( n]v\s en]gy to active att5tion1 x is evid5t t ! ability to att5d to a problem at any giv5 "t w dep5d 9 "p ^u ! physical condition ( ! organism4 ,if1 !re=e1 ! n]v\s en]gy is l[]$ ?r\gh fatigue or sickness1 ! att5tion w be weak5$4 ,= ?is reason ! tea*+ ( subjects1 su* z ari?metic1 gramm>1 etc41 :i* pres5t difficult problems1 & !re=e make l>ge dem&s ^u ! att5tion ( ! s*ol>s1 %\ld n be und]tak5 :5 ! pupils' en]gy is likely to be at a m9imum4 ,simil>ly1 unsatisfactory conditions 9 ! s*ool-room1 su* z poor v5tilation1 uncom=table seats1 excessive heat or cold1 all t5d to l[] ! n]v\s en]gy & ?us prev5t a prop] conc5tration ( att5tion ^u ! regul> s*ool "w4 ,precautions ,relat+ to ,volunt>y ,att5tion4--,al?\gh volunt>y att5tion is evid5tly ! =m ( att5tion possess+ real educational value1 c]ta9 precautions w\ld seem necess>y conc]n+ its use4 ,) v "y *ildr5 ! aim = att5d+ %\ld evid5tly n be too remote4 ,9 o!r words1 ! problem %\ld involve matt] 9 :i* ! *ildr5 h a direct int]e/4 ,= ?is reason x is sometimes said t "y *ildr5 %\ld set _! own problems4 ,?is is ( c\rse a p>adox s f> z ! regul> s*ool "w is conc]n$1 ?\gh x does apply to ! pre-s*ool p]iod1 & also ju/ifies ! claim t ) "y *ildr5 ! lesson problem %\ld be closely connect$ ) "s vital int]e/4 ,x w\ld be useless1 = in/ance1 to try to int]e/ "y *ildr5 9 ! ,briti% ,nor? ,am]ica ,act by tell+ !m t ! k w be useful :5 !y come to write on _! entrance exam9ations4 ,! /ory ( ,sir ,isaac ,brock1 on ! o!r h&1 w9s att5tion = itself ?r\gh ! *ild's patriotism & love ( /ory4 ,aga91 ! problem dem&+ att5tion %\ld n1 9 ! case ( "y *ildr51 be too long or complex4 ,= example1 a "y *ild might easily att5d to ! sep>ate problems ( f9d+ out1 7#a7 h[ _m m>bles he mu/ h to give f\r to ,james & ?ree to ,william2 7#b7 h[ _m times sev5 c be tak5 f tw5ty-eight2 7#c7 h[ _m m>bles ,james w\ld h if he receiv$ f\r m>bles f\r times2 & 7#d7 h[ _m ,james w\ld h if he receiv$ ?ree m>bles ?ree times4 ,b if giv5 ! problem to divide tw5ty-eight m>bles betwe5 ,james & ,william1 giv+ ,james f\r e "t he gives ,william ?ree1 ! problem may be too complex = 8 pres5t p[] ( att5tion4 ,a "y *ild has n ! control ov] 8 k necess>y to cont9ue any long process ( select+ att5tion4 ,a relatively %ort p]iod ( att5tion to any problem1 !re=e1 exhau/s ! n]v\s en]gy 9 ! c5tres connect$ ) a p>ticul> set ( exp]i5ces4 ,x is = ?is reason t ! lessons 9 prim>y classes %\ld be %ort & v>i$4 ,"o ( ! objections1 !re=e1 to a n>r[ curriculum is t att5tion w\ld n obta9 ne$$ v>iety1 & t a n>r[ness 9 int]e/ & application may result4 ,on ! o!r h&1 x is well to note t ! *ild mu/ 9 "t le>n to conc5trate 8 att5tion = long] p]iods & ^u topics possess+ only remote1 or indirect1 int]e/4 ,,*apt] ,,xxiv ,,! ,,feel+ ,,( ,,int]e/ ,nature ( ,feel+4--,feel+ has already be5 describ$ 7,*apt] ,,xix7 z ! pleasurable or pa9ful side ( any /ate ( consci\sness4 ,we may recall h[ x 0 !re f\nd t any consci\s /ate1 or exp]i5ce1 = in/ance1 be+ consci\s ( ! prick ( a p91 ( success at an exam9ation1 or ( ! loss ( a fri5d1 is n m]ely a /ate ( k1 or aw>5ess1 b is also a /ate ( feel+4 ,x is a /ate ( feel+ because x affects u1 t is1 because be+ a /ate ( our consci\sness1 x appeals to u pleasurably or pa9fully 9 a way t x c to no "o else4 ,neural ,conditions ( ,feel+4--,x has be5 se5 t e consci\s /ate1 or exp]i5ce1 has its affective1 or feel+1 tone1 & also t e exp]i5ce involves ! transmission ( n]v\s en]gy ?r\gh a numb] ( connect$ bra9 cells4 ,on ?is basis x is ?\ght t ! feel+ side ( any consci\s /ate is condition$ by ! degree ( ! resi/ance enc\nt]$ z ! n]v\s en]gy is transmitt$4 ,if ! c5tres involv$ 9 ! exp]i5ce are n yet prop]ly organiz$1 or if ! /imulation is /rong1 ! resi/ance is great] & ! feel+ m int5se4 ,a new movem5t ( ! limbs 9 physical tra9+1 = example1 may at fir/ prove int5sely pa9ful1 because ! c5tres involv$ 9 ! ex]cise are n yet organiz$4 ,s also1 because a v bright light /imulates ! n]ves viol5tly1 x causes a pa9ful feel+4 ,t morph9e dead5s pa9 is to be expla9$ on ! assumption t x decreases n]v\s en]gy1 & ?us less5s ! resi/ance be+ enc\nt]$ betwe5 ! n]v\s c5tres affect$ at ! "t4 ,feel+ & ,habit4--,t ! int5sity ( a feel+ is condition$ by ! am\nt ( ! resi/ance seems evid5t1 if we note ! relation ( feel+ to habit4 ,! fir/ "t ! nurse-9-tra9+ att5ds a w\nd$ pati5t1 ! exp]i5ce is m>k$ by int5se feel+4 ,aft] a numb] ( su* exp]i5ces1 h[ev]1 ?is feel+ becomes mu* less4 ,9 l mann]1 ! *ild :o at fir/ f9ds ! physical ex]cise pa9ful1 z he becomes accu/om$ to ! movem5ts1 f9ds ! pa9 becom+ less & less int5se4 ,9 su* cases x is evid5t t practice1 by organiz+ ! c5tres involv$ 9 ! exp]i5ce1 decreases ! resi/ance betwe5 !m1 & ?us gradually decreases ! int5sity ( ! feel+4 ,:5 f9ally ! act becomes habitual1 ! n]v\s impulse trav]ses only l[] c5tres1 & !re=e all feel+ & inde$ all consci\sness w disappe>1 z happ5s 9 ! habitual movem5ts ( ! limbs 9 walk+ & ( ! arms dur+ walk+4 ,,classes ,,( ,,feel+s ,s5su\s ,feel+4--,z already not$1 :ile feel+s v>y 9 int5sity accord+ to ! /r5g? ( ! resi/ance1 !y also diff] 9 k9d accord+ to ! arcs trav]s$ by ! impulse4 ,exp]i5c+ a burn on ! h& w\ld involve n]v\s impulses1 or curr5ts1 o!r ?an ^? involv$ 9 he>+ ( ! dea? ( a fri5d4 ,! "o exp]i5ce also diff]s 9 feel+ f ! o!r4 ,our feel+ /ates are ?us able to be divid$ into c]ta9 important classes ) m or less di/9ct *>act]i/ics = ea*4 ,9 "o class are plac$ ^? feel+s :i* accompany s5sory impulses4 ,! s5sations aris+ f ! /imulations ( ! s5se organs1 z a sweet or bitt] ta/e1 a /rong smell1 ! t\* ( a hot1 %>p1 r\gh1 or smoo? object1 etc41 all pres5t an affective1 or feel+1 side4 ,s also feel+ ent]s into ! g5]al or organic s5sations aris+ f ! conditions ( ! bodily organs2 z brea?+1 ! circulation ( ! blood1 dige/ion1 ! t5sion ( ! muscles1 hung]1 ?ir/1 etc4 ,! feel+ :i* ?us ent]s z a factor into any s5sation is kn[n z s5su\s feel+4 ,ideal ,feel+4--,o!r feel+s ent] into our ideas & ?\ghts4 ,! p]ception or imag9ation ( an accid5t is accompani$ ) a pa9ful feel+1 ! memory or anticipation ( success ) a feel+ ( joy1 ! ?\ght ( "s p>ticul> p]son ) a ?rill ( love4 ,su* feel+s are kn[n z ideal feel+s4 ,:5 a *ild te>s 8 fle% on a nail1 he exp]i5ces s5su\s feel+1 :5 he %r9ks away1 z he p]ceives ! tee? ( a sn>l+ dog1 he exp]i5ces an ideal feel+1 kn[n z ! emotion ( fe>4 ,int]e/4--,a ?ird type ( feel+ especially accompanies an active process ( att5tion4 ,9 our /udy ( att5tion1 x 0 se5 t any process ( att5tion is accompani$ by a conc5tration ( n]v\s en]gy ^u ! pa?s or c5tres involv$ 9 ! exp]i5ce1 ?us organiz+ ! pa?s m completely & !reby decreas+ ! resi/ance4 ,! impulse to att5d to any exp]i5ce is1 !re=e1 accompani$ ) a desirable feel+1 because a new adju/m5t betwe5 n]ve c5tres is tak+ place & resi/ance be+ ov]come4 ,?is affective1 or feel+1 tone :i* accompanies a process ( att5tion is kn[n z ! feel+ ( int]e/4 ,int]e/ & ,att5tion4--,9 discussions ^u educational me?od1 x is usually affirm$ t ! att5tion w focus ^u a problem to ! ext5t to :i* ! m9d is int]e/$4 ,:ile ?is /atem5t may be accept$ 9 ord9>y language1 x is n psy*ologically true t ,i fir/ become int]e/$ 9 a /range pres5tation1 & !n att5d to x aft]w>ds4 ,9 su* a case x is no m true to say t ,i att5d because ,i am int]e/$1 ?an to say t ,i am int]e/$ because ,i att5d4 ,9 o!r words1 int]e/ & att5tion are n successive b simultane\s1 or1 z sometimes /at$1 !y are back & front ( ! same m5tal /ate4 ,?is becomes evid5t by not+ ! n]v\s conditions :i* mu/ accompany int]e/ & att5tion4 ,:5 "o is att5d+ to any /range ph5om5on1 say a botani/ to ! /ructure ( a r>e plant1 x is evid5t t !re are n only new gr\p+s ( ideas 9 ! m9d1 b also new adju/m5ts be+ set up betwe5 ! bra9 c5tres4 ,?is implies 9 turn a less5+ ( resi/ance betwe5 ! cells1 & !re=e ! pres5ce ( ! feel+ tone kn[n z int]e/4 ,int]e/1 ,att5tion1 & ,habit4--,s9ce ! impulse to att5d to a pres5tation is condition$ by a process ( adju/m5t1 or organization1 betwe5 bra9 c5tres1 x is evid5t t1 :ile ! novel pres5tations call =? int]e/ & att5tion1 repetition1 by habituat+ ! n]v\s arcs1 w t5d to dead5 int]e/ & att5tion4 ,= ?is reason ! /ory1 fir/ he>d ) int]e/ & att5tion1 becomes /ale by too mu* repetition4 ,! new toy fails to int]e/ ! *ild aft] ! novelty has worn (f4 ,x mu/ be not$1 h[ev]1 t :ile repetition usually less5s int]e/1 yet :5 any set ( exp]i5ces are repeat$ _m times1 in/ead ( less5+ int]e/ ! repetition may develop a new int]e/ kn[n z ! int]e/ ( cu/om4 ,?us x is t by repeat+ ! exp]i5ce ! man is f9ally compell$ to visit 8 club e ev5+1 & ! boy to play 8 fav\rite game e day4 ,?is second>y int]e/ ( cu/om arises because repetition has f9ally e/abli%$ su* /rong associations )9 ! n]v\s sy/em t !y n[ h become a "p ( our nature & are ?us able to make a new dem& ^u int]e/ & att5tion4 ,,int]e/ ,,9 ,,education ,uses ( ,t]m3 ,a4 ,subjective2 ,b4 ,objective4--,t ! educator describes int]e/ z some?+ t causes ! m9d to give att5tion to :at is be=e x1 :5 9 fact int]e/ & att5tion are psy*ologically m]ely two sides ( a s+le process1 is acc\nt$ = by ! fact t ! t]m int]e/ may be us$ ) two q diff]5t mean+s4 ,psy*ologically1 int]e/ is evid5tly a feel+ /ate1 t is1 x repres5ts a phase ( consci\sness4 ,my int]e/ 9 football1 = in/ance1 repres5ts ! feel+ ( wor? :i* accompanies att5tion to su* exp]i5ces4 ,9 ?is s5se int]e/ & att5tion are b two sides ( ! s+le exp]i5ce1 int]e/ repres5t+ ! feel+1 & att5tion ! ef=t side ( ! exp]i5ce4 ,z ?us appli$1 ! t]m int]e/ is said to be us$ subjectively4 ,m1 (t51 h[ev]1 ! t]m is appli$ r to ! ?+ t[>d :i* ! m9d directs its att5tion1 ! object be+ said to possess int]e/ = ! p]son4 ,9 ?is s5se ! rattle is said to h int]e/ = ! babe2 baseball1 = ! "y boy2 & ! late/ fa%ions1 = ! "y lady4 ,s9ce ! int]e/ is "h assum$ to reside 9 ! object1 x seems reasonable to say t our att5tion is attract$ ?r\gh int]e/1 t is1 ?r\gh an int]e/+ pres5tation4 ,z ?us appli$1 ! t]m int]e/ is said to be us$ objectively4 ,types ( ,objective ,int]e/4--,! int]e/ :i* v>i\s objects & occupations ?us possess = ! m9d may be ( two some:at diff]5t types4 ,9 "s cases ! object possesses a direct1 or intr9sic1 int]e/ = ! m9d4 ,! "y *ild1 = in/ance1 is spontane\sly attract$ to bright col\rs1 ! boy to /ories ( adv5ture1 & ! s5tim5tal y\? or maid5 to ! romance4 ,9 ! case ( any su* direct int]e/s1 h[ev]1 ! feel+ ) :i* ! m9d contemplates ! object may transf] itself at lea/ p>tly to o!r objects associat$ m or less closely ) ! direct object ( int]e/4 ,x is ?us t ! *ild becomes int]e/$ 9 ! cup f :i* 8 food is tak51 & ! lov] 9 ! lap dog :i* 8 fair "o fondles4 ,z oppos$ to ! direct int]e/ :i* an object may h = ! m9d1 ?is transf]r$ type is kn[n z indirect int]e/4 ,importance ( ,transf]5ce ( ,int]e/4--,! ability ( ! m9d ?us to transf] its int]e/s to associat$ objects is (t5 ( great p$agogical value4 ,ab/ract =ms ( k become m int]e/+ to "y *ildr5 ?r\gh be+ associat$ ) some?+ possess+ natural int]e/4 ,a pupil :o seems to take little int]e/ 9 ari?metic may take great delight 9 manual tra9+4 ,by associat+ v>i\s ma!matical problems ) 8 con/ructive ex]cises1 ! tea*] c frequ5tly cause ! pupil to transf] 9 "s degree 8 prim>y int]e/ 9 manual tra9+ to ! associat$ "w 9 ari?metic4 ,9 ! same way ! *ild 9 ! prim>y grade may take m delight 9 ! alphabet :5 he is able to make ! lett]s 9 s& or by /ick-lay+4 ,x may be said1 9 fact1 t mu* ( man's ef=t is a result ( indirect int]e/4 ,:at is call$ do+ a ?+ f a s5se ( duty is (t5 a case ( apply+ ourselves to a c]ta9 ?+ because we are int]e/$ 9 avoid+ ! disapproval ( o!rs4 ,! *ild also (t5 applies himself to 8 tasks1 n s mu* because he takes a direct int]e/ 9 !m1 b because he wi%es to ga9 ! approval & avoid ! c5sure ( tea*] & p>5ts4 ,native & ,acquir$ ,int]e/4--,int]e/ may also be di/+ui%$ on ! basis ( its orig94 ,z not$ above1 c]ta9 impressions seem to dem& a spontane\s int]e/ f ! individual4 ,= ?is cause ! *ild f9ds 8 att5tion go+ out imm$iately to bright col\rs1 to objects :i* give pleasure1 su* z c&y1 etc41 or to t :i* causes p]sonal pa94 ,on ! o!r h&1 objects & occupations :i* at fir/ seem devoid ( int]e/ may1 aft] a c]ta9 am\nt ( exp]i5ce has be5 ga9$1 become important c5tres ( int]e/4 ,a "y *ild may at fir/ %[ no int]e/ 9 insects unless x be a feel+ ( revulsion4 ,?r\gh ! visit ( an entomologi/ to 8 home1 h[ev]1 he may ga9 "s k ( insects4 ,?is k1 by ar\s+ an app]ceptive t5d5cy 9 ! direction ( insect /udy1 gradually develops 9 him a new int]e/ :i* la/s ?r\gh\t 8 :ole life4 ,x is 9 ?is way t ! v>i\s s*ool subjects wid5 ! n>r[ int]e/s ( ! *ild4 ,by giv+ him an insight into v>i\s phases ( 8 social environm5t1 ! s*ool curriculum awak5s 9 him diff]5t c5tres ( int]e/1 & ?us causes him to become 9 ! true/ s5se a "p ( ! social life ab\t him4 ,?is fact is "o ( ! /ronge/ argum5ts1 also1 aga9/ a n>r[ public s*ool c\rse ( /udy 9 a society :i* is itself a complex ( div]sifi$ int]e/s4 ,int]e/ v]sus ,int]e/s4--,on acc\nt ( ! evid5t connection ( int]e/ & att5tion1 ! tea*] may easily err 9 deal+ ) ! "y pupil4 ,x is all[able1 z po9t$ out above1 t ! tea*] %\ld take advantage ( any native int]e/ to secure ! att5tion & ef=t ( ! *ild 9 8 s*ool "w4 ,?is does n mean1 h[ev]1 t *ildr5 are to be giv5 only problems 9 :i* !y are naturally int]e/$4 ,x mu/ be rememb]$1 z se5 9 a =m] p>agraph1 t1 accord+ to ! int]e/ ( cu/om1 any l9e ( s*ool "w1 :5 intellig5tly foll[$1 may soon build up a c5tre ( int]e/ = itself4 ,= ?is reason a prop] /udy ( ari?metic %\ld develop an int]e/ 9 ari?metic2 a /udy ( hi/ory1 an int]e/ 9 hi/ory2 & a /udy ( geography1 an int]e/ 9 geography4 ,! say+ t s*ool "w %\ld foll[ a *ild's int]e/ might1 !re=e1 be bett] express$ by say+ t ! *ild's int]e/s %\ld foll[ ! s*ool "w4 ,x is only1 9 fact1 z any "o becomes directly int]e/$ 9 8 pursuits1 t ! highe/ a*ievem5t c be rea*$4 ,x is n ! workman :o is always look+ =w>d to pay-day1 :o develops into an arti/1 or ! tea*] :o is wait+ = ! summ] holiday1 :o is a real inspiration to h] pupils4 ,9 l mann]1 x is only z ! *ild =ms c5tres ( int]e/ 9 connection ) 8 s*ool "w1 t 8 life & "* are likely to be affect$ p]man5tly !reby4 ,developm5t ( ,int]e/s4--,! problem = ! educator is1 !re=e1 n s mu* to foll[ ! int]e/ ( ! *ild1 z x is to develop 9 him p]man5t c5tres ( int]e/4 ,= ?is reason ! foll[+ facts conc]n+ ! orig9 & developm5t ( int]e/s %\ld be und]/ood by ! practical educator4 ,fir/ among ^! is ! fact t c]ta9 in/9ctive t5d5cies ( e>ly *ildhood may be made a />t+-po9t = ! developm5t ( p]man5t valuable int]e/4 ,! "y *ild has a t5d5cy to collect or an in/9ct ( own]%ip1 :i* may be tak5 advantage ( 9 direct+ him to make collections ( insects1 plants1 co9s1 /amps1 & ?us prove ( p]man5t educative value4 ,8 con/ructive t5d5cies1 or desire to d ) :at comes into 8 h&1 z well z 8 imitative in/9cts1 may be turn$ to acc\nt 9 build+ up an int]e/ 9 v>i\s occupations4 ,8 social in/9ct1 also1 provides a means = develop+ p]man5t emotional int]e/s z sympa?y1 etc4 ,9 l mann]1 ! "* ( ! *ild's surr\nd+s t5ds to create 9 him v>i\s c5tres ( int]e/4 ,! "y *ild1 = in/ance1 :o is surr\nd$ ) beautiful objects1 is almo/ sure to develop an int]e/ 9 works ( art1 :ile ! *ild :o is e>ly provid$ ) fable & /ory w develop an int]e/ 9 hi/ory4 ,:5 to ,develop ,int]e/s4--,x is to be not$ fur!r conc]n+ _m ( ^! =ms ( int]e/1 t y\? is ! special p]iod = _! developm5t4 ,! *ild :o does n1 dur+ 8 e>ly ye>s1 h an opportunity to develop 8 social t5d5cies1 is n likely lat] 9 life to acquire an int]e/ 9 8 fell[-m54 ,9 ! same mann]1 if y\? is sp5t 9 surr\nd+s void ( /hetic elem5ts1 manhood w be lack+ 9 arti/ic int]e/s4 ,x is 9 y\? also t our intellectual int]e/s1 su* z love ( read+1 ( ! /udy ( nature1 ( ma!matics1 mu/ be laid4 ,int]e/s ,mu/ be ,limit$4--,:ile emphasiz+ ! importance ( e/abli%+ a wide range ( int]e/s :5 educat+ a *ild1 ! tea*] mu/ rememb] t !re is dang] 9 a *ild acquir+ too wide a range4 ,?is c result only 9 a dissipation ( ef=t ov] _m fields4 ,:ile ?is prev5ts n>r[ness ( vision & gives v]satility ( disposition1 x may prev5t ! atta9m5t ( effici5cy 9 any dep>tm5t1 & make ( ! y\? ! prov]bial ,jack-(-all-trades4 ,a /udy ( ! feel+ ( int]e/ has be5 made at ?is /age on acc\nt ( its close connection ) ! problem ( att5tion1 & 9 fact ) ! :ole le>n+ process4 ,an exam9ation ( ! o!r classes ( feel+ w be made at a lat] /age 9 ! c\rse4 ,,*apt] ,,xxv ,,s5se ,,p]ception ,s5sation & ,p]ception ,di/+ui%$4--,s5sation & p]ception are two t]ms appli$ usually )\t mu* di/9ction ( mean+ to our recognition ( ! _w ( objects4 ,:51 = in/ance1 a man draws ne> to a /ove1 he may say t x gives him a s5sation ( heat1 or p]haps t he p]ceives x to be hot4 ,9 psy*ology1 h[ev]1 ! t]m s5sation has be5 us$ 9 two some:at diff]5t mean+s4 ,by "s ! t]m is us$ to signify a /ate ( consci\sness condition$ m]ely ^u ! /imulation ( a s5se organ1 z ! eye1 e>1 etc41 by its appropriate /imulus4 ,to o!rs1 h[ev]1 s5sation signifies r a m5tal image exp]i5c$ by ! m9d z x reacts ^u & int]prets any s5sory impression4 ,p]ception1 on ! o!r h&1 signifies ! recognition ( an ext]nal object z pres5t$ to ! m9d "h & n[4 ,s5sation ,implies ,ext]nality4--,:51 h[ev]1 a s5sory image1 su* z smoo?1 yell[1 cold1 etc41 arises 9 consci\sness z a result ( ! m9d react+ :5 an ext]nal /imulus is appli$ to "s s5se organ1 x is evid5t t1 at lea/ aft] v e>ly infancy1 "o nev] has ! image )\t at once ref]r+ x to "s ext]nal cause4 ,if1 = in/ance1 a p]son is b half awake & receives a s\nd s5sation1 he does n ask himself1 ,:at m5tal /ate is ?is8 b r1 ,:at is t8 ,?is %[s an evid5t t5d5cy to ref] our s5sations at once to an ext]nal cause1 or indicates t our s5sations always c>ry ) !m an implicit ref]5ce to an ext]nal object4 ,leav+1 !re=e1 to ! sci5tific psy*ologi/ to consid] :e!r x is possible to h a pure s5sation1 we %all treat s5sation z ! recognition ( a quality :i* is at lea/ vaguely ref]r$ to an ext]nal object4 ,9 o!r words1 s5sation is a m$ium by :i* we are br\ght into relation ) real ?+s exi/+ indep5d5tly ( our s5sations4 ,p]ception ,involves ,s5sation ,elem5t4--,moreov]1 an object is p]ceiv$ z pres5t "h & n[ only because x is reveal$ to u ?r\gh "o or m ( ! s5ses4 ,:51 = in/ance1 ,i rea* out my h& 9 ! d>k room & receive a s5sation ( t\*1 ,i p]ceive ! table z pres5t be=e me4 ,:5 ,i receive a s5sation ( s\nd z ,i pass by ! *ur*1 ,i p]ceive t ! organ is be+ play$4 ,:5 ,i receive a col\r s5sation f ! /ore w9d[1 ,i say t ,i p]ceive oranges4 ,p]ception1 !re=e1 involves ! ref]r+ ( ! s5su\s /ate1 or image1 to an ext]nal ?+1 :ile 9 adult life s5sation is nev] accept$ by our att5tion z satisfactory unless x is ref]r$ to some?+ we reg>d z imm$iately pres5t+ itself to u by means ( ! s5sation4 ,x is on acc\nt ( ?is evid5t int]relation ( ! two t we speak ( a process ( s5se p]ception4 ,p]ception an ,acquir$ ,p[]4--,on ! o!r h&1 h[ev]1 inve/igation w %[ t ?is p[] to recognize explicitly ! exi/5ce ( an ext]nal object ?r\gh ! pres5tation ( a s5sation1 0 n at fir/ possess$ by ! m9d4 ,! ability ?us to p]ceive objects repres5ts1 !re=e1 an acquirem5t on ! "p ( ! individual4 ,if a p]son1 al?\gh receiv+ m]ely s5sations ( col\r & light1 is able to say1 ,yond] is an orange1 he is evid5tly int]pret+1 or giv+ mean+ to1 ! pres5t s5sations l>gely ?r\gh pa/ exp]i5ce2 = ! images ( col\r & light are accept$ by ! m9d z an indication ( ! pres5ce ( an ext]nal ?+ f :i* c\ld be d]iv$ o!r images ( ta/e1 smell1 etc41 all ( :i* g to make up ! idea orange4 ,an ord9>y act ( p]ception1 !re=e1 mu/ involve n m]ely s5sation1 b also an int]pretation ( s5sation ?r\gh pa/ exp]i5ce4 ,x is1 9 fact1 because ! recognition ( an ext]nal object involves ?is consci\s int]pretation ( ! s5su\s impressions1 t p (t5 suff] delusion4 ,:5 ! travell] pass+ by a lone gravey>d int]prets ! tall & sl5d] %rub lad5 ) :ite blossoms z a sway+ gho/1 ! misconception does n arise f any fault ( m]e vision1 b f ! type ( =m] k :i* ! o!r surr\nd+s ( ! mom5t call up1 ^! evid5tly giv+ ! m9d a c]ta9 bias 9 its int]pretation ( ! s5su\s1 or col\r1 impressions4 ,p]ception 9 ,adult ,life4--,9 our /udy ( g5]al me?od1 s5se p]ception 0 ref]r$ to z ! mo/ common mode ( acquir+ p>ticul> k4 ,a description ( ! developm5t ( ?is p[] to p]ceive objects ?r\gh ! s5ses %\ld1 !re=e1 prove ( p$agogical value4 ,b to und]/& h[ an individual acquires ! ability to p]ceive objects1 x is well to notice fir/ :at takes place 9 an ord9>y adult act ( p]ception1 z = in/ance1 :5 a man receives & int]prets a col\r /imulus & says t he p]ceives an orange4 ,if we analyse ! p]son's idea ( an orange we f9d t x is made up ( a numb] ( diff]5t quality images--col\r1 ta/e1 smell1 t\*1 etc41 organiz$ into a s+le exp]i5ce1 or idea1 & accept$ z a m5tal repres5tation ( an object exi/+ 9 space4 ,:51 !re=e1 ! p]son ref]r$ to above says t he p]ceives an orange1 :at really happ5s is t he accepts ! imm$iate col\r & light s5sation z a sign ( ! :ole gr\p ( qualities :i* make up 8 notion ( ! ext]nal object1 orange1 ! o!r qualities ess5tial to ! notion com+ back f pa/ exp]i5ce to unite ) ! pres5t$ qualities4 ,ow+ to ?is fact1 any ord9>y act ( p]ception is said to conta9 bo? pres5tative & repres5tative elem5ts4 ,9 ! above example1 = in/ance1 ! col\r w\ld be spok5 ( z a pres5tative elem5t1 because x is imm$iately pres5t$ to ! m9d 9 s5su\s t]ms1 or ?r\gh ! s5ses4 ,any?+ beyond ?is :i* goes to make up ! individual's notion orange1 & is reviv$ f pa/ exp]i5ce1 is spok5 ( z repres5tative4 ,= ! same reason1 ! s5su\s elem5ts involv$ 9 an ord9>y act ( p]ception are (t5 spok5 ( z imm$iate1 & ! o!rs z m$iate elem5ts ( k4 ,g5esis ( ,p]ception4--,to trace ! developm5t ( ?is ability to m+le bo? pres5tative & repres5tative elem5ts ( k into a m5tal repres5tation1 or idea1 ( an ext]nal object1 x is necess>y to recall :at has be5 not$ reg>d+ ! relation ( ! n]v\s sy/em to our consci\s acts4 ,:5 ! "y *ild fir/ comes 9 contact ) ! _w ( /range objects ) :i* he is surr\nd$1 ! impressions he receives !refrom w n at fir/ h ei!r ! def9ite quality or ! relation to an ext]nal ?+ :i* !y lat] secure4 ,z a be+1 h[ev]1 ^: fir/ t5d5cies are ^? ( movem5t1 he grasps1 bites1 /rokes1 smells1 etc41 & ?us goes out to meet :atev] 8 surr\nd+s ?ru/ ^u him4 ,gradually he f9ds himself exp& to take 9 ! exi/5ce ( a some?+ ext]nal to himself1 & is f9ally able1 z ! necess>y pa?s are laid d[n 9 8 n]v\s sy/em1 to diff]5tiate v>i\s quality images "o f ! o!r2 z1 t\*1 weight1 temp]ature1 light1 s\nd1 etc4 ,?is w at once involve1 h[ev]1 a correspond+ relat+1 or syn!tic1 attitude ( m9d1 9 :i* diff]5t quality images1 :5 exp]i5c$ toge!r z qualities ( "s vaguely felt ?+1 w be organiz$ into a m or less def9ite k1 or idea1 ( t object1 z illu/rat$ 9 ! figure bel[4 ,z ! *ild 9 "t ga9s ! ability to att5d to ! s5su\s pres5tations :i* come to him1 & to discrim9ate "o s5sation f ano!r1 he discov]s 9 ! vaguely kn[n ?+ ! images ( t\*1 col\r1 ta/e1 smell1 etc41 & f9ally associates !m into ! idea ( a bett] kn[n object1 orange4 ,illu/ration3 ,a4 ,unkn[n ?+4 ,b4 ,s5sory /imuli4 ,c4 ,s5sory images4 ,d4 ,idea ( object4 ,control ( ,s5sory ,image z ,sign4--,s9ce ! v>i\s s5se impressions are c>ri$ to ! high] c5tres ( ! bra91 !y w n only be int]pret$ z s5sory images & organiz$ into a k ( ext]nal objects1 b1 ow+ to ! ret5tive p[] ( ! n]v\s tissue1 w also be subject to recall4 ,z ! *ild ?us ga9s m & m ! ability to organize & relate v>i\s s5sory images into m5tal repres5tations1 or ideas1 ( ext]nal objects1 he soon acquires su* control ov] ^! organiz$ gr\ps1 t :5 any p>ticul> s5sation image out ( a gr\p is pres5t$ to ! m9d1 x w be suffici5t to call up ! o!r qualities1 or w be accept$ z a sign ( ! pres5ce ( ! object4 ,:5 ?is /age ( p]ceptual p[] is rea*$1 an od\r com+ f ! ov5 enables a p]son to p]ceive t a c]ta9 k9d ( meat is )91 or a noise proce$+ f ! t[] is suffici5t to make kn[n ! pres5ce ( a bell4 ,to possess ! ability ?us to ref] "o's s5sations to an ext]nal object is to be able to p]ceive objects4 ,fulness ( ,p]ception ,bas$ on ,s5sation4--,f ! =ego+ acc\nt ( ! developm5t ( our p]ception ( ! ext]nal _w1 x becomes evid5t t our imm$iate k1 or idea1 ( an individual object w consi/ only ( ! images our s5ses h be5 able to discov] ei!r 9 t or o!r simil> objects4 ,to ! p]son born )\t ! s5se ( sight1 = in/ance1 ! fl[]-b$ c nev] be kn[n z an object ( t9ts & col\rs4 ,to ! p]son born deaf1 ! viol9 _c really be kn[n z a musical in/rum5t4 ,moreov]1 only ! p]son ^: s5ses di/+ui% adequately v>iations 9 col\r1 s\nd1 =m1 etc41 is able to p]ceive fully ! objects :i* pres5t !mselves to 8 s5ses4 ,ev5 :5 ! physical s5ses seem equally p]fect1 "o man1 ?r\gh great] p[] ( discrim9ation1 p]ceives 9 ! _w ( objects mu* t totally escapes ! obs]vation ( ano!r4 ,! result is t few ( u ent] z fully z we might into ! ri* _w ( sights1 s\nds1 etc41 ) :i* we are surr\nd$1 because we fail to ga9 ! abundant images t we might ?r\gh c]ta9 ( our s5ses4 ,,factors ,,involv$ ,,9 ,,s5sation ,pass+ to a consid]ation ( ! s5ses z organs ?r\gh :i* ! m9d is made aw>e ( ! concrete _w1 x is to be not$ t a numb] ( factors prec$e ! image1 or m5tal int]pretation1 ( ! impression4 ,:51 = in/ance1 ! m9d becomes cognizant ( a musical note1 an analysis ( ! :ole process reveals ! foll[+ factors3 #a4 ,! concrete object1 z ! vibrat+ /r+ ( a viol94 #b4 ,s\nd waves proce$+ f ! vibrat+ object to ! s5se organ4 #c4 ,! organ ( s5se--! e>4 ,illu/ration #d4 ,! n]ves--cells & fibres involv$ 9 receiv+ & convey+ ! s5se /imulus4 #e4 ,! int]pret+ cells4 #f4 ,! react+ m9d1 :i* int]prets ! impression z an image ( s\nd4 ,! diff]5t factors are some:at arbitr>ily illu/rat$ 9 ! accompany+ diagram1 ! arr[s indicat+ ! physical /imulation & ! consci\s response3 ,( ! six factors involv$ 9 ! s5sation1 #a & #b are purely physical & belong to ! sci5ce ( ac\/ics2 #c1 #d1 & #e are physiological2 #f is consci\s1 or psy*ological4 ,x is because !y always involve ! imm$iate pres5ce ( "s physical object1 t ! s5sation elem5ts involv$ 9 ord9>y p]ception are spok5 ( z imm$iate1 or pres5tative1 elem5ts ( k4 ,,classification ,,( ,,s5sations ,our v>i\s s5sations are usually divid$ into ?ree classes z foll[s3 #a4 ,s5sations ( ! special s5ses1 includ+3 sight1 s\nd1 t\* 7includ+ temp]ature71 ta/e1 & smell4 #b4 ,motor1 or muscul>1 s5sations4 #c4 ,organic s5sations4 ,s5sations ( ! ,special ,s5ses4--,z a /udy ( ! five special s5ses has be5 made by ! /ud5t-tea*] "u ! head+ ( physiology1 no attempt w be made to expla9 ! /ructure ( ^! organs4 ,x mu/ be not$1 h[ev]1 t n all s5ses are equally capable ( di/+ui%+ diff]5ces 9 quality4 ,= example1 x seems q beyond our p[] to recall ! ta/es & od\rs ( ! v>i\s di%es ( :i* we may h p>tak5 at a banquet1 :ile on ! o!r h& we may recall di/9ctly ! visual appe>ance ( ! room & ! table4 ,x is wor?y ( note1 also1 t 9 ! case ( smell1 animals are usually mu* m discrim9ative ?an man4 ,c]ta9 ( our s5ses are1 !re=e1 mu* m intellectual ?an o!rs4 ,by ?is is meant t = purposes ( di/+ui%+ ! objects !mselves1 & = provid+ ! m9d ) available images z mat]ials = fur!r ?\ght1 our s5ses are by no means equally effective4 ,"u ?is head+ ! special s5ses are classifi$ z foll[s3 ,high] ,intellectual ,s5ses3 sight1 he>+1 t\*4 ,l[] ,intellectual ,s5ses3 ta/e & smell4 ,muscul> ,s5sations4--,"u motor1 or muscul>1 s5sations are includ$ ! feel+s :i* accompany consci\sness ( muscul> ex]tion1 or movem5t4 ,9 di/9ction f ! o!r s5se organs1 ! muscles are /imulat$ by hav+ n]v\s en]gy pass outw>d ov] ! motor n]ves to ! muscles4 ,z ! muscles are ?us /imulat$ to movem5t1 s5sory n]ves 9 turn convey inw>d f ! muscles s5sory impressions result+ f ^! movem5ts4 ,! important s5sations connect$ ) muscul> action are ^? ( /ra91 =ce1 & resi/ance1 z 9 lift+ or pu%+4 ,by means ( ^! motor s5sations1 jo9$ ) ! s5se ( t\*1 ! individual is able to di/+ui% especially weight1 position1 & *ange ( position4 ,9 connection ) ! muscul> s5se1 may be recall$ t portion ( ! ,montessori app>atus kn[n z ! weight tablets4 ,^! wood5 tablets1 x w be not$1 are design$ to educate ! muscul> s5se to di/+ui% slight diff]5ces 9 weight4 ,! muscul> s5se is *iefly important1 h[ev]1 9 t delicate di/9ctions ( pressure1 movem5t1 & resi/ance mu/ be made 9 _m =ms ( manual expression4 ,! int]relation betwe5 s5sory impression & motor impulse )9 ! n]v\s sy/em1 z illu/rat$ 9 ! figures on page #bjj1 is already und]/ood by ! read]4 ,= an adequate consci\s control ( movem5ts1 especially :5 "o is engag$ 9 delicate h&work1 z pa9t+1 modell+1 wood-"w1 etc41 !re mu/ be an ability to p]ceive slight diff]5ces 9 /ra91 pressure1 & movem5t4 ,moreov]1 ! mo/ effective means = develop+ ! muscul> s5se is ?r\gh ! expressive ex]cises ref]r$ to above4 ,organic ,s5sations4--,! organic s5sations are ^? /ates ( consci\sness t arise 9 connection ) ! processes go+ on )9 ! organism1 z circulation ( ! blood1 dige/ion2 brea?+1 or respiration2 hung]2 ?ir/2 etc4 ,! significance ( ^! s5sations lies 9 ! fact t !y reveal to consci\sness any di/urbances 9 connection ) ! vital processes1 & ?us enable ! individual to provide = ! pres]vation ( ! organism4 ,,education ,,( ,,! ,,s5ses ,importance4--,:5 x is consid]$ t our g5]al k mu/ be bas$ on a k ( individuals1 x becomes app>5t t *ildr5 %\ld1 ?r\gh s5se obs]vation1 le>n z fully z possible ! v>i\s qualities ( ! concrete _w4 ,only on ?is basis c !y build _! m g5]al & ab/ract =ms ( k4 ,= ?is reason ! *ild 9 8 /udy ( objects %\ld1 s f> z safety p]mits1 br+ all ( 8 s5ses to be> ^u !m & di/+ui% z cle>ly z possible all _! prop]ties4 ,by ?is means only c he really "k ! attributes ( ! objects con/itut+ 8 environm5t4 ,moreov]1 )\t su* a full k ( ! v>i\s prop]ties & qualities ( concrete objects1 he is n 9 a position to turn !m fully to 8 own s]vice4 ,x is by di/+ui%+ ! feel+ ( ! fl\r1 t ! cook discov]s :e!r x is suit$ = bread-mak+ or pa/ry4 ,x is by not+ ! texture ( ! wood1 t ! artisan c decide its suitability = ! "w 9 h&4 ,9 f9e1 x 0 only by not+ ! prop]ties ( v>i\s natural objects t man discov]$ _! social uses4 ,h[ to be ,effect$4--,"o ( ! *ief defects ( prim>y education 9 ! pa/ has be5 a t5d5cy to ov]look ! importance ( giv+ ! *ild an opportunity to ex]cise 8 s5ses 9 discov]+ ! prop]ties ( ! objects con/itut+ 8 environm5t4 ,! introduction ( ! k9d]g>t51 objective me?ods ( tea*+1 nature /udy1 s*ool g>d5+1 & con/ructive occupations h done mu*1 h[ev]1 to rem$y ?is defect4 ,"o ( ! *ief claims 9 fav\r ( ! s-call$ ,montessori ,me?od is t x provides especially = an education ( ! s5ses4 ,9 do+ ?is1 h[ev]1 x makes use ( arbitr>ily prep>$ mat]ials in/ead ( ! ord9>y objects con/itut+ ! *ild's natural environm5t4 ,! "o advantage 9 ?is is t x enables ! tea*] to grade ! /imulations & ?us ex]cise ! *ild 9 mak+ s]ies ( discrim9ations1 = in/ance1 a s]ies ( col\rs1 s\nds1 weights1 sizes1 etc4 ,not)/&+ ?is advantage1 h[ev]1 x seems m p$agogical t ! *ild %\ld receive ?is ne$ful ex]cise ( ! s5ses by be+ br\ght into contact ) ! actual objects con/itut+ 8 environm5t1 z is done 9 nature /udy1 con/ructive ex]cises1 art1 etc4 ,dang]s ( ,neglect+ ! ,s5ses4--,! =m] neglect ( an adequate ex]cise ( ! s5ses dur+ ! e>ly education ( ! *ild 0 evid5tly unp$agogical = v>i\s reasons4 ,z already not$1 o!r =ms ( acquir+ k1 su* z con/ructive imag9ation1 induction1 & d$uction1 mu/ re/ prim>ily ^u ! acquisitions ( s5se p]ception4 ,moreov]1 x is dur+ ! e>ly ye>s ( life t ! pla/icity & ret5tive p[] ( ! n]v\s sy/em w enable ! v>i\s s5se impressions to be record$ = ! future use ( ! m9d4 ,fur!r1 ! s5ses !mselves dur+ ^! e>ly ye>s %[ :at may be t]m$ a hung] = contact ) ! _w ( concrete objects1 & a correspond+ di/a/e = m ab/ract types ( exp]i5ce4 ,le>n+ ,?r\gh all ! ,s5ses4--,9 recogniz+ t ! process ( s5se p]ception con/itutes a le>n+ process1 or is "o ( ! modes by :i* man ent]s into new exp]i5ce1 ! tea*] %\ld fur!r und]/& t ! same object may be int]pret$ ?r\gh diff]5t s5ses4 ,= example1 :5 a *ild /udies a new bird1 he may note its =m & col\r ?r\gh ! eye1 he may recognize ! feel+ & ! outl9e ?r\gh muscul> & t\* s5sations1 he may discov] its song ?r\gh ! e>1 & may give muscul> expression to its =m 9 pa9t+ or modell+4 ,9 ! same way1 9 le>n+ a figure or lett]1 he may see its =m ?r\gh ! eye1 he> its s\nd ?r\gh ! e>1 make ! s\nd & trace ! =m by call+ v>i\s muscles into play1 & ?us secure a numb] ( muscul> s5sations relative to ! figure or lett]4 ,s9ce all ^! v>i\s exp]i5ces w be co-ord9at$ & reta9$ )9 ! n]v\s sy/em1 ! *ild w n only "k ! object bett]1 b w also be able to recall m easily any items ( k conc]n+ x1 on acc\nt ( ! l>g] numb] ( connections e/abli%$ )9 ! n]v\s sy/em4 ,"o *ief fact to be kept 9 m9d by ! tea*]1 !re=e1 9 us+ ! me?od ( s5se p]ception1 is to h ! pupil /udy ! object ?r\gh z _m diff]5t s5ses z possible1 & especially ?r\gh ^? s5ses 9 :i* 8 p[] ( discrim9ation & recall seems greate/4 ,use ( ,diff]5t ,images 9 ,tea*+4--,! importance to ! tea*] ( an intimate k ( diff]5t types ( imag]y & ( a fur!r acqua9tance ) ! m prevail+ images ( p>ticul> pupils1 is evid5t 9 v>i\s ways4 ,9 ! fir/ place1 diff]5t s*ool subjects may appeal m especially to diff]5t types ( imag]y4 ,?us a /udy ( plants especially involves visual1 or sight1 images2 a /udy ( birds1 visual & auditory images2 oral read+ & music1 auditory images2 physical tra9+1 motor images2 con/ructive "w1 visual1 tactile1 & motor images2 a k ( weights & measures1 tactile & motor images4 ,on acc\nt ( a native diff]5ce 9 =m+ images1 also1 "o pupil may be/ le>n ?r\gh ! eye1 ano!r ?r\gh ! e>1 a ?ird ?r\gh ! muscles1 etc4 ,9 le>n+ ! spell+ ( words1 = example1 "o pupil may require especially to visualize ! ^w1 ano!r to he> ! lett]s repeat$ 9 _! ord]1 & a ?ird to articulate ! lett]s by ! movem5t ( ! organs ( spee*1 or to trace !m 9 writ+4 ,9 *oos+ illu/rations1 also1 ! tea*] w f9d t "o pupil be/ appreciates a visual illu/ration1 a second an auditory illu/ration1 etc4 ,"s "y pupils1 = in/ance1 might be/ appreciate a pa!tic situation ?r\gh an appeal to su* s5sory images z hung] & ?ir/4 ,an ,illu/ration4--,! wide diff]5ce 9 p's ability to int]pret s5su\s impressions is well exemplifi$ 9 ! case ( s\nd /imuli4 ,e "o ^: e> is physically p]fect seems able to int]pret a s\nd s f> z its m]e quality & quantity are conc]n$4 ,9 ! case ( musical notes1 h[ev]1 ! v greate/ diff]5ce is f\nd 9 ! ability ( diff]5t individuals to di/+ui% pit*4 ,s also ! di/+ui%+ ( di/ance & direction 9 relation to s\nd is an acquir$ ability1 9 :i* diff]5t p w greatly diff]4 ,f9ally1 to int]pret ! ext]nal relations involv$ 9 ! s\nd1 t is1 :e!r ! cry is t ( an insect or a bird1 or1 if x is ! =m]1 f :at k9d ( bird ! s\nd is proce$+1 ?is evid5tly is a phase ( s5se int]pretation 9 :i* individuals diff] v greatly4 ,yet an adequate developm5t ( ! s5se ( he>+ might be suppos$ to give ! individual an ability to int]pret 8 surr\nd+s 9 all ^! ways4 ,p[] ( ,s5se ,p]ception ,limit$3 ,a4 ,by ,int]e/4--,x %\ld be not$1 h[ev]1 t s f> z our actual life ne$s are conc]n$1 !re is no l>ge dem& = an all-r\nd ability to int]pret s5su\s impressions4 ,= practical purposes1 m5 are int]e/$ 9 diff]5t objects 9 q diff]5t ways4 ,"o is int]e/$ 9 ! col\r ( a c]ta9 wood1 ano!r 9 its smoo?ness1 a ?ird 9 its ability to )/& /ra91 :ile a f\r? may ev5 be int]e/$ 9 m hidd5 relations1 n visible to ! ord9>y s5se4 ,?is w ju/ify "o 9 ignor+ entirely qualities 9 ! object :i* are ( ! utmo/ importance to o!rs4 ,f su* a practical /&po9t1 x is evid5tly a decid$ ga9 t a p]son is n compell$ to see ev]y?+ 9 an object :i* its s5su\s attributes might p]mit "o to discov] 9 x4 ,9 ! case ( ! man ) ! s-call$ untra9$ s5se1 !re=e1 x is que/ionable :e!r ! failure to see1 he>1 etc41 is 9 _m cases s mu* a lack ( ability to use ! p>ticul> s5se1 z x is a lack ( practical int]e/ 9 ?is phase ( ! objective _w4 ,9 su* processes z induction & d$uction1 also1 x is (t5 ! ext]nal relations ( objects r ?an _! s5sory qualities t *iefly int]e/ u4 ,inde$1 x is sometimes claim$ t an excessive am\nt ( m]e tra9+ 9 s5se discrim9ation might int]f]e ) a prop] developm5t ( ! high] m5tal processes4 ,b4 ,by ,k4--,f :at has be5 discov]$ reg>d+ ! le>n+ process1 x is evid5t t ! developm5t ( any s5se1 z sight1 s\nd1 t\*1 etc41 is n br\ght ab\t m]ely by ex]cis+ ! p>ticul> organ4 ,x has be5 le>n$1 = in/ance1 t ! p]son :o is able to obs]ve readily ! plant & animal life z he walks ?r\gh ! =e/1 possesses ?is skill1 n because 8 physical eye1 b because 8 m9d1 has be5 prep>$ to see ^! objects4 ,9 o!r words1 x is because 8 k is active along su* l9es t 8 eye beholds ^! p>ticul> ?+s4 ,! *ief reason1 !re=e1 :y ! ex]cise ( any s5se organ develops a p[] to p]ceive ?r\gh t s5se1 is t ! ex]cise t5ds to develop 9 ! individual ! k & int]e/ :i* w cause ! m9d to react easily & effectively on t p>ticul> class ( impressions4 ,a s5se may be consid]$ tra9$1 !re=e1 to ! ext5t to :i* ! m9d acquires k (1 & int]e/ 91 ! objective elem5ts4 ,,*apt] ,,xxvi ,,memory ,,& ,,app]ception ,nature ( ,memory4--,m5tion has be5 made ( ! ret5tive p[] ( ! n]v\s sy/em1 & ( a consequ5t t5d5cy = m5tal images to revive1 or re-pres5t1 !mselves 9 consci\sness4 ,x mu/ n[ be not$ t su* a re-pres5tation ( =m] exp]i5ces is frequ5tly accompani$ ) a di/9ct recognition t ! pres5t image or images h a def9ite ref]5ce to pa/ "t4 ,9 o!r words1 ! pres5t m5tal fact is able to be plac$ 9 ! mid/ ( o!r ev5ts believ$ to make up "s portion ( our pa/ exp]i5ce4 ,su* an ideal revival ( a pa/ exp]i5ce1 toge!r ) a recognition ( ! fact t x =m]ly occurr$ )9 our exp]i5ce1 is kn[n z an act ( memory4 ,neural ,conditions ( ,memory4--,:5 any exp]i5ce is ?us reproduc$1 & recogniz$ z a reproduction ( a previ\s exp]i5ce1 !re is physiologically a transmission ( n]v\s en]gy ?r\gh ! same bra9 c5tres z 7 involv$ 9 ! orig9al exp]i5ce4 ,! m5tal reproduction ( any image is condition$1 !re=e1 by ! physical reproduction ( a n]v\s impulse ?r\gh a =m]ly e/abli%$ pa?4 ,t ?is is possible is ow+ to ! susceptibility ( n]v\s tissue to take on habit1 or to reta9 z p]man5t modifications1 all impressions receiv$4 ,f ?is x is evid5t t :5 we say we reta9 c]ta9 facts 9 our m9d1 ! /atem5t is n 9 a s5se true2 = !re is no k /or$ up 9 consci\sness z s _m ideas4 ,! /atem5t is true1 !re=e1 only 9 ! s5se t ! m9d is able to br+ into consci\sness a =m] exp]i5ce by re9/at+ ! necess>y n]v\s impulses ?r\gh ! prop] n]v\s arcs4 ,:at is actually reta9$1 h[ev]1 is ! t5d5cy to re9/ate n]v\s movem5ts ?r\gh ! same pa?s z 7 involv$ 9 ! orig9al exp]i5ce4 ,al?\gh1 !re=e1 ret5tion is usually treat$ z a factor 9 memory1 its basis is1 9 reality1 physiological4 ,memory ,di/+ui%$ f ,app]ception4--,! di/+ui%+ *>act]i/ics ( memory z a re-pres5tation 9 ! m9d ( a =m] exp]i5ce is evid5tly ! m5tal attitude kn[n z recognition4 ,memory1 9 o!r words1 always implies a belief t ! pres5t m5tal /ate really repres5ts a fact1 or ev5t1 :i* =m$ a "p ( our pa/ exp]i5ce4 ,9 ! app]ceptive process z se5 9 an ord9>y process ( le>n+1 on ! o!r h&1 al?\gh x seems to involve a re-pres5tation ( =m] m5tal images 9 consci\sness1 ?is di/9ct ref]5ce ( ! reviv$ imag]y to pa/ "t is evid5tly want+4 ,:51 = in/ance1 ! m9d int]prets a /range object z a pe>-%ap$1 ?9-r9d$1 _m-se$$ fruit1 all ^! int]pret+ ideas are1 9 a s5se1 revivals ( pa/ exp]i5ce2 yet none c>ry ) !m any di/9ct ref]5ce to pa/ "t4 ,9 l mann]1 :5 ,i look at an object ( a c]ta9 =m & col\r & say t x is a sweet apple1 x is evid5tly ow+ to pa/ exp]i5ce t ,i c decl>e t p>ticul> object to be sweet4 ,x is q cle>1 h[ev]1 t 9 su* a case !re is no di/9ct ref]5ce ( ! reviv$ image ( sweetness to any def9ite occurr5ce 9 "o's =m] exp]i5ce4 ,su* an app]ceptive revival1 or re-pres5tation ( pa/ exp]i5ce1 because x includes m]ely a repres5tation ( m5tal images1 b fails to relate !m to ! pa/1 _c be class$ z an act ( memory4 ,b ,involves ,app]ceptive ,process4--,:ile1 h[ev]1 ! m]e revival ( old k 9 ! app]ceptive process does n con/itute an act ( memory1 memory is itself only a special phase ( ! app]ceptive process4 ,:5 ,i ?9k ( a p>ticul> anecdote to-day1 & say ,i rememb] hav+ ! same exp]i5ce on ,sunday ev5+ la/1 ! pres5t m5tal images _c be ! v same images z 7 !n exp]i5c$4 ,! =m] images belong$ to ! pa/1 :ile ^? at pres5t 9 consci\sness are a new creation1 al?\gh dep5d5t1 z we h se51 ^u c]ta9 physiological conditions e/abli%$ 9 ! pa/4 ,9 an act ( memory1 !re=e1 ! new pres5tation1 l all new pres5tations1 mu/ be int]pret$ 9 t]ms ( pa/ exp]i5ce1 or by an app]ceiv+ act ( att5tion4 ,:5ev] 9 ?is app]ceptive act !re is1 9 addition to ! int]pretation1 a fur!r feel+1 or s5se1 ( famili>ity1 ! pres5tation is accept$ by ! m9d z a reproduction f pa/ exp]i5ce1 or is recogniz$ z belong+ to ! pa/4 ,:51 on ! way d[n ! /reet1 = in/ance1 impressions are receiv$ f a pass+ =m1 & a result+ act ( app]ceiv+ att5tion1 besides read+ mean+ into !m1 awak5s a s5se ( famili>ity1 ! face is recogniz$ z "o se5 on a =m] occasion4 ,memory1 !re=e1 is a special mode ( ! app]ceptive process ( le>n+1 & includes1 9 addition to ! int]pret+ ( ! new ?r\gh ! old1 a belief t !re is an id5tity betwe5 ! old & ! new4 ,,factors ,,( ,,memory ,9 a complete example ( memory ! foll[+ factors may be not$3 #a4 ,! orig9al pres5tation--z ! fir/ p]ception ( an object or sc5e1 ! read+ ( a new /ory1 ! he>+ ( a p>ticul> voice1 etc4 #b4 ,ret5tion--?is involves ! p]man5t *anges wr\ght 9 ! n]v\s tissue z a result ( ! pres5tation or le>n+ process &1 z m5tion$ above1 is really physiological4 #c4 ,recall--?is implies ! re-e/abli%m5t ( ! n]v\s movem5ts involv$ 9 ! orig9al exp]i5ces & an accompany+ revival ( ! m5tal imag]y4 #d4 ,recognition--"u ?is head+ is includ$ ! s5se ( famili>ity exp]i5c$ 9 consci\sness1 & ! consequ5t belief t ! pres5t exp]i5ce actually occurr$ at "s c]ta9 "t z an elem5t 9 our pa/ exp]i5ce4 ,,conditions ,,( ,,memory ,a4 ,physical ,conditions4--,"o ( ! fir/ conditions = an effective recollection ( any p>ticul> exp]i5ce w be1 evid5tly1 ! /r5g? ( ! co-ord9ations set up 9 ! n]v\s sy/em dur+ ! le>n+ process4 ,! p]man5t *anges br\ght ab\t 9 ! n]v\s tissue z a result ( consci\s exp]i5ce is (t5 spok5 ( z ! physical basis ( memory4 ,! fir/ consid]ation1 !re=e1 relative to ! memoriz+ ( k is to decide ! conditions fav\rable to e/abli%+ su* n]v\s pa?s dur+ ! le>n+ process4 ,fir/ among ^! may be m5tion$ ! condition ( ! n]v\s tissue itself4 ,z already se51 ! m pla/ic & active ! condition ( ?is tissue1 ! m susceptible x is to receive & reta9 impressions4 ,= ?is reason any?+ /udi$ :5 ! body is tir$ & ! m9d exhau/$ is n likely to be rememb]$4 ,x is = ! same reason1 also1 t k acquir$ 9 y\? is mu* m likely to be rememb]$ ?an ?+s le>n$ late 9 life4 ,! int5sity & ! cle>ness ( ! pres5tation also cause x to make a /rong] impression ^u ! sy/em & ?us r5d] its ret5tion m p]man5t4 ,?is dem&s 9 turn t att5tion %\ld be /rongly focus$ ^u ! pres5tations dur+ any le>n+ process4 ,by add+ to ! cle>ness & int5sity ( any impressions1 att5tion adds to ! likelihood ( _! ret5tion4 ,! evid5t cause ( ! s*ol>'s ability to le>n ev5 relatively late 9 life is ! fact t he br+s a mu* great] conc5tration ( att5tion to ! process ?an is usually f\nd 9 o!rs4 ,repetition also1 s9ce x t5ds to break d[n any resi/ance to ! pa?s :i* are be+ e/abli%$ 9 ! n]v\s sy/em dur+ ! le>n+ process1 is a di/9ct aid to ret5tion4 ,= ?is reason any k acquir$ %\ld be reviv$ at int]vals4 ,?is is especially true ( ! s*ool k be+ acquir$ by "y *ildr51 & _! acquisitions mu/ be occasionally review$ & us$ 9 v>i\s ways1 if ! k is to become a p]man5t possession4 ,a special application ( ! law ( repetition may be not$ 9 ! fact t we rememb] bett] any topic le>n$1 say1 9 f\r half-h\rs put ^u x at diff]5t int]vals1 ?an we %\ld by sp5d+ ! :ole two h\rs ^u x at "o "t4 ,ano!r condition fav\rable to recall is ! rec5cy ( ! orig9al exp]i5ce4 ,any?+ is m easily recall$1 ! m rec5tly x has be5 le>n$4 ,! physiological cause = ?is seems to be t ! n]v\s co-ord9ations be+ rec5t1 !y are mu* m likely to re-e/abli% !mselves1 n hav+ yet be5 effac$ or weak5$ ?r\gh ! lapse ( "t4 ,b4 ,m5tal ,conditions4--,x mu/ be not$1 h[ev]1 t al?\gh !re is evid5tly ! above neural concomitant ( recall1 yet x is n ! n]v\s sy/em1 b ! m9d1 t actually recalls & rememb]s4 ,! real condition ( recall1 !re=e1 is m5tal1 & dep5ds l>gely ^u ! numb] ( associations =m$ betwe5 ! ideas !mselves 9 ! orig9al pres5tation4 ,accord+ to ! law ( association1 diff]5t ideas arise 9 ! m9d 9 virtue ( c]ta9 connections exi/+ betwe5 ! ideas !mselves4 ,x w\ld be q =eign to our pres5t purpose to exam9e ! !ories held among philosophic psy*ologi/s reg>d+ ! pr9ciple ( ! association ( ideas4 ,x is evid5t1 h[ev]1 t ideas (t5 come to our m9ds 9 consequ5ce ( ! pres5ce 9 consci\sness ( a prior idea4 ,:5 we see ! "n ,que5/on ,heights1 x sugge/s to u ,sir ,isaac ,brock2 :5 we see a c]ta9 h\se1 x calls to m9d ! pleasant ev5+ sp5t !re2 & :5 we he> ! /ra9s ( solemn music1 x br+s to m9d ! memories ( ! dead4 ,equally evid5t is ! fact t any?+ exp]i5c$ 9 isolation is mu* h>d] to rememb] ?an "o exp]i5c$ 9 su* a way t x may ent] into a l>g] tra9 ( ideas4 ,if1 = in/ance1 any "o is told to call up 9 half an h\r telephone #chbg1 x is m ?an likely t ! numb] w be =gott51 if ! p]son goes on ) o!r "w & dep5ds only on ! m]e impression to recall ! numb] at ! prop] "t4 ,?is w\ld be ! case also 9 spite ( ! mo/ vivid pres5tation ( ! numb] by ! "o giv+ ! ord] or ! repetition ( x by ! p]son himself4 ,if1 h[ev]1 ! p]son says1 ev5 9 a casual way1 ,call up #ahfg1 & ! p]son address$ associates ! numb] ) ! ,conf$]ation ( ! ,dom9ion1 !re is practically no possibility ( ! numb] go+ out ( 8 m9d4 ,an important m5tal condition = recall1 !re=e1 is t ideas %\ld be le>n$ 9 z l>ge associations1 or gr\ps1 z possible4 ,x is = ! above reason t ! logical & ord]ly pres5tation ( ! topics 9 any subject & _! ?or\gh und]/&+ by ! pupil give m complete control ov] ! subject-matt]4 ,:5 ea* lesson is taught z a disconnect$ item ( k1 !re seems no?+ to :i* ! ideas are an*or$1 & recall is relatively difficult4 ,:51 on ! o!r h&1 po9ts ( connection are e/abli%$ betwe5 succe$+ lessons1 & ! pupil und]/&s ^!1 "o topic sugge/s ano!r1 & ! m9d f9ds x relatively easy to recall any p>ticul> "p ( ! relat$ ideas4 ,,types ,,( ,,recall ,a4 ,involunt>y4--,9 connection ) ! work+ ( ! pr9ciple ( association1 x is int]e/+ to note t practically two types ( recall manife/ !mselves4 ,z a result ( _! sugge/ive t5d5cy1 ! ideas be=e consci\sness at any p>ticul> "t h a t5d5cy to revive old exp]i5ces :i* ! m9d may recognize z su*4 ,"h !re is no ef=t on ! "p ( ! volunt>y att5tion to recall ! exp]i5ce f ! pa/1 ! op]ation ( ! law ( association be+1 z x 71 suffici5t to ?ru/ ! reviv$ image into ! c5tre ( ! field ( consci\sness1 z :5 ! sight ( a tra9 recalls a rec5t trip4 ,b4 ,volunt>y4--,at times ! m9d may set out ) ! delib]ate aim1 or purpose1 ( reviv+ "s =gott5 exp]i5ce4 ,?is is because att5tion is at ! "t engag$ ^u a def9ite problem1 z :5 ! /ud5t writ+ on 8 exam9ation pap] /rives to recall ! conditions ( ! ,con/itutional ,act4 ,?is type is kn[n z volunt>y memory4 ,su* a volunt>y attempt at recall is1 h[ev]1 ( ! same "* z ! involunt>y type 9 t bo? involve association4 ,:at ! m9d really /rives = is to />t a tra9 ( ideas :i* %all sugge/ ! illusive ideas involv$ 9 ! desir$ answ]4 ,su* a process ( recall might be illu/rat$ z foll[s3 ,illu/ration ,"h a1 b1 c1 d1 e repres5t ! =gott5 s]ies ( ideas to be recall$4 ,a1 ,b1 ,c1 ,d1 ,e repres5t o!r bett] kn[n ideas1 "s ( :i* are associat$ ) ! desir$ ones4 ,by hav+ ! m9d c\rse ov] ! bett] kn[n facts--,a1 ,b1 ,c1 ,d1 ,e1 att5tion may f9ally focus ^u ! relation ,a1 a1 ,b1 & ?us />t up ! necess>y revival ( a1 b1 c1 d1 e4 ,att5tion ,may ,h9d] ,memory4--,:ile active att5tion is ?us able "u prop] conditions to re9=ce memory1 yet occasionally att5tion seems detrim5tal to memory4 ,t su* is ! case w become evid5t f ! prec$+ figure4 ,if ! exp]i5ce a1 b1 c1 d1 e1 is directly associat$ only ) ,a1 ,b1 b ! m9d believes ! association to c5tre 9 ,c1 ,d1 ,e1 att5tion is c]ta9 to keep focus$ ^u ! sub-gr\p--,c1 ,d1 ,e4 ,at an exam9ation 9 hi/ory1 = example1 we may desire to recall ! circum/ances associat$ ) ! topic1 ,! ,gr& ,remon/rance1 & feel vaguely t ?is is connect$ ) a revolution>y movem5t4 ,?is may cause u1 h[ev]1 to fix att5tion1 n ^u ! civil w>1 b ^u ! revolution ( #afhh4 ,9 ?is case1 in/ead ( =c+ a n]v\s impulse into ! prop] c5tres1 att5tion is 9 reality div]t+ x into o!r *annels4 ,:51 a few m9utes lat]1 we h p]haps ceas$ our ef=t to rememb]1 ! impulse seems ( itself to /imulate ! prop] c5tres1 & ! necess>y facts come to u app>5tly )\t any att5tive ef=t4 ,,localization ,,9 ,,"t ,x has be5 po9t$ out t 9 an act ( memory !re mu/ be a recognition ( ! pres5t exp]i5ce z "o :i* has occurr$ 9 a s]ies ( pa/ ev5ts4 ,! def9ite ref]5ce ( a memory image to a pa/ s]ies is sometimes spok5 ( z localization4 ,! degree to :i* a memory image is localiz$ 9 ! pa/ diff]s greatly1 h[ev]1 9 diff]5t cases4 ,y\r recollection ( "s int]e/+ p]sonal ev5t 9 y\r pa/ s*ool hi/ory may be v def9itely locat$ z to "t1 image aft] image re9/at+ !mselves 9 memory 9 ! ord] ( _! actual occurr5ce4 ,su* a simil> s]ies ( ev5ts mu/ h tak5 place :51 by means ( h&l+ a numb] ( objects1 y le>n$ diff]5t numb] & quantity relations or1 by draw+ c]ta9 figures1 discov]$ c]ta9 geometrical relations4 ,at ! pres5t "t1 h[ev]1 al?\gh y rememb] cle>ly ! g5]al relations1 y are utt]ly unable to recall ! m incid5tal facts connect$ ) _! orig9al pres5tation1 or ev5 localize ! rememb]$ k at all def9itely 9 pa/ "t4 ,no?+1 9 fact1 rema9s z a p]man5t possession except ! g5]al1 or sci5tific1 tru? involv$ 9 ! exp]i5ce4 ,,classification ,,( ,,memories ,a4 ,me*anical4--,! above facts w\ld indicate t 9 _m cases ! m9d w\ld f9d x m effective to omit f consci\s recall :at may appe> irrelevant 9 ! orig9al pres5tation1 & fix att5tion ^u only ! ess5tial features4 ,f ?is /&po9t1 two some:at diff]5t types ( memory are to be f\nd among individuals4 ,) _m p1 x seems z if a pa/ exp]i5ce mu/ be reviv$ 9 e detail4 ,if su* a "o sets out to report a simple exp]i5ce1 su* z see+ a policeman arre/ a man on ! /reet1 he mu/ br+ 9 e collat]al circum/ance1 no matt] h[ =eign to ! incid5t4 ,he mu/ m5tion1 = example1 t he himself _h on a new /raw hat1 t 8 companion 0 smok+ a cig>1 0 accompani$ by 8 dog1 & 0 talk+ ab\t 8 crops1 at ! "t !y obs]v$ ! arre/4 ,?is type is kn[n z a me*anical memory4 ,v good examples ( su* w be se5 9 ! p]sons ( ,f>m] ,philip 9 ,t5nyson's ,brook & ! l&lady 9 ,%akespe>e's ,k+ ,h5ry ,,iv4 ,b4 ,logical4--,9 ano!r type ( memory1 ! m9d does n ?us associate into ! memory exp]i5ce e little detail ( ! orig9al exp]i5ce4 ,! out/&+ facts1 especially ^? :i* are b\nd by "s logical sequ5ce1 are ! only ones :i* ent] into p]man5t association4 ,su* a type ( m9d1 !re=e1 9 recall+ ! pa/1 selects out ( ! mass ( exp]i5ces ! incid5ts :i* w con/itute a logical revival1 & leaves out ! trivial & incid5tal4 ,?is type is usually spok5 ( z a logical memory4 ,?is type ( memory w\ld1 9 ! above incid5t1 recall only ! ess5tial facts connect$ ) ! arre/1 z ! cause1 ! incid5ts1 & ! result4 ,,memory ,,9 ,,education ,value ( ,memory4--,x is evid5t t )\t ! ability to re9/ate pa/ exp]i5ces 9 our consci\s life1 su* exp]i5ces c\ld n s]ve z intellig5t guides = our pres5t conduct4 ,ea* day1 9 fact1 we %\ld beg9 life anew s f> z conc]ns intellig5t adaptation1 our acquir$ aptitude be+ at be/ only physical4 ,x w be und]/ood1 !re=e1 :y ! ability to recall pa/ exp]i5ces is accept$ z an ess5tial factor 9 ! educative process4 ,x w be not$1 inde$1 9 our /udy ( ! hi/ory ( education1 t1 at c]ta9 p]iods1 ! :ole problem ( education seem$ to be to memorize k s ?or\ghly t x might readily be re9/at$ 9 consci\sness4 ,mod]n education1 h[ev]1 has ?r[n emphasis ^u two additional facts reg>d+ k4 ,^! are1 fir/1 t ! ability to use pa/ k1 & n ! m]e ability to recall x1 is ! m>k ( a truly educat$ man4 ,! second fact is t1 :5 any exp]i5ce is cle>ly und]/ood at ! "t ( its pres5tation1 ! problem ( rememb]+ x w l>gely take c>e ( itself4 ,= ^! reasons1 mod]n education emphasizes cle>ness ( pres5tation & ability to apply1 r ?an ! m]e memoriz+ ( k4 ,x is a "q1 h[ev]1 :e!r ! mod]n educator may n (t5 be too neglig5t conc]n+ ! direct problem ( ! ability to recall k4 ,= ?is reason1 ! /ud5t-tea*] may pr(itably make himself acqua9t$ ) ! ma9 conditions ( ret5tion & recall4 ,! ,tra9+ ( ,memory4--,an important problem = ! educator is to asc]ta9 :e!r x is possible to develop 9 ! pupil a g5]al p[] ( memory4 ,9 o!r words1 w ! memoriz+ ( any set ( facts /r5g!n ! m9d to rememb] m easily any o!r facts :atsoev]8 ,f :at has be5 not$ reg>d+ memory1 x is evid5t t1 leav+ out ( consid]ation ! physical condition ( ! organism1 ! mo/ important conditions = memory at ! "t are att5tion to1 & a ?or\gh und]/&+ (1 ! facts to be rememb]$4 ,f ?is x mu/ appe> t a p]son's ability to rememb] any facts dep5ds prim>ily1 n ^u ! m]e am\nt ( memoriz+ he has done 9 ! pa/1 b ^u ! ext5t to :i* 8 int]e/s & old k cause him to att5d to1 und]/&1 & associate ! facts to be rememb]$4 ,!re seems no ju/ification1 !re=e1 = ! me?od ( ! tea*] :o expect$ to /r5g!n ! memories ( h] pupils = _! s*ool "w by hav+ !m walk quickly pa/ ! /ore w9d[s & !n attempt to recall at s*ool :at !y _h se54 ,9 su* cases ! boys are f\nd to rememb] c]ta9 objects1 because _! int]e/s & k enable !m to notice ^! m di/9ctly at ! "t ( ! pres5tation4 ,! girls1 on ! o!r h&1 rememb] o!r objects1 because _! int]e/s & k cause !m to appreh5d ^! r ?an ! o!rs4 ,,app]ception ,app]ception a ,law ( ,le>n+4--,9 ! /udy ( ! lesson process1 ,*apt] ,,iii1 att5tion 0 call$ to ! fact t ! int]pretation :i* ! m9d places ^u any pres5tation dep5ds 9 l>ge measure ^u ! m9d's pres5t cont5t & int]e/4 ,x is an ess5tial *>act]i/ic ( m9d t x always attempts to give mean+ to any new impression1 no matt] h[ /range t impression may be4 ,?is end is rea*$1 h[ev]1 only z ! m9d is able to apply to ! pres5tation c]ta9 elem5ts ( =m] exp]i5ce4 ,ev5 9 e>lie/ infancy1 impressions d n come to ! organism z total /rang]s2 = ! organism is already end[$ ) in/9ctive t5d5cies to react 9 a def9ite mann] to c]ta9 /imuli4 ,z ^! reactions cont9ue to repeat !mselves1 h[ev]1 p]man5t modifications1 z previ\sly not$1 are e/abli%$ 9 ! n]v\s sy/em1 includ+ bo? s5sory & motor adju/m5ts4 ,s9ce1 moreov]1 ^! s5sory & motor adju/m5ts give rise to ideas1 !y result 9 correspond+ associations ( m5tal imag]y4 ,z ^! neural & m5tal elem5ts are ?us organiz$ into m & m complex masses1 ! recurr5ce ( any elem5t )9 an associat$ mass is able to re9/ate ! o!r elem5ts4 ,! result is t :5 a c]ta9 s5sation is receiv$1 z1 = in/ance1 a s\nd /imulus1 x re9/ates s5sory impressions & motor reactions toge!r ) _! associat$ m5tal images1 ?us enabl+ ! m9d to ass]t t a dog is b>k+ 9 ! di/ance4 ,9 su* a case1 ! pres5t impression is evid5tly jo9$ )1 & int]pret$ ?r\gh1 :at has already =m$ a "p ( our exp]i5ce4 ,:at is true ( ?is p>ticul> case is true ( all cases4 ,new pres5tations are always met & int]pret$ by "s complex exp]i5ces ) :i* !y h some?+ 9 common1 o!rwise ! /imuli c\ld n be att5d$ to at all4 ,?is ability ( ! m9d to int]pret new pres5tations 9 t]ms ( old k on acc\nt ( "s connection !y be> to t cont5t1 is kn[n z app]ception4 ,9 o!r words1 app]ception is ! law ( ! m9d to att5d to su* elem5ts 9 a new pres5tation z possess "s degree ( famili>ity ) ! already assimilat$ exp]i5ce1 al?\gh !re may be no di/9ct recognition ( ?is famili>ity4 ,,conditions ,,( ,,app]ception ,a4 ,pres5t ,k4--,s9ce ! m9d c app]ceive only t = :i* x is prep>$ ?r\gh =m] exp]i5ce1 ! int]pretation ( ! same pres5tations w be likely to diff] greatly 9 diff]5t individuals4 ,! book ly+ be=e him is to ! "y *ild a place 9 :i* to f9d pictures1 to ! ignorant man a s\rce ( my/]i\s in=mation1 & to ! s*ol> a symbolic repres5tation ( c]ta9 ma!matical k4 ,9 ! same mann]1 ! object outside ! w9d[ is a noxi\s we$ to ! f>m]1 a fl[] to ! naturali/1 & a m$ic9al plant to ! physician or ! druggi/4 ,f ?is x is cle> t ! int]pretation ( ! impressions mu/ diff] accord+ to ! "* ( our pres5t k4 ,9 o!r words1 ! m important ! aspects read into any pres5tation1 ! m valuable w be ! pres5t exp]i5ce4 ,al?\gh :5 ! *ild app]ceives a /ick z a horse1 & ! me*anic app]ceives x z a lev]1 ea* int]pretation is valuable )9 its own sph]e1 yet !re is evid5tly a m>k$ diff]5ce 9 ! ultimate significance ( ! two int]pretations4 ,education is especially valuable1 9 fact1 9 t x s adds to ! exp]i5ce ( ! *ild t he may m fully app]ceive 8 surr\nd+s4 ,b4 ,pres5t ,int]e/s & ,ne$s4--,b app]ception is n solely dep5d5t ^u pres5t k4 ,! int]e/s & ne$s ( ! individual reflect !mselves l>gely 9 8 app]ceptive t5d5cies4 ,:ile ! boy sees a t5t 9 ! fold$ pap]1 ! girl is m likely to f9d 9 x a scre54 ,to ! little boy ! la? is a horse1 to ! old] boy x becomes a sword4 ,feel+s & int]e/1 !re=e1 z well z k1 dom9ate ! app]ceptive process4 ,nor %\ld ?is fact be ov]look$ by ! tea*]4 ,! /udy ( a poem w\ld be v incomplete & unsatisfactory if x /opp$ ) ! appreh5sion ( ! ideas4 ,!re mu/ be emotional appreciation z well2 o!rwise ! /udy w result 9 entire indiff]5ce to x4 ,9 introduc+1 = in/ance1 ! sonnet1 ,my/]i\s ,night 7page #cid1 ,ont>io ,read]1 ,book ,,iv71 ! tea*] might ask3 ,:y c we n see ! />s dur+ ! day8 ,! answ] to ?is "q w\ld put ! pupils 9 ! prop] intellectual attitude to int]pret ! ideas ( ! poem1 b t is n en\gh4 ,a recall ( su* an exp]i5ce z 8 contemplation ( ! />ry sky on a cle> night w put ! pupil 9 a suitable emotional attitude4 ,he is a r>e pupil :o has n at "s "t gaz$ 9 wond] at ! imm5se numb] & magnific5ce ( ! />s1 or :o has n ?\ght ) awe & rev]5ce ( ! inf9ite p[] ( ! ,creator ( su* c\ntless orbs4 ,a recall ( ^! feel+s ( wond]1 awe1 & rev]5ce w place ! pupil 9 a suitable mood = ! emotional appreciation ( ! poem4 ,x is 9 ! tea*+ ( lit]ature t ! importance ( a prop] feel+ attitude on ! "p ( ! pupil is p>ticul>ly great4 ,)\t x ! pupil is coldly indiff]5t t[>d lit]ature & w nev] cultivate an en?usiasm = x4 ,,factors ,,9 ,,app]ception ,ret5tion & ,recall4--,! facts already not$ make x pla9 t app]ception involves two important factors4 ,fir/1 app]ception implies ret5tion & recall4 ,unless our v>i\s exp]i5ces left beh9d !m ! p]man5t effects already not$ 9 describ+ ! ret5tive p[] ( ! n]v\s organism & ! consequ5t possibility ( recall1 !re c\ld be no adju/m5t to new impressions on ! basis ( e>li] exp]i5ces4 ,att5tion4--,secondly1 app]ception involves att5tion4 ,s9ce to app]ceive is to br+ ! results ( e>li] exp]i5ce to be> actively ^u ! new impression1 x mu/ involve a reactive1 or att5tive1 /ate ( consci\sness2 =1 z not$ 9 our /udy ( ! le>n+ process1 x is only by select+ elem5ts out ( =m] exp]i5ce t ! new impression is giv5 def9ite mean+ 9 consci\sness4 ,= ! *ild to app]ceive ! /range object z a bug-9-a-basket1 dem&s f him !re=e a process ( att5tion 9 :i* ! ideas bug & basket are select$ f =m] exp]i5ce & read into ! new impression1 !reby giv+ x a mean+ 9 consci\sness4 ,a ref]5ce to any ( ! lesson topics previ\sly consid]$ w provide fur!r examples ( ^! app]ceptive factors4 ,,*apt] ,,xxvii ,,imag9ation ,nature (4--,9 our /udy ( ! v>i\s modes ( acquir+ individual notions1 att5tion 0 call$ to ! fact t k ( a p>ticul> object may be ga9$ ?r\gh a process ( imag9ation4 ,l memory1 imag9ation is a process ( re-pres5tation1 ?\gh diff]+ f x 9 c]ta9 important reg>ds4 #a4 ,al?\gh imag9ation dep5ds on pa/ exp]i5ces = its images1 ^! images are us$ to build up ideal repres5tations ( objects )\t any ref]5ce to pa/ "t4 #b4 ,9 imag9ation ! associat$ elem5ts ( pa/ exp]i5ce may be completely dissociat$4 ,?us a bird may be imag9$ )\t w+s1 or a /one column )\t weight4 #c4 ,! dissociat$ elem5ts may be re-comb9$ 9 v>i\s ways to repres5t objects nev] actually exp]i5c$1 z a man ) w+s1 or a horse ) a man's head4 ,imag9ation is ?us an app]ceptive process by :i* we con/ruct a m5tal repres5tation ( an object )\t any necess>y ref]5ce to its actual exi/5ce 9 "t4 ,product ( ,imag9ation1 ,p>ticul>4--,x is to be not$ t 9 a process ( imag9ation ! m9d always con/ructs 9 idea a repres5tation ( a p>ticul> object or individual4 ,= in/ance1 ! ideal picture ( ! h\se ,i imag9e situat$ on ! hill be=e me is t ( a p>ticul> h\se1 possess+ def9ite qualities z to height1 size1 col\r1 etc4 ,9 l mann]1 ! future visit to ,toronto1 z x is be+ run ov] ideally1 is con/ruct$ ( p>ticul> p]sons1 places1 & ev5ts4 ,s also :5 read+ su* a /anza z3 ,! milk-:ite blossoms ( ! ?orn ,are wav+ o'er ! pool1 ,mov$ by ! w9d t brea!s along1 ,s sweetly & s cool2 if ! m9d is able to comb9e into a def9ite outl9e ( a p>ticul> situation ! v>i\s elem5ts depict$1 !n ! m5tal process ( ! read] is "o ( imag9ation4 ,x is n true1 ( c\rse1 t ! p>ticul> elem5ts :i* ent] into su* an ideal repres5tation are always equally vivid4 ,yet "o te/ ( a p]son's p[] ( imag9ation is ! def9it5ess ) :i* ! m9d makes an ideal repres5tation /& out 9 consci\sness z a di/9ct individual4 ,,types ,,( ,,imag9ation ,a4 ,passive4--,9 dissociat+ ! elem5ts ( pa/ exp]i5ce & comb9+ !m into new p>ticul> =ms1 ! m9d may proce$ 9 two q diff]5t ways4 ,9 "s cases ! m9d seem+ly all[s itself to drift )\t purpose & almo/ )\t s5se1 build+ up fanta/ic repres5tations ( imag9>y objects or ev5ts4 ,?is happ5s especially 9 our p]iods ( day-dream+4 ,"h v>i\s images1 evid5tly drawn f pa/ exp]i5ce1 come be=e consci\sness 9 a spontane\s way & ent] into mo/ unusual =ms ( comb9ation1 ) little reg>d ev5 to probability4 ,9 ^! moods ! timid lad becomes a /rong h]o1 & 8 ru/ic ,audrey1 a fair lady1 = ^: sake he is ev] p]=m+ untold feats ( val\r4 ,"h ! ideas1 in/ead ( be+ select$ & comb9$ = a def9ite purpose ?r\gh an act ( volunt>y att5tion1 are sugge/$ "o aft] ! o!r by ! m]e law ( association4 ,because 9 su* fanta/ic products ( ! imag9ation ! v>i\s images appe> 9 consci\sness & comb9e !mselves )\t any app>5t control or purpose1 ! process is kn[n z passive imag9ation1 or phantasy4 ,su* a type1 x is evid5t1 w h little significance z an actual process ( le>n+4 ,b4 ,active1 or ,con/ructive4--,oppos$ to ! above type is t =m ( imag9ation 9 :i* ! m9d proce$s to build up a p>ticul> ideal repres5tation ) "s def9ite purpose1 or end1 9 view4 ,a /ud5t1 = example1 :o has nev] se5 an a]oplane & has no direct k ( ! c\rse to be trav]s$1 may be call$ ^u 9 8 composition "w to describe an imag9>y voyage ?r\gh ! air f ,toronto to ,w9nipeg4 ,9 su* an act ( imag9ation1 ! select+ ( elem5ts to ent] into ! ideal picture mu/ be *os5 ) an eye to _! suitability to ! end 9 view4 ,:5 also a *ild is call$ ^u 9 s*ool to =m an ideal repres5tation ( "s object ( :i* he has _h no direct exp]i5ce1 z = in/ance1 a m5tal picture ( a volcano1 he mu/ 9 ! same way1 "u ! guidance ( ! tea*]1 select & comb9e elem5ts ( 8 actual exp]i5ce :i* are adapt$ to ! build+ up ( a correct m5tal repres5tation ( an actual volcano4 ,?is type ( imag9ation is kn[n z active1 or con/ructive1 imag9ation4 ,factors 9 ,con/ructive ,imag9ation4--,9 su* a purposeful1 or active1 process ( imag9ation ! foll[+ factors may be notic$3 #a4 ,! purpose1 end1 or problem call+ = ! ex]cise ( ! imag9ation4 #b4 ,a selective act ( att5tion1 9 :i* ! fitness or unfitness ( elem5ts ( pa/ exp]i5ce1 or _! adaptability to ! ideal creation1 is realiz$4 #c4 ,a relat+1 or syn!tic1 activity comb9+ ! select$ elem5ts into a new ideal repres5tation4 ,,uses ,,( ,,imag9ation ,imag9ation 9 ,education4--,"o important application ( imag9ation 9 s*ool "w is f\nd 9 connection ) ! v>i\s =ms ( con/ructive occupation4 ,9 su* ex]cises1 x is possible to h ! *ild fir/ build up ideally ! picture ( a p>ticul> object & !n h him produce x ?r\gh actual expression4 ,= example1 a class :i* has be5 taught c]ta9 pr9ciples ( cutt+ may be call$ ^u to conceive an orig9al design = "s object1 say a val5t9e4 ,"h ! *ild1 be=e proce$+ to produce ! actual object1 mu/ select f 8 k ( val5t9es c]ta9 elem5ts & int]pret !m 9 relation to 8 pr9ciples ( cutt+4 ,?is ideal repres5tation ( ! int5d$ object is1 !re=e1 a process ( active1 or con/ructive1 imag9ation4 ,9 composition1 also1 ! v>i\s ev5ts & situations depict$ may be ideal creations to :i* ! *ild gives expression 9 language4 ,9 geography & nature /udy likewise1 con/ant use mu/ be made ( ! imag9ation 9 ga9+ a k ( objects :i* h nev] come )9 ! actual exp]i5ce ( ! *ild4 ,9 sci5ce !re is a fur!r appeal to ! *ild's imag9ation4 ,:51 = in/ance1 he /udies su* topics z ! law ( gravity1 *emical aff9ity1 etc41 ! imag9ation mu/ fill 9 mu* t falls outside ! sph]e ( actual obs]vation4 ,9 hi/ory & lit]ature1 also1 ! /ud5t c ent] into ! life & action ( ! v>i\s sc5es & ev5ts only by build+ up ideal repres5tations ( :at is depict$ ?r\gh ! words ( ! au?or4 ,imag9ation 9 ,practical ,life4--,9 addition to ! l>ge use ( con/ructive imag9ation 9 s*ool "w1 ?is process w be f\nd equally important 9 ! aft] affairs ( life4 ,x is by use ( ! imag9ation t ! workman is able to see ! *anges we desire made 9 ! decoration ( ! room or 9 ! %ape ( ! fl[]-b$s4 ,x is by ! use ( imag9ation1 also1 t ! g5]al is able to outl9e ! plan ( campaign t %all lead 8 army to victory4 ,)\t imag9ation1 !re=e1 ! m9d c\ld n set up ^? practical aims t[>d ! atta9m5t ( :i* mo/ ( life's ef=t is direct$4 ,9 ! dom9ion ( conduct1 also1 imag9ation has its important "p to play4 ,x is by view+ 9 8 imag9ation ! effect ( ! "o c\rse ( action z comp>$ ) ! o!r1 t man f9ally decides :at con/itutes ! prop] l9e ( conduct4 ,ev5 :5 indiff]5t z to 8 moral conduct1 man pictures to himself :at 8 fri5ds may say & ?9k ( c]ta9 l9es ( action4 ,= ! enjoym5t ( life1 also1 ! ex]cise ( imag9ation has a place4 ,x is by fill+ up ! pres5t ) ideals & hopeful anticipations = ! future1 t mu* ( ! monotony ( our "w-a-day h\rs is reliev$4 ,developm5t ( ,imag9ation4--,a prime condition ( a creative imag9ation is evid5tly ! possession ( an abundance ( m5tal mat]ials :i* may be dissociat$ & re-comb9$ into new m5tal products4 ,^! mat]ials1 ( c\rse1 consi/ ( ! images & ideas reta9$ by ! m9d f =m] exp]i5ces4 ,"o important result1 !re=e1 ( provid+ ! "y *ild ) a ri* /ore ( images ( sight1 s\nd1 t\*1 movem5t1 etc41 is t x provides 8 develop+ imag9ation ) necess>y mat]ials4 ,b ! m]e possession ( abundant mat]ials 9 ! =m ( pa/ images w n 9 itself develop ! imag9ation4 ,"h1 z else:]e1 x is only by ex]cis+ imag9ation t ability to imag9e c be develop$4 ,opportunity = su* an ex]cise ( ! imag9ation1 moreov]1 may be giv5 ! *ild 9 v>i\s ways4 ,z already not$1 a *ief function ( play is t x /imulates ! *ild to use 8 imag9ation 9 recon/ruct+ ! objects ab\t him & clo?+ !m ) _m fanci$ attributes4 ,9 supplem5t>y read+ & /ory "w1 also1 ! imag9ation is actively ex]cis$ 9 con/ruct+ ! ideal situations1 z !y are be+ pres5t$ 9 words by ! book or ! tea*]4 ,nature /udy1 likewise1 by br++ be=e ! *ild ! secret processes ( nature1 z not+1 = in/ance1 ! life hi/ory ( ! butt]fly1 ! g]m9ation ( se$s1 etc41 w call ^u him to use 8 imag9ation 9 v>i\s ways4 ,on ! o!r h&1 to deprive a "y *ild ( all su* opportunities w usually result 9 prev5t+ a prop] developm5t ( ! imag9ation4 ,,*apt] ,,xxviii ,,?9k+ ,nature ( ,?9k+4--,9 ! /udy ( g5]al me?od1 z well z 9 t ( ! =ego+ m5tal processes1 x has be5 tak5 = grant$ t our m9ds are capable ( id5tify+ diff]5t objects on ! basis ( "s common feature or features4 ,?is t5d5cy ( ! m9d to id5tify objects & gr\p individual ?+s into classes1 dep5ds ^u its capacity to detect simil>ity & diff]5ce1 or to make comp>isons4 ,:5 ! m9d1 9 id5tify+ objects1 ev5ts1 qualities1 etc41 discov]s c]ta9 relations betwe5 its v>i\s /ates1 ! process is especially kn[n z t ( ?9k+4 ,9 its te*nical s5se1 !re=e1 ?\ght implies a m or less explicit appreh5sion ( relation4 ,?9k+ ,involv$ 9 all ,consci\s ,/ates4--,x is evid5t1 h[ev]1 t e m5tal process mu/ involve ?9k+1 or a grasp+ ( relations4 ,:51 by my m]ely t\*+ an object1 my m9d p]ceives x is an apple1 ?is act ( p]ception1 z already se51 takes place because elem5ts ( =m] exp]i5ce come back z associat$ factors4 ,?is implies1 evid5tly1 t ! m9d is "h relat+ elem5ts ( its pa/ exp]i5ce ) ! pres5t t\* s5sation4 ,p]ception ( ext]nal objects1 !re=e1 implies a grasp+ ( relations4 ,9 ! same way1 if1 9 hav+ an exp]i5ce to-day1 "o recognizes x z id5tical ) a =m] exp]i5ce1 he is equally grasp+ a relation4 ,e act ( memory1 !re=e1 implies ?9k+4 ,?us 9 all =ms ( k ! m9d is appreh5d+ relations2 = no exp]i5ce c\ld h mean+ = ! m9d except z x is discrim9at$ f o!r exp]i5ces4 ,9 treat+ ?9k+ z a di/9ct m5tal process1 h[ev]1 x is assum$ t ! objects ( s5se p]ception1 memory1 etc41 are kn[n z su*1 & t ! m9d "h deals m directly ) ! relations 9 :i* ideas /& "o to ano!r4 ,z a m5tal process1 ?9k+ appe>s 9 ?ree some:at di/9ct =ms1 kn[n z conception1 judgm5t1 & reason+4 ,,conception ,! ,ab/ract ,notion4--,x 0 se5 t at lea/ 9 adult life1 ! p]ception ( any object1 z ?is p>ticul> orange1 horse1 c[1 etc41 really includes a numb] ( di/9ct images ( quality syn!sis$ into ! unity ( a p>ticul> idea or exp]i5ce4 ,because ( ?is union ( a numb] ( diff]5t s5sible qualities 9 ! notion ( a s+le individual1 ! m9d may limit its att5tion ^u a p>ticul> quality1 or *>act]i/ic1 possess$ by an object1 & make ?is a di/9ct problem ( att5tion4 ,?us ! m9d is able to =m su* notions z l5g?1 r\ndness1 sweetness1 heav9ess1 f\r-foot$ness1 etc4 ,:5 su* an attribute is ?\ght ( z some?+ di/9ct f ! object1 ! m5tal image is especially kn[n z an ab/ract idea1 or notion1 & ! process z "o ( ab/raction4 ,! ,class ,notion4--,"o or m ( su* ab/ract$ qualities may1 moreov]1 be recogniz$ z common to an indef9ite numb] ( objects4 ,= in/ance1 9 addition to its ability to ab/ract f ! p]ception ( a dog1 ! ab/ract notions f\r-foot$ness1 hairy1 b>k+1 etc41 ! m9d fur!r gives !m a g5]al "* by ?9k+ ( !m z qualities common to an indef9ite numb] ( o!r possible individuals1 namely1 ! class f\r-foot$1 hairy1 b>k+ objects4 ,because ! idea repres5t+ ! quality or qualities is "h accept$ by ! m9d z a means ( id5tify+ a numb] ( objects1 ! idea is spok5 ( z a class notion1 & ! process z "o ( classification1 or g5]alization4 ,?us x appe>s t1 ?r\gh its ability to detect sam5ess & diff]5ce1 or discov] relations1 ! m9d is able to =m two some:at diff]5t notions4 ,by m5tally ab/ract+ any quality & reg>d+ x z some?+ di/9ct f ! object1 x obta9s an ab/ract notion1 z sweetness1 brav]y1 h>dness1 etc42 by syn!sis+ & symboliz+ ! images ( c]ta9 qualities recogniz$ 9 objects1 x obta9s a g5]al1 or class1 notion by :i* x may repres5t an indef9ite numb] ( individual ?+s z1 triangle1 horse1 des]t1 etc4 ,?us ab/ract notions are suppos$ to repres5t qualities2 class notions1 ?+s4 ,because ( its ref]5ce to a numb] ( objects1 ! class notion is spok5 ( especially z a g5]al notion1 & ! process ( =m+ ! notion z "o ( g5]alization4 ,^! two types ( notions are te*nically kn[n z concepts1 & ! process ( _! =mation z "o ( conception4 ,=mal ,analysis ( ,process4--,at ?is po9t may be recall$ :at 0 /at$ 9 ,*apt] ,,xv conc]n+ ! developm5t ( a class notion4 ,m5tion 0 !re made ( ! !ory t 9 ! =mation ( su* concepts1 or class notions1 z c[1 dog1 desk1 *air1 adjective1 etc41 ! m9d mu/ proce$ ?r\gh c]ta9 set /ages z foll[s3 #a4 ,comp>ison3 ,! exam9ation ( a c]ta9 numb] ( p>ticul> individuals 9 ord] to discov] po9ts ( simil>ity & diff]5ce4 #b4 ,ab/raction3 ,! di/+ui%+ ( c]ta9 *>act]i/ics common to ! objects4 #c4 ,g5]alization3 ,! m5tal unification1 or syn!sis1 ( ^! common *>act]i/ics not$ 9 diff]5t individuals into a class notion repres5t$ by a "n1 or g5]al t]m4 ,b ,conception is ,involv$ 9 ,p]ception4--,f :at has be5 se51 h[ev]1 x is evid5t t ! developm5t ( our concepts does n proce$ 9 any su* =mal way4 ,if ! m9d p]ceives an individual object ) any degree ( cle>ness1 x mu/ recognize ! object z possess+ c]ta9 qualities4 ,if1 !re=e1 ! *ild c p]ceive su* an object z a dog1 x implies t he recognizes x1 say1 z a hairy1 f\r-foot$ creature4 ,to recognize ^! qualities1 h[ev]1 signifies t ! m9d is able to ?9k ( !m z some?+ ap>t f ! object1 & ! *ild ?us has 9 a s5se a g5]al notion ev5 :ile p]ceiv+ ! p>ticul> dog4 ,:5ev] he passes to ! p]ception ( ano!r dog1 he und\bt$ly int]prets ?is ) ! g5]al ideas already obta9$ f ?is e>li] p]cept ( a dog4 ,to say1 !re=e1 t to ga9 a concept he comp>es ! qualities f\nd 9 sev]al individual ?+s is n /rictly true1 = if 8 fir/ p]cept becomes a type by :i* he int]prets o!r dogs1 8 fir/ exp]i5ce is already a concept4 ,:at happ5s is t z ?is concept is us$ to int]pret o!r individuals1 ! p]son becomes m consci\s ( ! fact t 8 e>ly exp]i5ce is applicable to an indef9ite numb] ( objects4 ,s also1 :5 an adult fir/ p]ceives an individual ?+1 say ! fruit ( ! guava1 he mu/ appreh5d c]ta9 qualities 9 relation to ! individual ?+4 ,!reupon 8 idea ( ?is p>ticul> object becomes 9 itself a copy = id5tify+ o!r objects1 or a symbol by :i* simil> future impressions may be giv5 mean+4 ,9 ?is s5se ! individual idea1 or p]cept1 w s]ve to id5tify o!r p>ticul> exp]i5ces4 ,su* be+ ! case1 ?is e>ly concept ( ! guava has evid5tly requir$ no ab/raction ( qualities beyond appreh5d+ !m :ile p]ceiv+ ! "o example ( ! fruit4 ,?is1 h[ev]1 is b to say t ! p]ception ( ! guava really impli$ conception4 ,comp>ison ( ,individuals ,necess>y = ,correct ,concepts4--,x is1 ( c\rse1 true t ! correctness ( ! idea z a class symbol c be v]ifi$ only z we apply x 9 int]pret+ a numb] ( su* individual ?+s4 ,z ! p]son meets a fur!r numb] ( individuals1 he may ev5 discov] ! pres5ce ( qualities n previ\sly recogniz$4 ,a *ild1 = in/ance1 may h a notion ( ! class triangle long be=e he discov]s t all triangles h ! prop]ty ( conta9+ two "r angles4 ,:5 ?is happ5s1 he w lat] modify 8 fir/ concept by syn!sis+ into x ! newly discov]$ quality4 ,moreov]1 if c]ta9 features suppos$ to be common are lat] f\nd to be accid5tal1 if1 = in/ance1 a *ild's concept ( ! class fi% includes ! quality always liv+ 9 wat]1 8 meet+ ) a fly+ fi% w n result 9 an utt]ly new concept1 b r 9 a modification ( ! pres5t "o4 ,?us ! "y *ild1 :o on see+ ! ,*9ese diplomat1 wi%$ to "k :]e he _h 8 laundry1 0 n )\t a class concept1 al?\gh t concept 0 imp]fect 9 at lea/ "o respect4 ,concept & ,t]m4--,a po9t (t5 discuss$ 9 connection ) conception is :e!r a g5]al notion c be =m$ )\t language4 ,by "s x is argu$ t no concept c\ld exi/ 9 ! m9d )\t ! "n1 or g5]al t]m4 ,x 0 se51 h[ev]1 t our fir/ p]ception ( any object becomes a sort ( /&>d by :i* o!r simil> exp]i5ces are int]cept$1 & is1 !re=e1 g5]al 9 "*4 ,f ?is x is evid5t t a rudim5t>y type ( conception exi/s prior to language4 ,9 ! case ( ! "y *ild1 z he ga9s a m5tal image ( 8 fa!r1 ! exp]i5ce evid5tly s]ves z a c5tre = int]pret+ o!r simil> individuals4 ,we may notice t z soon z he ga9s control ( language1 o!r m5 are call$ by ! t]m papa4 ,?is does n imply an actual confusion 9 id5tity1 b 8 use ( ! t]m %[s t ! *ild int]prets ! new object ?r\gh a crude concept d5ot$ by ! ^w papa4 ,x is m ?an probable1 moreov]1 t ?is crude concept develop$ z he became able to recognize 8 fa!r1 & _h be5 us$ 9 int]pret+ o!r m5 be=e he obta9$ ! t]m1 papa4 ,on ! o!r h&1 x is c]ta9 t ! t]m1 or class "n1 is necess>y to give ! notion a def9ite place 9 consci\sness4 ,,factors ,,involv$ ,,9 ,,concept ,x w appe> f ! =ego+ t a concept pres5ts ! foll[+ factors = consid]ation3 #a4 ,! ess5tial quality or qualities f\nd 9 ! individual ?+s1 & suppos$ to be ab/ract$ soon] or lat] f ! individuals4 #b4 ,! concept itself1 ! m5tal image or idea repres5tative ( ! ab/ract$ quality2 or ! unification ( a numb] ( ab/ract$ qualities1 :5 ! g5]al notion implies a syn!sis ( diff]5t qualities4 #c4 ,! g5]al t]m1 or "n4 #d4 ,! objects !mselves1 :i* ! m9d c organize into a class1 because !y are id5tifi$ z possess+ common *>act]i/ics4 ,:51 h[ev]1 a s+le ab/ract$ quality is tak5 z a symbol ( a class ( objects1 = example1 :5 ! quality bitt]ness becomes ! symbol = ! class ( bitt] ?+s1 !re c be no real di/9ction betwe5 ! ab/ract$ quality & ! class concept4 ,9 o!r words1 to fix att5tion ^u ! quality bitt]ness z a quality di/9ct f ! object 9 :i* x is f\nd1 is at ! same "t to give x a g5]al "*1 recogniz+ x z some?+ :i* may be f\nd 9 a numb] ( objects--! class bitt] ?+s4 ,"h ! ab/ract t]m is 9 a s5se a g5]al notion repres5tative ( a :ole class ( objects :i* agree 9 ! possession ( ! quality4 ,int5sion ( ,concepts4--,c]ta9 ( our g5]al notions are1 h[ev]1 mu* m complex ?an o!rs4 ,:5 a s+le attribute su* z f\r-foot$ness is g5]aliz$ to repres5t ! class f\r-foot$ objects1 ! notion itself is relatively simple4 ,9 o!r words1 a s+le prop]ty is repres5tative ( ! objects1 & 9 appreh5d+ ! memb]s ( ! class all o!r prop]ties !y *ance to possess may be left out ( acc\nt4 ,9 _m cases1 h[ev]1 ! class notion w evid5tly be mu* m complex4 ,! notion dog1 = in/ance1 9 addition to imply+ ! *>act]i/ic f\r-foot$ness1 may include su* qualities z hairy1 b>k+1 wat*ful1 fe>less1 etc4 ,?is great] or less degree ( complexity ( a g5]al notion is spok5 ( z its int5sity4 ,! notion dog1 = in/ance1 is m int5sive ?an ! notion f\r-foot$ animals2 ! notion lawy]1 ?an ! notion man4 ,ext5sion ( ,concepts4--,x is to be not$ fur!r t z a notion increases 9 int5sion x becomes limit$ to a small] class ( objects4 ,f ?is /&po9t1 notions are said to diff] 9 ext5sion4 ,! class lawy]1 = in/ance1 is n s ext5sive z ! class man2 nor ! class dog1 z ! class f\r-foot$ objects4 ,x w appe> f ! above t an ab/ract notion view$ z a sign ( a class ( objects is di/+ui%$ by its ext5sion1 :ile a class notion1 s f> z x implies a syn!sis ( sev]al ab/ract$ qualities1 is m>k$ r by its int5sion4 ,,aims ,,( ,,conceptual ,,lessons ,s f> z s*ool lessons aim to e/abli% & develop correct class notions 9 ! m9ds ( ! pupils1 ?ree some:at di/9ct types ( "w may be not$3 #a4 ,,to ,,def9e ,,classes ,9 "s lessons no attempt is made to develop an utt]ly new class notion1 or concept2 ! pupils 9 fact may already "k ! class ( objects 9 a g5]al way & be acqua9t$ ) _m ( _! *>act]i/ics4 ,! object ( ! lesson is1 !re=e1 to r5d] ! concept m sci5tific by hav+ x include ! qualities :i* ess5tially m>k x z a class & especially sep>ate x f o!r co-ord9ate classes4 ,9 /udy+ ! gras%opp]2 = in/ance1 9 entomology1 ! purpose is n to give ! *ild a notion ( ! insect 9 ! ord9>y s5se ( ! t]m4 ,?is ! pupil may already h4 ,! purpose is r to enable him to decide j :at g5]al *>act]i/ics di/+ui% ?is f o!r insects4 ,! lesson may1 !re=e1 leave out ( consid]ation features :i* are common to all gras%opp]s1 simply because !y d n ent] into a sci5tific diff]5tiation ( ! class4 #b4 ,,to ,,enl>ge ,a ,,concept ,9 _m lessons ! aim seems to be *iefly to enl>ge c]ta9 concepts by add+ to _! int5siv5ess4 ,! pupil1 = in/ance1 has a sci5tific concept ( a triangle1 t is1 "o :i* enables him to di/+ui% a triangle f any o!r geometrical figure4 ,he may1 h[ev]1 be l$ to see fur!r t ! ?ree angles ( e triangle equal two "r angles4 ,?is is really hav+ him discov] a fur!r attribute 9 relation to triangles1 al?\gh ?is k is n ess5tial to ! concept z a symbol ( ! memb]s ( ! class4 ,9 ! same way1 9 gramm> ! pupil is taught c]ta9 attributes common to v]bs1 z mood & t5se1 al?\gh ^! are n ess5tial attributes f ! /&po9t ( di/+ui%+ ! v]b z a special class ( words4 #c4 ,,to ,,build ,,up ,,new ,,concepts ,a4 ,pres5tation ( ,unkn[n ,individuals4--,9 _m lessons ! *ief object seems to be1 h[ev]1 to build up a new concept 9 ! m9d ( ! *ild4 ,?is w\ld be ! case :5 ! pupil is pres5t$ ) a totally unkn[n object1 say a platypus1 & call$ ^u to exam9e its *>act]i/ics4 ,9 su* lessons two important facts %\ld be notic$4 ,fir/1 ! *ild f9ds seem+ly little difficulty 9 accept+ a s+le individual z a type ( a class1 & is able to c>ry away f ! lesson a fairly sci5tific class notion ?r\gh a /udy ( ! "o individual4 ,9 ?is reg>d ! pupil b illu/rates :at has be5 said ( ! ability ( ! *ild to use 8 e>ly p]cepts z /&>ds to int]pret o!r individuals4 ,! pupil is able ! m easily to =m ?is accurate notion1 because he no d\bt has already a /ore ( ab/ract notions ) :i* to int]pret ! pres5tation1 & also because 8 int]e/ & att5tion is direct$ into ! prop] *annels by ! tea*]4 ,b4 ,division ( ,kn[n ,classes4--,a second common mode ( develop+ new concepts 9 s*ool "w is 9 break+ up l>g] classes into co-ord9ate sub-classes4 ,?is1 ( c\rse1 involves ! develop+ ( new concepts to cov] ^! sub-classes4 ,9 su* cases1 h[ev]1 ! new notions are m]ely modifi$ =ms ( ! high] class notion4 ,:51 = example1 ! pupil ga9s g5]al notions repres5tative ( ! classes1 prop] n\n & common n\n1 ! new t]ms m]ely add some?+ to ! int5sion ( ! m ext5sive t]m n\n4 ,?is w be evid5t by consid]+ ! diff]5ce betwe5 ! notions n\n & prop] n\n4 ,bo? agree 9 possess+ ! attribute us$ to "n4 ,! latt] is m int5sive1 h[ev]1 because x signifies us$ to "n a p>ticul> object4 ,al?\gh 9 su* cases ! lesson seems 9 a s5se to develop new g5]al notions1 !y repres5t m]ely an add+ to ! int5sion ( a notion already possess$ by ! *ild4 ,use ( ! ,t]m4--,a fur!r problem reg>d+ ! process ( conception conc]ns ! "q ( ! significance ( a "n4 ,:5 a p]son uses su* a t]m z dog1 :ale1 hepatica1 guava1 etc41 to "n a c]ta9 object1 :at is ! exact s5se1 or mean+1 9 :i* ! "n is to be appli$8 ,a class "n1 :5 appli$ sci5tifically to an object1 is evid5tly suppos$ to d5ote ! pres5ce 9 x ( c]ta9 ess5tial *>act]i/ics :i* belong to ! class4 ,x is cle>1 h[ev]1 t ! ord9>y man r>ely uses ^! names ) any sci5tific precision4 ,a man c po9t to an object & say t x is a horse1 & yet be ignorant ( _m ( ! ess5tial features ( a horse4 ,9 su* cases1 !re=e1 ! use ( ! "n m]ely %[s t ! p]son consid]s ! object to belong to a c]ta9 class1 b is no gu>antee t he is ?9k+ ( ! ess5tial qualities ( ! class4 ,x might be said1 !re=e1 t a class t]m is us$ = two some:at diff]5t purposes1 ei!r to d5ote ! object m]ely1 or to signify sci5tifically ! attributes possess$ by ! object4 ,x is 9 ! second respect t dang] ( error 9 reason+ arises4 ,s f> z a "n repres5ts ! attributes ( a class1 x w signify = u j ^? attributes :i* we associate ) t class4 ,s long1 !re=e1 z ! ^w fi% means to u an animal liv+ 9 ! wat]1 we w include 9 ! class ! :ale1 :i* really does n belong to ! class1 & p]haps exclude f ! class ! fly+ fi%1 al?\gh x is sci5tifically a memb] ( ! class4 ,,! ,,def9ition ,x has be5 not$ t1 :5 man discov]s common *>act]i/ics 9 a numb] ( objects1 he t5ds on ?is basis to unite su* objects into a class4 ,x is to be not$ 9 addition1 h[ev]1 t 9 ! same mann] he is also able1 by exam9+ ! *>act]i/ics ( a l>ge class ( objects1 to divide ^! into small] sub-classes4 ,al?\gh1 = example1 we may place all ?ree-sid$ figures into "o class & call !m triangles1 we are fur!r able to divide ^! into ?ree sub-classes ow+ to c]ta9 diff]5ces t may be not$ among !m4 ,?us an important fact reg>d+ classification is t :ile a class may possess "s common quality or qualities1 yet its memb]s may be fur!r divid$ into sub-classes & ea* ( ^! small] classes di/+ui%$ f ! o!rs by po9ts ( diff]5ce4 ,ow+ to ?is fact1 !re are two important elem5ts ent]+ into a sci5tific k ( any class1 fir/1 to "k ( :at l>g] class x =ms a "p1 & secondly1 to "k :at *>act]i/ics di/+ui% x f ! o!r classes :i* g ) x to make up ?is l>g] class4 ,to "k ! class equilat]al triangle1 = in/ance1 we mu/ "k1 fir/1 t x belongs to ! l>g] class triangle1 & secondly1 t x diff]s f o!r classes ( triangles by hav+ its ?ree sides equal4 ,= ?is reason a p]son is able to "k a class sci5tifically )\t kn[+ all ( its common *>act]i/ics4 ,= in/ance1 ! l>ge class ( objects kn[n z words is subdivid$ into small] classes kn[n z p>ts ( spee*4 ,tak+ "o ( ^! classes1 ! v]b1 we f9d t all v]bs agree 9 possess+ at lea/ ?ree common *>act]i/ics1 !y h p[] to ass]t1 to d5ote mann]1 & to express "t4 ,to di/+ui% ! v]b1 h[ev]1 x is necess>y to note only t x is a ^w us$ to ass]t1 s9ce ?is is ! only *>act]i/ic :i* di/+ui%es x f ! o!r classes ( words4 ,:51 !re=e1 we describe any class ( objects by fir/ nam+ ! l>g] class to :i* x belongs1 & !n /at+ ! *>act]i/ics :i* di/+ui% x f ! o!r co-ord9ate classes1 we are said to give a def9ition ( ! class1 or to def9e x4 ,! /atem5t1 ,a trimet] is a v]se ( ?ree measures1 is a def9ition because x gives1 fir/1 ! l>g] class 7v]se7 to :i* ! trimet]s belong1 & secondly1 ! diff]5ce 7( ?ree measures7 :i* di/+ui%es ! trimet] f all o!r v]ses4 ,! /atem5t1 ,a b9omial is an algebraic expression consi/+ ( two t]ms1 is a def9ition1 because x gives1 fir/1 ! l>g] class 7algebraic expression7 to :i* b9omials belong1 & secondly1 ! diff]5ce 7consi/+ ( two t]ms7 :i* di/+ui%es b9omials f o!r algebraic expressions4 ,,judgm5t ,nature ( ,judgm5t4--,a second =m1 or mode1 ( ?9k+ is kn[n z judgm5t4 ,our diff]5t concepts 7 se5 to v>y 9 _! int5sion1 or mean+1 accord+ to ! numb] ( attributes sugge/$ by ea*4 ,my notion triangle may d5ote ! attributes ?ree-sid$ & ?ree-angl$2 my notion isosceles triangle w 9 t case include at lea/ ^! two qualities plus equality ( two ( ! sides4 ,?is indicates t v>i\s relations exi/ betwe5 our ideas & may be appreh5d$ by ! m9d4 ,:5 a relation betwe5 two concepts is di/9ctly appreh5d$ 9 ?\ght1 or1 9 o!r words1 :5 !re is a m5tal ass]tion ( a union betwe5 two ideas1 or objects ( ?\ght1 ! process is kn[n z judgm5t4 ,judgm5t may be def9$1 !re=e1 z ! appreh5sion1 or m5tal affirmation1 ( a relation betwe5 two ideas4 ,if ! idea1 or concept1 heav9ess ent]s z a m5tal elem5t into my idea /one1 !n ! m9d is able to affirm a relation betwe5 ^! concepts 9 ! =m1 ,/one is heavy4 ,9 l mann] :5 ! m9d ass]ts1 ,glass is transp>5t or ,horses are animals1 !re is a di/9ct appreh5sion ( a relation betwe5 ! concepts involv$4 ,judgm5t ,di/+ui%$ f ,/atem5t4--,x %\ld be not$ t judgm5t is ! m5tal appreh5sion ( a relation betwe5 ideas4 ,:5 ?is relation is express$ 9 actual words1 x is spok5 ( z a proposition1 or a pr$ication4 ,a proposition is1 !re=e1 ! /atem5t ( a judgm5t4 ,! proposition is compos$ ( two t]ms & ! copula1 "o t]m con/itut+ ! subject ( ! proposition & ! o!r ! pr$icate4 ,al?\gh a judgm5t may (t5 be express$ 9 "s o!r =m1 x c usually be conv]t$ into ! above =m4 ,! proposition1 ,horses eat oats1 may be express$ 9 ! =m1 ,horses are oat-eat]s2 ! proposition1 ,! sun melts ! sn[1 into ! =m1 ,! sun is a-?+-:i*-melts-sn[4 ,relation ( ,judgm5t to ,conception4--,x w\ld appe> f ! above examples t a judgm5t expresses 9 an explicit =m ! relations involv$ )9 ! concept1 & is1 !re=e1 m]ely a direct way ( indicat+ ! /ate ( developm5t ( any idea4 ,if my concept ( a dog1 = example1 is a syn!sis ( ! qualities f\r-foot$1 hairy1 fi]ce1 & b>k+1 !n an analysis ( ! concept w furni% ! foll[+ judgm5ts3 ,a f\r-foot$ ?+4 ,a hairy ?+4 ,a dog is ,a fi]ce ?+4 ,a b>k+ ?+4 ,because 9 ^! cases a concept seems necess>y = an act ( judgm5t1 x is said t judgm5t is a m advanc$ =m ( ?9k+ ?an conception4 ,on ! o!r h&1 h[ev]1 judgm5t is impli$ 9 ! =mation ( a concept4 ,:5 ! *ild appreh5ds ! dog z a f\r-foot$ object1 8 m9d has grasp$ f\r-foot$ness z a quality p]ta9+ to ! /range object1 & has1 9 a s5se1 br\ght ! two ideas into relation4 ,b :ile judgm5t is impli$ 9 ! =mation ( ! concept1 ! concept does n br+ explicitly to ! m9d ! judgm5ts x implies4 ,! concept sn[1 = in/ance1 implies ! prop]ty ( :it5ess1 b :it5ess mu/ be appreh5d$ z a di/9ct idea & relat$ m5tally ) ! idea sn[ be=e we c be said to h =m$1 or ?\ght1 ! judgm5t1 ,sn[ is :ite4 ,judgm5t is a =m ( ?9k+ sep>ate f conception1 !re=e1 because x does ?us br+ into def9ite relief relations only impli$ 9 our g5]al notions1 or concepts4 ,"o value ( judgm5t is1 9 fact1 t x enables u to analyse our concepts1 & ?us note m explicitly ! relations includ$ 9 !m4 ,univ]sal & ,p>ticul> ,judgm5ts4--,judgm5ts are f\nd to diff] also z to ! univ]sality ( _! affirmation4 ,9 su* a judgm5t z ,man is mortal1 s9ce mortality is view$ z a quality always jo9$ to manhood1 ! affirmation is accept$ z a univ]sal judgm5t4 ,9 su* a judgm5t z ,m5 /rive to subdue ! air1 ! two objects ( ?\ght are n consid]$ z always & necess>ily jo9$ toge!r4 ,! judgm5t is !re=e p>ticul> 9 "*4 ,all ( our laws ( nature1 z ,air has weight1 ,pressure on liquids is transmitt$ 9 e direction1 or ,heat is conduct$ by metals1 are accept$ z univ]sal judgm5ts4 ,errors 9 ,judgm5t due to3 ,a4 ,faulty ,concepts4--,x may be se5 f ! =ego+ t our judgm5ts1 :5 explicitly grasp$ by ! m9d & pr$icat$ 9 language1 reflect ! accuracy or inaccuracy ( our concepts4 ,:atev] relations are1 z x 71 wrapp$ up 9 a concept may m]ge at any "t 9 ! =m ( explicit judgm5ts4 ,if ! fact t ! only ,*9am5 se5 by a *ild are engag$ 9 laundry "w causes ?is attribute to ent] into 8 concept ,*9aman1 ?is w lead him to affirm t ! re/aurant keep]1 ,wan ,lee1 is a laundry-man4 ,! republican :o f9ds two or ?ree cases ( corruption among democrats1 may conceive corruption z a quality common to democrats & affirm t hone/ ,john ,smi? is corrupt4 ,faulty concepts1 !re=e1 are v likely to lead to faulty judgm5ts4 ,a fir/ duty 9 education is evid5tly to see t *ildr5 are =m+ correct class concepts4 ,= ?is x mu/ be se5 t !y always di/+ui% ! ess5tial features ( ! class ( objects !y are /udy+4 ,!y mu/ le>n1 also1 n to conclude on acc\nt ( sup]ficial lik5ess t really unlike objects belong to ! same class4 ,! *ild1 = in/ance1 9 p>s+ ! s5t5ce1 ,! sw+ broke d[n1 mu/ be taught to look = ess5tial *>act]i/ics1 & n call ! ^w sw+ a g]und because x ends 9 +2 :i*1 ?\gh a common *>act]i/ic ( g]unds1 does n diff]5tiate x f o!r classes ( words4 ,s1 also1 :5 ! "y nature /ud5t notes t ! head ( ! spid] is some:at sep>at$ f ! abdom51 he mu/ n falsely conclude t ! spid] belongs to ! class insects4 ,9 l mann]1 ! pupil mu/ n imag9e1 on acc\nt ( sup]ficial diff]5ces1 t objects really ! same belong to diff]5t classes1 z = example1 t a c]ta9 object is n a fi%1 b a bird1 because x is fly+ ?r\gh ! air2 or t a :ale is a fi% & n an animal1 because x lives 9 wat]4 ,! pupil mu/ also le>n to di/+ui% c>efully betwe5 ! p>ticul> & univ]sal judgm5t4 ,to affirm t ,m5 /rive to subdue ! air1 does n imply t ,john ,smi? /rives to subdue ! air4 ,! importance ( ?is di/9ction w be consid]$ m fully 9 our next section4 ,b4 ,feel+4--,faulty concepts are n1 h[ev]1 ! only causes = wrong judgm5ts4 ,x has be5 not$ already t feel+ ent]s l>gely z a factor 9 our consci\s life4 ,man1 !re=e1 9 =m+ 8 judgm5ts1 is always 9 dang] ( be+ sway$ by 8 feel+s4 ,our likes & dislikes1 9 o!r words1 int]f]e ) our ?9k+1 & prev5t u f analys+ our k z we %\ld4 ,in/ead1 !re=e1 ( /riv+ to develop true concepts conc]n+ m5 & ev5ts & bas+ our judgm5ts ^u ^!1 we are incl9$ 9 _m cases to all[ our judgm5ts to be sway$ by m]e feel+4 ,c4 ,laz9ess4--,indiff]5ce is likewise a common s\rce ( faulty judgm5ts4 ,to att5d to ! concept & discov] its int5sion z a means = correct judgm5t evid5tly dem&s m5tal ef=t4 ,_m p1 h[ev]1 pref] ei!r to jump at conclusions or let o!rs d _! judg+ = !m4 ,s\nd ,judgm5ts ,bas$ on ,sci5tific ,concepts4--,to be able to =m correct judgm5ts reg>d+ ! memb]s ( any class1 h[ev]1 ! *ild %\ld "k1 n only its common *>act]i/ics1 b also ! ess5tial features :i* di/+ui% its memb]s f ^? ( co-ord9ate classes4 ,to "k adequately ! equilat]al triangle1 = in/ance1 ! pupil mu/ "k bo? ! features :i* di/+ui% x f o!r triangles & also ^? 9 :i* x agrees ) all triangles4 ,to "k fully ! m5?a family ( plants1 he mu/ "k bo? ! *>act]i/ic qualities ( ! family & also ^? ( ! l>g] g5us labiatae4 ,f ?is x w be se5 t a l>ge %>e ( s*ool "w mu/ be devot$ to build+ up sci5tific class notions 9 ! m9ds ( ! pupils4 ,)\t ?is1 _m ( _! judgm5ts mu/ necess>ily be faulty4 ,to =m su* sci5tific concepts1 h[ev]1 x is necess>y to relate "o concept ) ano!r 9 m indirect ways ?an is done ?r\gh ! =mation ( judgm5ts4 ,?is br+s u to a consid]ation ( reason+1 ! ?ird & la/ =m ( ?9k+4 ,,reason+ ,nature ( ,reason+4--,reason+ is def9$ z a m5tal process 9 :i* ! m9d arrives at a new judgm5t by comp>+ o!r judgm5ts4 ,! m9d1 = in/ance1 is 9 possession ( ! two judgm5ts1 ,/ones are heavy & ,fl9t is a /one4 ,by br++ ^! two judgm5ts "u ! eye ( att5tion & comp>+ !m1 ! m9d is able to arrive at ! new judgm5t1 ,fl9t is heavy4 ,"h ! new judgm5t1 express+ a relation betwe5 ! notions1 fl9t & heavy1 is suppos$ to be arriv$ at1 nei!r by direct exp]i5ce1 nor by an imm$iate analysis ( ! concept fl9t1 b m indirectly by comp>+ ! o!r judgm5ts4 ,! judgm5t1 or conclusion1 is said1 !re=e1 to be arriv$ at m$iately1 or by a process ( reason+4 ,reason+ is ( two =ms1 d$uctive1 or syllogi/ic1 reason+1 & inductive reason+4 ,,d$uction ,nature ( ,d$uction4--,9 d$uction ! m9d is said to />t ) a g5]al tru?1 or judgm5t1 & by a process ( reason+ to arrive at a m p>ticul> tru?1 or judgm5t1 ?us3 ,/one is heavy2 ,fl9t is a /one2 4'4 ,fl9t is heavy4 ,express$ 9 ?is =m1 ! reason+ process1 z already m5tion$1 is kn[n z a syllogism4 ,! :ole syllogism is made up ( ?ree p>ts1 major premise1 m9or premise1 & conclusion4 ,! ?ree concepts involv$ 9 ! syllogism are kn[n z ! major1 ! m9or1 & ! middle t]m4 ,9 ! above syllogism1 heavy1 ! pr$icate ( ! major premise1 is ! major t]m2 fl9t1 ! subject ( ! m9or premise1 is ! m9or t]m2 & /one1 to :i* ! o!r two are relat$ 9 ! premises1 is kn[n z ! middle t]m4 ,because ( ?is previ\s comp>ison ( ! major & ! m9or t]ms ) ! middle t]m1 d$uction is sometimes said to be a process by :i* ! m9d discov]s a relation betwe5 two concepts by comp>+ !m ea* ) a ?ird concept4 ,purpose ( ,d$uction4--,x is to be not$1 h[ev]1 z po9t$ out 9 ,*apt] ,,xv1 t d$uctive reason+ takes place normally only :5 ! m9d is fac$ ) a difficulty :i* dem&s solution4 ,take ! case ( ! boy & 8 lo/ co9 ref]r$ to 9 ,*apt] ,,ii4 ,z he faces ! problem1 diff]5t me?ods ( solution may pres5t !mselves4 ,x may ent] 8 m9d1 = in/ance1 to te> up ! grate1 b ?is is reject$ on acc\nt ( possible damage to ! brickwork4 ,f9ally he ?9ks ( ! t> & resorts to ?is me?od ( recov]y4 ,9 bo? ( ! above cases ! boy bas$ 8 conclusions ^u kn[n pr9ciples4 ,z he consid]$ ! "q ( te>+ up ! grate1 ! ?\ght came to 8 m9d1 ,lift+-a-grate is a-?+-:i*-may-cause-damage4 ,z he consid]$ ! use ( ! t>1 he _h 9 m9d ! judgm5t1 ,adhesion is a prop]ty ( t>1 & at once inf]r$ t t> w\ld solve 8 problem4 ,9 su* practical cases1 h[ev]1 ! m9d seems to g directly f ! problem 9 h& to a conclusion by means ( a g5]al pr9ciple4 ,:5 a woman wi%es to remove a /a91 %e at once says1 ,gasol9e w remove x4 ,"h ! m9d1 9 arriv+ at its conclusion1 seems to apply ! pr9ciple1 ,gasol9e removes spots1 directly to ! p>ticul> problem4 ,?us ! reason+ might seem to run z foll[s3 ,problem3 ,:at w remove ?is /a98 ,pr9ciple3 ,gasol9e w remove /a9s4 ,conclusion3 ,gasol9e w remove ?is /a94 ,"h ! middle t]m ( ! syllogism seems to disappe>4 ,x is to be not$1 h[ev]1 t our ?\ght *anges f ! univ]sal idea /a9s1 m5tion$ 9 ! /atem5t ( ! pr9ciple1 to ! p>ticul> idea ?is /a9 m5tion$ 9 ! problem & 9 ! conclusion4 ,b ?is implies a middle t]m1 :i* c\ld be express$ ?us3 ,gasol9e w remove /a9s2 ,?is is a /a92 4'4 ,gasol9e w remove ?is4 ,! syllogism is valuable1 !re=e1 because x displays fully & cle>ly ea* elem5t 9 ! reason+ process1 & ?us assures ! validity ( ! conclusion4 ,d$uction 9 ,s*ool ,recitation4--,x w be recall$ f :at 0 not$ 9 our /udy ( g5]al me?od1 t d$uction usually plays an important "p dur+ an ord9>y develop+ lesson4 ,9 ! /ep ( prep>ation1 :5 ! pupil is giv5 a p>ticul> example 9 ord] to recall old k1 ! example sugge/s a problem :i* is int5d$ to call up c]ta9 pr9ciples :i* are design$ to be us$ dur+ ! pres5tation4 ,9 a lesson on ! ,conjunctive ,pron\n1 = in/ance1 if we h ! pupil recall 8 k ( ! conjunction by exam9+ ! p>ticul> ^w if 9 su* a s5t5ce z1 ,i %all g if !y come1 he int]prets ! ^w z a conjunction simply because he possesses a g5]al rule applicable to x1 or is able to g ?r\gh a process ( d$uction4 ,9 ! pres5tation also1 :5 ! pupil is call$ on to exam9e ! ^w :o 9 su* a s5t5ce z1 ,! man :o met u is v old1 & decides t x is bo? a conjunction & a pron\n1 he is aga9 mak+ d$uctions1 s9ce x is by 8 g5]al k ( conjunctions & pron\ns t he is able to int]pret ! two functions ( ! p>ticul> ^w :o4 ,f9ally1 z already not$1 ! application ( an ord9>y recitation frequ5tly involves d$uctive processes4 ,,induction ,nature ( ,induction4--,induction is describ$ z a process ( reason+ 9 :i* ! m9d arrives at a conclusion by an exam9ation ( p>ticul> cases1 or judgm5ts4 ,a fur!r di/+ui%+ feature ( ! inductive process is t1 :ile ! kn[n judgm5ts are p>ticul> 9 "*1 ! conclusion is accept$ z a g5]al law1 or tru?4 ,z 9 d$uction1 ! reason+ process arises on acc\nt ( "s difficulty1 or problem1 pres5t$ to ! m9d1 z = example3 ,:at is ! effect ( heat ^u air8 ,w glass conduct electricity8 ,:y d c]ta9 bodies refract light8 ,to satisfy itself ^u ! problem1 ! m9d appeals to actual exp]i5ce ei!r by ord9>y obs]vation or ?r\gh exp]im5tation4 ,^! obs]vations or exp]im5ts1 :i* necess>ily deal ) p>ticul> in/ances1 are suppos$ to provide a numb] ( p>ticul> judgm5ts1 by exam9+ :i* a satisfactory conclusion is ultimately rea*$4 ,example ( ,induction4--,z an example ( induction1 may be tak5 ! solution ( su* a problem z1 ,does air ex]t pressure8 ,to meet ?is hypo!sis we mu/ evid5tly d m ?an m]ely ab/ract ! manife/ prop]ties ( an object1 z is done 9 ord9>y conception1 or appeal directly to "s kn[n g5]al pr9ciple1 z is done 9 d$uction4 ,! "w ( induction dem&s r to exam9e ! two at pres5t kn[n b disconnect$ ?+s1 air & pressure1 & by sci5tific obs]vation seek to discov] a relation betwe5 !m4 ,= ?is purpose ! inve/igator may place a c>d ov] a glass fill$ ) wat]1 & on inv]t+ x f9d t ! c>d is held to ! glass4 ,tak+ a glass tube & putt+ "o end 9 wat]1 he may place 8 f+] ov] ! o!r end &1 on rais+ ! tube1 f9d t wat] rema9s 9 ! tube4 ,soak+ a heavy piece ( lea!r 9 wat] & press+ x ^u ! smoo? surface ( a /one or o!r object1 he f9ds ! /one c be lift$ by means ( ! lea!r4 ,reflect+ ^u ea* ( ^! circum/ances ! m9d comes to ! foll[+ conclusions3 ,air pressure holds ?is c>d to ! glass1 ,air pressure keeps ! wat] 9 ! tube1 ,air pressure holds toge!r ! lea!r & ! /one1 4'4 ,air ex]ts pressure4 ,h[ ,di/+ui%$ f1 ,a4 ,d$uction1 & ,b4 ,conception4--,su* a process z ! above con/itutes a process ( reason+1 fir/1 because ! conclusion gives a new affirmation1 or judgm5t1 ,air ex]ts pressure1 & secondly1 because ! judgm5t is suppos$ to be arriv$ at by comp>+ o!r judgm5ts4 ,z a process ( reason+1 h[ev]1 x diff]s f d$uction 9 t ! f9al judgm5t is a g5]al judgm5t1 or tru?1 :i* seems to be bas$ ^u a numb] ( p>ticul> judgm5ts obta9$ f actual exp]i5ce1 :ile 9 d$uction ! conclusion 0 p>ticul> & ! major premise g5]al4 ,x is = ?is reason t induction is def9$ z a process ( go+ f ! p>ticul> to ! g5]al4 ,moreov]1 s9ce induction leads to ! =mation ( a univ]sal judgm5t1 or g5]al tru?1 x diff]s f ! g5]aliz+ process kn[n z conception1 :i* leads to ! =mation ( a concept1 or g5]al idea4 ,x is evid5t1 h[ev]1 t ! process w enri* ! concept involv$ 9 ! new judgm5t4 ,:5 ! m9d is able to affirm t air ex]ts pressure1 ! prop]ty1 ex]t+-pressure1 is at once syn!sis$ into ! notion air4 ,?is po9t w aga9 be ref]r$ to 9 comp>+ induction & conception z g5]aliz+ processes4 ,9 speak+ ( induction z a process ( go+ f ! p>ticul> to ! g5]al1 ?is does n signify t ! process deals ) individual notions4 ,! p>ticul>s 9 an inductive process are p>ticul> cases giv+ rise to p>ticul> judgm5ts1 & judgm5ts involve concepts1 or g5]al ideas4 ,:51 9 ! inductive process1 x is ass]t$ t air holds ! c>d to ! glass1 ! m9d is seek+ to e/abli% a relation betwe5 ! notions air & pressure1 & is1 !re=e1 ?9k+ 9 concepts4 ,= ?is reason1 x is usually said t induction takes = grant$ ord9>y relations z involv$ 9 our ev]yday concepts1 & conc]ns itself only ) ! m hidd5 relations ( ?+s4 ,! significance ( induction z a process ( go+ f ! p>ticul> to ! g5]al1 !re=e1 consi/s 9 ! fact t ! conclusion is held to be a wid] judgm5t ?an is conta9$ 9 any ( ! premises4 ,p>ticul> ,tru? ,implies ! ,g5]al4--,describ+ ! premises ( an inductive process z p>ticul> tru?s1 & ! conclusion z a univ]sal tru?1 h[ev]1 involves ! same fiction z 0 not$ 9 sep>at+ ! p]cept & ! concept into two di/9ct types ( notions4 ,9 ! fir/ place1 my p>ticul> judgm5t1 t air presses ! c>d aga9/ ! glass1 is itself a d$uction re/+ ^u o!r g5]al pr9ciples4 ,secondly1 if ! judgm5t t air presses ! c>d aga9/ ! glass conta9s no elem5t ( univ]sal tru?1 !n a ?\s& su* judgm5ts c\ld give no univ]sal tru?4 ,moreov]1 if ! m9d approa*es a process ( induction ) a problem1 or hypo!sis1 be=e x1 ! g5]al tru? is already appreh5d$ hypo!tically 9 ?\ght ev5 be=e ! p>ticul> in/ances are exam9$4 ,:5 we set out1 = in/ance1 to inve/igate :e!r ! l9e jo9+ ! bisect+ po9ts ( ! sides ( a triangle is p>allel ) ! base1 we h accept$ hypo!tically ! g5]al pr9ciple t su* l9es are p>allel ) ! base4 ,! fact is1 !re=e1 t :5 ! m9d exam9es ! p>ticul> case & f9ds x to agree ) ! hypo!sis1 s f> z x accepts ?is case z a tru?1 x also accepts x z a univ]sal tru?4 ,al?\gh1 !re=e1 induction may involve go+ f "o p>ticul> exp]im5t or obs]vation to ano!r1 x is 9 a s5se a process ( go+ f ! g5]al to ! g5]al4 ,t accept+ ! tru? ( a p>ticul> judgm5t may imply a univ]sal judgm5t is v evid5t 9 ! case ( geometrical demon/rations4 ,:5 x is %[n1 = in/ance1 t 9 ! case ( ! p>ticul> isosceles triangle ,,abc1 ! angles at ! base are equal1 ! m9d does n require to exam9e o!r p>ticul> triangles = v]ification1 b at once ass]ts t 9 e isosceles triangle ! angles at ! base are equal4 ,induction & ,conception ,int]relat$4--,al?\gh z a process1 induction is to be di/+ui%$ f conception1 x ei!r leads to an enri*+ ( "s concept1 or may 9 fact be ! only means by :i* c]ta9 sci5tific concepts are =m$4 ,:ile ! images obta9$ by ord9>y s5se p]ception w enable a *ild to ga9 a notion ( wat]1 to add to ! notion ! prop]ty1 boil+-at-a-c]ta9-temp]ature1 or able-to-be-conv]t$-into-two-p>ts-hydrog5 -&-"o-"p-oxyg51 w dem& a process ( induction4 ,! developm5t ( su* sci5tific notions z oxide1 equation1 pr$icate adjective1 etc41 is also dep5d5t ^u a regul> inductive process4 ,= ?is reason _m lessons may be view$ bo? z conceptual & z inductive lessons4 ,to tea* ! adv]b implies a conceptual process1 because ! *ild mu/ syn!sise c]ta9 attributes into 8 notion adv]b4 ,x is also an inductive lesson1 because ^! attributes be+ =mulat$ z def9ite judgm5ts are1 !re=e1 obta9$ inductively4 ,! d\ble "* ( su* a lesson is fully indicat$ by ! two results obta9$4 ,! lesson ends ) ! acquisition ( a new t]m1 adv]b1 :i* repres5ts ! result ( ! conceptual process4 ,x also ends ) ! def9ition3 ,an adv]b is a ^w :i* modifies a v]b1 adjective1 or o!r adv]b1 :i* indicates ! g5]al tru? or tru?s result+ f ! inductive process4 ,d$uction & ,induction ,int]relat$4--,9 our actual tea*+ processes !re is a v close int]-relation betwe5 ! two processes ( reason+4 ,we h already not$ on page #cbb t1 9 su* inductive lessons z tea*+ ! def9ition ( a n\n or ! rule = ! addition ( fractions1 bo? ! prep>atory /ep & ! application involve d$uction4 ,x is to be not$ fur!r1 h[ev]1 t ev5 9 ! developm5t ( an inductive lesson !re is a cont9ual int]play betwe5 induction & d$uction4 ,?is w be readily se5 9 ! case ( a pupil seek+ to discov] ! rule = det]m9+ ! numb] ( repeat]s 9 ! addition ( recurr+ decimals4 ,:5 he notes t add+ ?ree numb]s ) "o1 "o1 & two repeat]s respectively1 gives him two repeat]s 9 8 answ]1 he is m ?an likely to inf] t ! rule is to h 9 ! answ] ! highe/ numb] f\nd among ! add5da4 ,s f> z he makes ?is inf]5ce1 he und\bt$ly w apply x 9 int]pret+ ! next problem1 & if ! next numb]s h "o1 "o1 & ?ree repeat]s respectively1 he w likely be q conv9c$ t 8 =m] inf]5ce is correct4 ,:51 h[ev]1 he meets a "q ) "o1 two1 & ?ree repeat]s respectively1 he f9ds 8 =m] inf]5ce is incorrect1 & may1 !reupon1 draw a new inf]5ce1 :i* he w n[ proce$ to apply to fur!r examples4 ,! g5]al fact to be not$ "h1 h[ev]1 is t1 s f> z ! m9d dur+ ! exam9ation ( ! p>ticul> examples rea*es any conclusion 9 an inductive lesson1 x evid5tly applies ?is conclusion to "s degree 9 ! /udy ( ! fur!r examples1 or ?9ks d$uctively1 ev5 dur+ ! inductive process4 ,developm5t ( ,reason+ ,p[]4--,s9ce reason+ is ess5tially a purposive =m ( ?9k+1 x is evid5t t any reason+ process w dep5d l>gely ^u ! pres5ce ( "s problem :i* %all /imulate ! m9d to seek out relations necess>y to its solution4 ,p[] to reason1 !re=e1 is condition$ by ! ability to att5d volunt>ily to ! problem & discov] ! necess>y relations4 ,x is fur!r evid5t t ! accuracy ( any reason+ process mu/ be dep5d5t ^u ! accuracy ( ! judgm5ts ^u :i* ! conclusions are bas$4 ,b ^! judgm5ts 9 turn dep5d = _! accuracy ^u ! accuracy ( ! concepts involv$4 ,correct reason+1 !re=e1 mu/ dep5d l>gely ^u ! accuracy ( our concepts1 or1 9 o!r words1 ^u ! old k at our comm&4 ,on ! o!r h&1 h[ev]1 x has be5 se5 t bo? d$uctive & inductive reason+ foll[ to "s degree a sy/ematic =m4 ,= ?is reason x may be assum$ t ! practice ( ^! =ms %\ld h "s effect 9 giv+ control ( ! processes4 ,! *ild1 = in/ance1 :o habituates himself to su* ?\ght processes z ,,ab equals ,,bc1 & ,,ac equals ,,bc1 !re=e ,,ab equals ,,ac1 no d\bt becomes able !reby to grasp su* relations m easily4 ,grant+ s mu*1 h[ev]1 x is /ill evid5t t close att5tion to1 & accurate k (1 ! v>i\s t]ms involv$ 9 ! reason+ process is ! sure f\ndation ( correct reason+4 ,,*apt] ,,xxix ,,feel+ ,s5su\s & ,ideal ,feel+4--,we h not$ 7,*apt] ,,xxiv71 t 9 addition to ! g5]al feel+ tone accompany+ an act ( att5tion1 & already describ$ z a feel+ ( int]e/1 !re are two important classes ( feel+ kn[n respectively z s5su\s & ideal feel+4 ,:5 a p]son says3 ,i feel tir$ or ,i feel hungry1 he is ref]r+ to ! feel+ side ( c]ta9 organic s5sations4 ,:5 he says3 ,! air feels cold or ,! pap] feels smoo?1 he is ref]r+ to ! feel+ side ( temp]ature & t\* s5sations4 ,^! are1 !re=e1 examples ( s5su\s feel+4 ,on ! o!r h&1 to say ,i feel angry or ,i feel afraid1 is to ref] to a feel+ /ate :i* accompanies p]haps ! p]ception ( "s object1 ! recollection or anticipation ( "s act1 or ! inf]5ce t some?+ is sure to happ51 etc4 ,^! latt] /ates are !re=e kn[n z ideal feel+s4 ,quality ( ,feel+ ,/ates4--,! qualities ( our v>i\s feel+ /ates are di/+ui%$ "u two heads1 pleasure & pa94 ,x might seem at fir/ sight t our feel+ /ates w fall into a mu* l>g] numb] ( classes di/+ui%$ by diff]5ces 9 quality1 or tone4 ,! ta/e ( an orange1 ! smell ( lav5d]1 ! t\* ( a hot /ove1 ! appreciation ( a f9e piece ( music1 & ! appreciation ( a l(ty poem1 seem at fir/ sight to yield diff]5t feel+s4 ,! suppos$ diff]5ce 9 ! quality ( ! feel+s is due1 h[ev]1 to a diff]5ce 9 ! k elem5ts accompany+ ! feel+s1 or to ! fact t !y are discrim9at$ z diff]5t exp]i5ces4 ,! idea ( ! music or ! poem is ( a high] grade ?an ! s5sory image ( ta/e1 & accord+ly ! feel+s appe> to be diff]5t4 ,! feel+s may1 ( c\rse1 diff] 9 int5sity1 b 9 quality !y are ei!r pleasant or unpleasant4 ,,conditions ,,( ,,feel+ ,,tone ,a4 ,neural4--,! quality1 or tone1 ( a feel+ w v>y accord+ to ! int5sity ( ! impression4 ,great heat /imulates ! n]ves viol5tly & ! resultant feel+ /ate is pa9ful2 w>m? gives a mod]ate /imulation & ! resultant tone is pleasant4 ,excessive cold also1 because x /imulates viol5tly1 produces a pa9ful feel+4 ,s9ce ! int5sity ( a /imulus v>ies accord+ to ! resi/ance enc\nt]$ 9 ! n]v\s arc1 ! quality ( a feel+ /ate mu/1 !re=e1 v>y accord+ to ! resi/ance4 ,x is = ?is reason t an exp]i5ce1 at fir/ v pa9ful1 may lose mu* ( its tone by repetition4 ,by repetition ! n]ve c5tres are adapt$ to ! exp]i5ce1 resi/ance is less5$1 & ! accompany+ pa9 dim9i%$4 ,9 ?is way1 "s "w or ex]cise1 :i* is at fir/ positively unpleasant1 may at lea/ become endurable z ! organism becomes adapt$ to ! occupation4 ,f ?is po9t ( view1 x is sometimes said t any impressions to :i* we are p]fectly adapt$ give pleasurable feel+s1 :ile1 9 o!r cases ! resultant tone w be pa9ful4 ,b4 ,m5tal4--,! law ( p]fect adaptation also expla9s :y ideal feel+s may at "o "t result 9 a pleasant1 & at ano!r "t 9 a pa9ful1 feel+ tone4 ,accord+ to ! pr9ciple ( app]ception1 ! new exp]i5ce mu/ organize itself ) :atev] ?\ghts & feel+s are n[ occupy+ consci\sness4 ,x necess>ily happ5s t a giv5 exp]i5ce does n always equally h>monize ) our pres5t ?\ghts & feel+s4 ,! recognition ( a fri5d "u ord9>y circum/ances is agreeable1 b amid c]ta9 associations or 9 a c]ta9 environm5t1 su* recognition w\ld be disagreeable4 ,s1 too1 :ile an orig9al exp]i5ce may h be5 agreeable1 ! memory ( x may n[ be disagreeable2 & vice v]sa4 ,= in/ance1 ! memory ( a =m] success or prosp]ity may1 9 ! mid/ ( pres5t failure & pov]ty1 be disagreeable2 :ile ! recollection ( =m] failure & defeat may n[1 9 ! mid/ ( success & prosp]ity1 be agreeable4 ,:at is x t makes a s5sation1 a p]ception1 a memory1 or an appreh5d$ relation pleasant "u "s circum/ances & unpleasant "u o!rs8 ,! rule appe>s to be t :5 ! exp]i5ce h>monizes ) our pres5t tra9 ( ?\ght1 :5 x promotes our pres5t int]e/s & int5tions1 x is pleasant2 b :51 on ! o!r h&1 x does n h>monize ) our tra9 ( ?\ght or ?w>ts or imp$es our int]e/s & purposes1 x is unpleasant4 ,function ( ,pleasure & ,pa94--,f :at has be5 not$ conc]n+ co-ord9ation betwe5 ! adaptation ( ! organism to impression & ! quality ( ! accompany+ feel+1 x is evid5t t pleasure & pa9 ea* h _! "p to play 9 promot+ ! ultimate good ( ! individual4 ,pa9 is b5eficial1 because x lets u "k t !re is "s misadju/m5t to our environm5t1 & !reby w>ns u to remove or cease do+ :at is prov+ injuri\s4 ,9 ?is connection1 x may be not$ t no disease is s dang]\s z "o t fails to make its pres5ce kn[n ?r\gh pa94 ,pleasure also is valuable 9 s f> z x results f p]fect adaptation to a p]fect environm5t1 s9ce x induces ! individual to cont9ue b5eficial acts4 ,x mu/ be rememb]$1 h[ev]1 t s f> z h]$ity or education has adapt$ our organism to improp] /imuli1 pleasure is no pro( t ! good ( ! organism is be+ advanc$4 ,9 su* cases1 r$emption c come to ! fall5 _w only ?r\gh suff]+4 ,feel+ & ,kn[+4--,s9ce ! int5sity ( a feel+ /ate is condition$ by ! am\nt ( resi/ance1 an int5se /ate ( feel+ is likely to be accompani$ by a l[]+ ( intellectual activity4 ,= ?is reason excessive hung]1 heat or cold1 int5se joy1 ang] or sorr[1 are usually antagoni/ic to intellectual "w4 ,! explanation = ?is seems to be t s mu* ( our n]v\s en]gy is consum$ 9 ov]com+ ! resi/ance 9 ! c5tres affect$1 t little is left = ord9>y intellectual processes4 ,?is does n1 ( c\rse1 imply t no "o c d intellectual "w "u su* conditions2 nor t ! intellectual man is always devoid ( /rong feel+s1 al?\gh su* is (t5 ! case4 ,occasionally1 h[ev]1 a man is s /rongly end[$ ) n]v\s en]gy1 t ev5 aft] ov]com+ ! resi/ance be+ enc\nt]$1 he /ill has a residue ( en]gy to devote to ord9>y intellectual processes4 ,feel+ & ,w4--,al?\gh1 z po9t$ out 9 ! la/ p>agraph1 !re is a c]ta9 antagonism betwe5 kn[+ & feel+1 x has also be5 se5 t e exp]i5ce has its kn[+ z well z its feel+ side4 ,because ( ?is co-ord9ation1 ! qualities ( our feel+ /ates become kn[n to u1 or are able to be di/+ui%$ by ! m9d4 ,z a result ( ?is recognition ( a diff]5ce 9 our feel+ /ates1 we le>n to seek /ates ( pleasure & to avoid /ates ( pa9 or1 9 o!r words1 our m]e /ates ( feel+ become desires4 ,?is means t we become able to contra/ a pres5t feel+ ) o!r rememb]$ /ates1 & seek ei!r to cont9ue ! pres5t desir$ /ate or to sub/itute ano!r = ! pres5t undesirable feel+4 ,9 ! =m ( desire1 !re=e1 our feel+s become /rong motives1 :i* may influ5ce ! w to c]ta9 l9es ( action4 ,,s5su\s ,,feel+s ,:ile ! s5sations ( ! special s5ses1 namely1 sight1 s\nd1 t\*1 ta/e1 & smell1 h ea* _! affective1 or feel+1 side1 a m9ute /udy ( ^! feel+s is n necess>y = our pres5t purpose4 ,x may be not$1 h[ev]1 t 9 ! m intellectual s5ses1 namely1 sight1 he>+1 & t\*1 feel+ tone is less m>k$1 al?\gh /rong feel+ may accompany c]ta9 tactile s5sations4 ,9 ! l[] s5ses ( ta/e & smell1 ! feel+ tone is m pron\nc$4 ,"u muscul> s5sation we meet su* m>k$ feel+ tones z fatigue1 ex]tion1 & /ra91 :ile associat$ ) ! organic s5sations are su* feel+s z hung] & ?ir/1 & ! v>i\s pa9s :i* usually accompany d]angem5t & disease ( ! bodily organs4 ,"s ( ^! feel+s are important1 because !y are likely to influ5ce ! w by develop+ into desires 9 ! =m ( appetites4 ,_m s5su\s feel+s are important also because !y especially w>n ! m9d reg>d+ ! condition ( ! organism4 ,,emotion ,nature ( ,emotion4--,an emotion diff]s f s5su\s feel+1 n 9 its cont5t1 b 9 its high] int5sity1 its great] complexity1 & its m elaborate motor response4 ,x may be def9$ z a succession ( int]connect$ feel+s ) a m complex physical expression ?an a simple feel+4 ,on read+ an acc\nt ( a battle1 "o may feel sad & express ?is sadness only 9 a gloomy appe>ance ( ! face4 ,b if "o f9ds t 9 ?is battle a fri5d has be5 kill$1 ! feel+ is mu* int5sifi$ & may become an emotion ( grief1 express+ itself 9 "s complex way1 p]haps 9 te>s1 9 sobb+1 9 wr++ ! h&s4 ,simil>ly1 a feel+ ( slight irritation express$ 9 a fr[n+ face1 if int5sifi$1 becomes ! emotion ( ang]1 express$ 9 t5se muscles1 rapidly beat+ he>t1 lab\r$ brea?+1 p]haps a torr5t ( words or a ha/y bl[4 ,emotion & ,in/9ct4--,feel+ & in/9ct are closely relat$4 ,e in/9ct has its affective phase1 t is1 its satisfaction always involves an elem5t ( pleasure or pa94 ,! satisfaction ( ! in/9cts ( curiosity or physical activity illu/rates ?is fact4 ,on ! o!r h&1 e emotion has its *>act]i/ic in/9ctive response4 ,fe> expresses itself 9 all p]sons alike 9 c]ta9 *>act]i/ic ways inh]it$ f a remote ance/ry2 ang] expresses itself 9 o!r in/9ctive reactions2 grief 9 /ill o!rs4 ,,conditions ,,( ,,emotion ,an analysis ( a typical emotion w s]ve to %[ ! conditions "u :i* x makes its appe>ance4 ,let u take fir/ ! emotion ( fe>4 ,suppose a p]son is walk+ alone on a d>k night along a des]t$ /reet4 ,8 n]v\s curr5ts are dis*>g+ !mselves un9t]rupt$ly ov] _! wont$ *annels1 8 curr5t ( ?\ght is unimp$$4 ,sudd5ly !re appe>s a /range & frightful object 9 8 pa?way4 ,8 tra9 ( ?\ght is viol5tly *eck$4 ,8 n]v\s curr5ts1 :i* a mom5t ago 7 pass+ out smoo?ly & )\t undue resi/ance into muscles ( legs1 arms1 body1 & face1 are n[ sudd5ly ob/ruct$1 or 9 o!r words enc\nt] viol5t resi/ance4 ,he /&s /ill4 ,8 he>t mom5t>ily /ops beat+4 ,a tempor>y p>alysis seizes him4 ,z ! n]v\s curr5ts ?us enc\nt] resi/ance1 ! feel+ tone kn[n z fe> is exp]i5c$4 ,at ! same "t ! curr5ts bur/ _! b>ri]s & ov]fl[ into new *annels t are easy ( access1 ! motor c5tres be+ especially ( ?is "*4 ,"s ( ! curr5ts1 !re=e1 run to ! involunt>y muscles1 & 9 consequ5ce ! he>t beats fa/]1 ! brea?+ becomes heavi]1 ! face gr[s pale1 a cold sweat breaks =?1 ! hair /&s on end4 ,o!r curr5ts1 ?r\gh h]$it>y influ5ces1 pass to ! volunt>y muscles1 & ! p]son %rieks1 & turns & flees4 ,or take ! emotion ( ang]4 ,"s f9e morn+ 9 s*ool ev]y?+ is 9 good ord]1 ev]ybody is indu/ri\sly at "w1 ! lessons are proce$+ satisfactorily4 ,! curr5t ( ! tea*]'s exp]i5ce is fl[+ smoo?ly & unob/ruct$ly4 ,pres5tly a tr\blesome boy1 :o has be5 repeat$ly reprov$ = misconduct1 aga9 %[s symptoms ( idl5ess & misbehavi\r4 ,! smoo? curr5t ( exp]i5ce be+ *eck$1 "h also bo? a new feel+ tone is exp]i5c$ & ! wont$ n]ve curr5ts fl[ out into o!r bra9 c5tres4 ,! tea*] /ops 8 "w & gazes fix$ly at ! (f5d+ pupil4 ,8 he>t beats rapidly1 ! blood surges to 8 face1 8 brea?+ becomes heavy1 8 muscles gr[ t5se4 ,9 ^! reactions we h ! n]v\s curr5ts pass+ out ov] involunt>y *annels4 ,!n1 p]haps1 ! tea*] un=tunately breaks =? into a torr5t ( words or lays viol5t h&s ^u ! (f5d]4 ,"h ! n]v\s curr5ts are pass+ outw>d ov] ! volunt>y sy/em4 ,^! illu/rations indicate t ?ree important conditions are pres5t at ! appe>ance ( ! emotion1 namely1 7#a7 ! pres5ce ( an unusual object 9 consci\sness1 7#b7 ! consequ5t di/urbance ( ! smoo? fl[ ( exp]i5ce or1 9 physiological t]ms1 ! tempor>y ob/ruction ( ! ord9>y pa?ways ( n]v\s dis*>ge ?r\gh ! great resi/ance enc\nt]$1 & 7#c7 ! new feel+ /ate ) its concomitant ov]fl[ ( ! impulses into new motor *annels1 "s ( :i* lead to ! involunt>y muscles & o!rs to ! volunt>y4 ,! emotion prop] consi/s 9 ! feel+ /ate :i* arises z a result ( ! resi/ance enc\nt]$ by ! n]v\s impulses z ! smoo? fl[ ( exp]i5ce is *eck$4 ,! idea t ,i %all die "s day ar\ses no emotion 9 me1 because x 9 no way affects my ord9>y ?\ght processes1 & !re=e x 9 no way di/urbs my n]v\s equilibrium4 ,! p]ception ( a wild animal ab\t to kill me1 because x sudd5ly ?w>ts & imp$es ! smoo? fl[ ( my exp]i5ce ?r\gh a sugge/ion ( dang]1 produces an int5se feel+ & a diffus$ & int5se d]angem5t ( ! n]v\s equilibrium4 ,developm5t ( ,emotions4--,! "q ( p>am\nt importance 9 connection ) emotion is h[ to ar\se & develop desirable emotions4 ,! close connection ( ! ?ree phases ( ! m9d's manife/ation--kn[+1 feel+1 & will+1 gives ! key to ! "q4 ,feel+ _c be develop$ alone ap>t f kn[+ & will+4 ,9 fact1 if we att5d c>efully to ! kn[+ & will+ activities1 ! feel+s1 9 "o s5se1 take c>e ( !mselves4 ,two pr9ciples1 !re=e1 lie at ! basis ( prop] emotional developm5t3 #a4 ,! m9d mu/ be all[$ to dwell ^u only ^? ideas to :i* wor?y emotions are atta*$4 ,we mu/ refuse to ?9k ^? ?\ghts t are t+$ ) unwor?y feel+s4 ,! ,apo/le ,paul has express$ ?is v eloqu5tly :5 he says 9 8 ,epi/le to ! ,philippians3 ,f9ally1 bre?r51 :atsoev] ?+s are true1 :atsoev] ?+s are hone/1 :atsoev] ?+s are j1 :atsoev] ?+s are pure1 :atsoev] ?+s are lovely1 :atsoev] ?+s are ( good report2 if !re be any virtue1 & if !re be any praise1 ?9k on ^! ?+s4 #b4 ,! tea*]'s ma9 duty 9 ! above reg>d is to provide ! pupil ) a ri* fund ( ideas to :i* desirable feel+s cl+4 ,an impressive mann]1 an en?usia/ic attitude t[>d subjects ( /udy1 an evid5t int]e/ 9 !m1 & app>5t appreciation ( !m1 w also aid mu* 9 inspir+ pupils ) prop] feel+s1 = feel+s are (t5 contagi\s 9 ! abs5ce ( v def9ite ideas4 ,h[ (t5 h we be5 deeply mov$ by he>+ a poem impressively read ev5 ?\gh we h v imp]fectly grasp$ its mean+4 ,! feel+s ( ! read] h be5 communicat$ to u ?r\gh ! pr9ciple ( contagion4 ,simil>ly1 9 hi/ory1 art1 & nature /udy1 emotions may be /irr$1 n only ?r\gh ! m$ium ( ! ideas pres5t$1 b also by ! impressiv5ess1 ! en?usiasm1 & ! int]e/ exhibit$ by ! tea*] 9 pres5t+ !m4 #c4 ,we mu/ give expression to ^! emotions we wi% to develop4 ,expression means ! probability ( ! recurr5ce ( ! emotion1 & gradually an emotional habit is =m$4 ,an unselfi% disposition is cultivat$ by p]=m+ little acts ( k9dness & self-d5ial :5ev] ! opportunity (f]s4 ,! expression ( a desirable emotion1 moreov]1 %\ld n /op m]ely ) an exp]i5ce ( ! organic s5sations or ! reflex reactions accompany+ ! emotion4 ,to li/5 to a s]mon & react only by an emotional ?rill1 a quick5$ he>t beat1 or a few te>s1 is a v ineffective k9d ( expression4 ,! only k9d ( emotional expression t is ( mu* consequ5ce ei!r to ourselves or o!rs is conduct4 ,only 9 s f> z our emotional exp]i5ces issue 9 action t is b5eficial to ^? ab\t u1 are !y ( any practical value4 ,elim9ation ( ,emotions4--,s9ce c]ta9 ( our emotions1 su* z ang] & fe>1 are1 9 g5]al1 undesirable /ates ( feel+1 a "q arises h[ su* emotions may be prev5t$4 ,x is sometimes said t1 if we c inhibit ! expression1 ! emotion w disappe>1 t is1 if ,i c prev5t ! trembl+1 ,i w cease to be afraid4 ,f :at has j be5 le>n$1 h[ev]1 ! emotion & its expression be+ really concomitant results ( ! antec$5t ob/ruction ( ord9>y n]v\s dis*>ges1 emotion _c be *eck$ by *eck+ ! expression1 b bo? w be *eck$ if ! n]v\s impulses c be made to cont9ue 9 _! wont$ c\rses 9 spite ( ! di/urb+ pres5tations4 ,! real secret ( emotional control lies1 !re=e1 9 ! p[] ( volunt>y att5tion4 ,! effect ( att5tion is to cause ! n]v\s en]gy to be direct$ )\t undue resi/ance into its wont$ *annels1 ?is1 9 turn1 prev5t+ its ov]fl[ into new *annels4 ,by ?us direct+ ! en]gy into wont$ & op5 *annels1 att5tion prev5ts bo? ! movem5ts & ! feel+ t are concomitants ( a di/urbance ( n]v\s equilibrium4 ,by meet+ ! attack ( ! dog 9 a purposeful & att5tive mann]1 we cause ! o!rwise damm+-up n]v\s en]gy to cont9ue fl[+ into ord9>y *annels1 & 9 ?is way prev5t bo? ! feel+ ( fe> & also ! fl[ ( ! en]gy into ! motor c5tres associat$ ) ! p>ticul> emotion4 ,b :ile x is n sci5tifically correct 9 a p>ticul> case to say t we may inhibit ! feel+ by inhibit+ ! movem5ts1 x is ( c\rse true t1 by avoid+ a pres5t emotional outbur/1 we are less likely 9 ! future to respond to situations :i* t5d to ar\se ! emotional /ate4 ,on ! o!r h&1 to give way frequ5tly to any emotional /ate w make x m difficult to avoid yield+ to ! emotion "u simil> conditions4 ,,o!r ,,types ,,( ,,feel+ ,mood4--,our feel+s & emotions become organiz$ & develop$ 9 v>i\s ways4 ,! sum total ( all ! feel+ tones ( our s5sory & ideational processes at any p>ticul> "t gives u our mood at t "t4 ,if1 = in/ance1 our organic s5sations are prevail+ly pleasant1 if ! ideas we dwell ^u are t+$ ) agreeable feel+1 our mood is *e]ful4 ,we c to a l>ge ext5t control our curr5t ( ?\ght1 & c z we w1 except 9 case ( s]i\s bodily di/urbances1 att5d1 or n att5d1 to our organic s5sations4 ,consequ5tly we are ourselves l>gely responsible = ! moods we indulge4 ,disposition4--,a p>ticul> k9d ( mood frequ5tly indulg$ 9 produces a type ( emotional habit1 our disposition4 ,= in/ance1 ! tea*] :o p]mits ! occurr5ces ( ! class-room to tr\ble him unnecess>ily1 & :o broods ov] ^! aft]w>ds1 soon develops a worry+ disposition4 ,z we h x 9 our p[] to det]m9e :at habits1 emotional & o!rwise1 we =m1 we alone are responsible = ! dispositions we cultivate4 ,temp]am5t4--,"s ( u are provid$ ) n]v\s sy/ems t are pr$ispos$ to p>ticul> moods4 ,?is pr$isposition1 toge!r ) frequ5t indulg5ce 9 p>ticul> types ( mood1 gives u our temp]am5t4 ,! responsibility = ?is we %>e ) our ance/ors1 b1 ev5 ?\gh pr$ispos$ ?r\gh h]$ity to un=tunate moods1 we c ourselves decide :e!r we %all give way to !m4 ,temp]am5ts h be5 classifi$ z sangu9e1 melan*olic1 *ol]ic1 & phlegmatic4 ,! sangu9e type is incl9$ to look on ! bright side ( ?+s1 to be optimi/ic2 ! melan*olic t5ds to mood9ess & gloom2 ! *ol]ic is easily irritat$1 quick to ang]2 ! phlegmatic is n easily ar\s$ to emotion1 is cold & sluggi%4 ,an individual seldom belongs exclusively to "o type4 ,s5tim5ts4--,c]ta9 emotional t5d5cies become organiz$ ab\t an object & con/itute a s5tim5t4 ,! s5tim5t ( love = our "m _h its basis 9 our *ildhood 9 ! p]ception ( h] z ! s\rce ( numb]less exp]i5ces involv+ pleasant feel+ tones4 ,z we grew old]1 we und]/ood bett] h] solicitude = our welf>e & h] sacrifices = our sake--fur!r exp]i5ces involv+ a l>ge feel+ elem5t4 ,?us !re grew up ab\t our "m an organiz$ sy/em ( emotional t5d5cies1 our s5tim5t ( filial love4 ,su* s5tim5ts z patriotism1 religi\s fai?1 selfi%ness1 sympa?y1 arise & develop 9 ! same way4 ,comp>$ ) moods1 s5tim5ts are m p]man5t 9 "* & involve m complex k elem5ts4 ,moreov]1 !y d n dep5d ^u physiological conditions z d moods4 ,"o's organic s5sations may affect "o's mood to a consid]able ext5t1 b w sc>cely influ5ce "o's patriotism or filial love4 ,,*apt] ,,xxx ,,! ,,w ,,volunt>y ,,control ,,( ,,action ,types ( ,movem5t4--,closely associat$ ) ! problem ( volunt>y att5tion is t ( volunt>y movem5t1 or control ( action4 ,x is an evid5t fact t ! infant c at fir/ ex]cise no consci\s control ov] 8 bodily movem5ts4 ,he has1 x is true1 c]ta9 reflex & in/9ctive t5d5cies :i* enable him to react 9 a def9ite way to c]ta9 special /imuli4 ,9 su* cases1 h[ev]1 !re is no consci\s control ( ! movem5ts1 ! bodily organs m]ely respond+ 9 a def9ite way :5ev] ! prop] /imulus is pres5t4 ,! eye1 = in/ance1 mu/ w9k :5 any =eign matt] affects x2 wry movem5ts ( ! face mu/ accompany ! bitt] ta/e2 & ! body mu/ />t at a sudd5 noise4 ,at o!r times1 bodily movem5ts may be produc$ 9 a m spontane\s way4 ,"h ! physical en]gy /or$ )9 ! sy/em gives rise to bodily activity & causes ^? r&om impulsive movem5ts s evid5t dur+ infancy & e>ly *ildhood4 ,:5 ^! movem5ts1 :i* are ! only ones possible to v e>ly *ildhood1 are comp>$ ) ! movem5ts ( a workman plac+ ! brick 9 ! wall or ( an arti/ execut+ a delicate piece ( c>v+1 !re is f\nd 9 ! latt] movem5ts ! consci\s idea ( a def9ite end1 or object1 to be rea*$4 ,to ga9 control ( "o's movem5ts is1 !re=e1 to acquire an ability to direct bodily actions t[>d ! atta9m5t ( a giv5 end4 ,?us a "q arises z to ! process by :i* a *ild atta9s to ?is bodily control4 ,ideas ( ,movem5ts ,acquir$4--,al?\gh1 z po9t$ out above1 a *ild's e>ly in/9ctive & impulsive movem5ts are n "u consci\s control1 !y nev]!less become consci\s acts1 9 ! s5se t ! movem5ts are soon realiz$ 9 idea4 ,! movem5ts1 9 o!r words1 give rise to consci\s /ates1 & ^! 9 turn are reta9$ z portions ( pa/ exp]i5ce4 ,= in/ance1 al?\gh ! *ild at fir/ grasps ! object only impulsively1 he nev]!less soon obta9s an idea1 or exp]i5ce1 ( :at x means to grasp ) ! h&4 ,s1 also1 al?\gh he may fir/ /ret* ! limb impulsively or make a wry face reflexively1 he secures1 9 a %ort "t1 ideas repres5tative ( ^! movem5ts4 ,z ! *ild ?us obta9s ideas repres5tative ( diff]5t bodily movem5ts1 he is able ultimately1 by fix+ 8 att5tion ^u any movem5t1 to produce x 9 a volunt>y way4 ,developm5t ( ,control3 ,a4 ,ideo-motor ,action4--,at fir/1 on acc\nt ( ! close association betwe5 ! ?\ght c5tres & ! motor c5tres caus+ ! act1 ! *ild seems to h little ability to *eck ! act1 :5ev] its repres5tative idea ent]s consci\sness4 ,x is = ?is reason t "y *ildr5 (t5 p]=m su* seem+ly unreasonable acts z1 = in/ance1 slapp+ ano!r p]son1 kick+ & ?r[+ objects1 etc4 ,9 su* cases1 h[ev]1 x mu/ n be assum$ t ^! are always delib]ate acts4 ,m (t5 ! act is p]=m$ simply because ! image ( ! act arises 9 ! *ild's m9d1 & 8 control ( ! motor dis*>ge is s weak t ! act foll[s imm$iately ^u ! idea4 ,?is same t5d5cy frequ5tly manife/s itself ev5 9 ! adult4 ,z "o ?9ks int5tly ( "s fav\rite game1 he may sudd5ly f9d himself tak+ a bodily position us$ 9 play+ t game4 ,x is by ! same law also t ! impulsive man t5ds to act out 9 ge/ure any act t he may be describ+ 9 words4 ,su* a type ( action is describ$ z ideo-motor action4 ,b4 ,delib]ate ,action4--,because ! *ild 9 "t ga9s ideas ( v>i\s movem5ts & an ability to fix 8 att5tion ^u !m1 he ?us becomes able to set "o motor image aga9/ ano!r z possible l9es ( action4 ,"o image may sugge/ to slap2 ! o!r to c>ess2 ! "o to pull ! we$s 9 ! fl[] b$2 ! o!r1 to lie d[n 9 ! hammock4 ,b att5tion is ultimately able1 z not$ 9 ! la/ ,*apt]1 s to control ! impulse & resi/ance 9 ! prop] n]v\s c5tres t ! acts !mselves may be indef9itely susp5d$4 ,?us ! m9d becomes able to conceive l9es ( action &1 by controll+ bodily movem5t1 ga9 "t to consid] ! effectiv5ess ( ^! t[>d ! atta9m5t ( any end4 ,:5 a bodily movem5t ?us takes place 9 relation to "s consci\s end 9 view1 x is t]m$ a delib]ate act4 ,"o important result ( physical ex]cises ) ! "y *ild is t !y develop 9 him ?is delib]ate control ( bodily movem5ts4 ,! same may be said also ( any ord]ly modes ( action employ$ 9 ! g5]al managem5t ( ! s*ool4 ,regul> =ms ( assembly & dismissal1 ( mov+ ab\t ! class-room1 etc41 all t5d to give ! *ild ?is same control ov] 8 acts4 ,action v]sus ,result4--,z already not$1 h[ev]1 mo/ ( our movem5ts soon develop into fix$ habits4 ,= ?is reason our bodily acts are usually p]=m$ m or less unconsci\sly1 t is1 )\t any delib]ation z to ! m]e act itself4 ,= ?is reason1 we f9d t :5 bodily movem5ts are held 9 *eck1 or inhibit$1 9 ord] to all[ "t = delib]ation1 att5tion usually fixes itself1 n ^u ! acts !mselves1 b r ^u ! results ( ^! acts4 ,= in/ance1 a p]son hav+ an axe & a saw may wi% to divide a small bo>d into two p>ts4 ,al?\gh ! axe may be 9 8 h&1 he is ?9k+1 n h[ he is to use ! axe1 b h[ x w result if he uses ?is to accompli% ! end4 ,9 ! same way he consid]s1 n h[ to use ! saw1 b ! result ( us+ ! saw4 ,by inhibit+ ! motor impulses :i* w\ld lead to ! use ( ei!r ( ^!1 ! individual is able to note1 say1 t to use ! axe is a quick1 b inaccurate1 way ( ga9+ ! end2 to use ! saw1 a sl[1 b accurate1 way4 ,! pres5t ne$ be+ int]pret$ z "o :]e only an approximate division is necess>y1 att5tion is !reupon giv5 :olly to ! images t5d+ to promote ?is action2 resi/ance is ?us ov]come 9 ^! c5tres1 & ! necess>y motor dis*>ges = us+ ! axe are giv5 free play4 ,"h1 h[ev]1 ! m9d evid5tly does n delib]ate on h[ ! h&s are to use ! axe or ! saw1 b r ^u ! results foll[+ ! use ( ^!4 ,,volition ,nature ( ,w4--,:5 volunt>y att5tion is fix$1 z above1 ^u ! results ( conflict+ l9es ( action1 ! m9d is said to exp]i5ce a conflict ( desires1 or motives4 ,s long z ?is conflict la/s1 physical expression is inhibit$1 ! m9d delib]at+ ^u & comp>+ ! conflict+ motives4 ,= in/ance1 a pupil on 8 way to s*ool may be ?r[n into a conflict ( motives4 ,on ! "o side is a desire to rema9 "u ! trees ne> ! bank ( ! /ream2 on ! o!r a desire to obey 8 p>5ts1 & g to s*ool4 ,s long z ^! desires ea* press !mselves ^u ! att5tion1 !re results an inhibit+ ( ! n]v\s motor dis*>ge ) an accompany+ m5tal /ate ( conflict1 or indecision4 ,?is prev5ts1 = ! "t be+1 any action1 & ! y\? delib]ates betwe5 ! two possible l9es ( conduct4 ,z he weighs ! v>i\s elem5ts ( pleasure on ! "o h& & ( duty on ! o!r1 ! "o desire w f9ally appe> ! /rong]4 ,?is con/itutes ! p]son's *oice1 or decision1 & a l9e ( action foll[s 9 accordance ) ! end1 or motive1 *os54 ,?is m5tal *oice1 or decision1 is usually t]m$ an act ( w4 ,att5tion 9 ,w4--,su* a *oice betwe5 motives1 h[ev]1 evid5tly involves an act ( volunt>y att5tion4 ,:at really goes on 9 consci\sness 9 su* a conflict ( motives is t volunt>y att5tion makes a s+le problem ( ! tw(old situation--s*ool v]sus play4 ,to ?is problem ! att5tion m>%als relative ideas & selects & adju/s !m to ! complex problem4 ,f9ally ^! are built into an organiz$ exp]i5ce :i* solves ! problem z "o1 say1 ( go+ to s*ool4 ,! s-call$ *oice is1 !re=e1 m]ely ! m5tal solution ( ! situation2 ! necess>y bodily action foll[s 9 an habitual mann]1 once ! att5tion less5s ! resi/ance 9 ! appropriate c5tres4 ,factors 9 ,volitional ,act4--,su* an act ( volition1 or w1 is usually analys$ 9 ! foll[+ /eps3 #a4 ,conflict+ desires #b4 ,delib]ation--weigh+ ( motives #c4 ,*oice--solv+ ! problem #d4 ,expression4 ,z a m5tal process1 h[ev]1 an act ( w does n include ! f\r? /ep--expression4 ,! m9d has evid5tly will$1 ! mom5t a conclusion1 or *oice1 is rea*$ 9 ref]5ce to ! end 9 view4 ,if1 !re=e1 ,i /& undecid$ :e!r to pa9t ! h\se :ite or gre51 an act ( w has tak5 place :5 ! conclusion1 or m5tal decision1 has be5 rea*$ to pa9t ! h\se gre54 ,on ! o!r h&1 h[ev]1 only ! man :o =ms a decision & !n resolutely works out 8 decision ?r\gh actual expression1 w be cr$it$ ) a /rong w by ! ord9>y obs]v]4 ,physical ,conditions ( ,w4--,delib]ation be+ b a special case ( giv+ volunt>y att5tion to a select$ problem1 x involves ! same exp5diture ( n]v\s en]gy 9 ov]com+ resi/ance )9 ! bra9 c5tres z 0 se5 to accompany any act ( volunt>y att5tion4 ,su* be+ ! case1 our p[] ( w at any giv5 "t is likely to v>y 9 accordance ) our bodily condition4 ,! w is relatively weak dur+ sickness1 = in/ance1 because ! normal am\nt ( n]v\s en]gy :i* mu/ accompany ! m5tal processes ( delib]ation & *oice is n able to be suppli$4 ,= ! same reason1 lack ( food & sleep1 work+ 9 bad air1 etc41 are f\nd to weak5 ! w = fac+ a difficulty1 ?\gh we may nev]!less feel t x is some?+ t ought to be done4 ,an add$ reason1 !re=e1 :y ! victim ( alcohol & n>cotics f9ds x difficult to break 8 habit is t ! use ( ^! may p]man5tly less5 ! en]gy ( ! n]v\s organism4 ,9 fac+ ! difficult task ( break+ an old habit1 !re=e1 ?is p]son has r5d]$ ! task d\bly difficult1 because ! indulg5ce has weak5$ 8 w = und]tak+ ! /ruggle ( break+ an old habit4 ,on ! o!r h&1 good food1 sleep1 ex]cise 9 ! fre% air1 by quick5+ ! blood & g5]at+ n]v\s en]gy1 9 a s5se /r5g!ns ! w 9 und]tak+ ! duties & responsibilities be=e x4 ,,abnormal ,,types ,,( ,,w ,! ,impulsive ,w4--,"o important problem 9 ! education ( ! w is f\nd 9 ! relation ( delib]ation to *oice4 ,z is ! case 9 a process ( le>n+1 ! m9d 9 delib]at+ mu/ draw ^u pa/ exp]i5ces1 mu/ select & weigh conflict+ ideas 9 a m or less intellig5t mann]1 & ^u ?is basis f9ally make its *oice4 ,a fir/ *>act]i/ic ( a p]son ( w1 !re=e1 is to be able to delib]ate intellig5tly ^u any diff]5t l9es ( action :i* may pres5t !mselves4 ,b 9 ! case ( _m individuals1 !re seems a lack ( ?is p[] ( delib]ation4 ,on e h& !y display almo/ a *ildlike impulsiv5ess1 ru%+ bl9dly into action1 & always foll[+ up ! ^w ) ! bl[4 ,?is type1 :i* is spok5 ( z an impulsive w1 is likely to prevail m or less among "y *ildr54 ,x is ess5tial1 !re=e1 t ! tea*] %\ld take ?is into acc\nt 9 deal+ ) ! moral & ! practical actions ( ^! *ildr54 ,x %\ld be se5 t su* *ildr5 9 _! v>i\s ex]cises are made to inhibit _! actions suffici5tly to all[ !m to delib]ate & *oose betwe5 alt]native modes ( action4 ,= ?is purpose typical =ms ( con/ructive "w w be f\nd ( educational value4 ,9 su* ex]cises situations may be cont9ually creat$ 9 :i* ! pupil mu/ delib]ate ^u alt]native l9es ( action & make 8 *oice accord+ly4 ,! ,ret>d$ ,w4--,9 "s cases a type ( w is met 9 :i* ! att5tion seems unable to lead delib]ation into a /ate ( *oice4 ,l ,hamlet1 ! p]son keeps ev] weigh+ :e!r to be or n to be is ! bett] c\rse4 ,su* p are necess>ily lack+ 9 a*ievem5t1 al?\gh always int5d+ to d great ?+s 9 ! future4 ,?is type ( w is n s preval5t among "y *ildr52 b if met1 ! tea*] %\ld1 z f> z possible1 enc\rage ! pupil to pass m rapidly f ?\ght to action4 ,! ,sluggi% ,w4--,a ?ird & q common defect ( w is se5 :]e ! m9d is ei!r too ignorant or too lazy to d ! "w ( delib]at+4 ,:ile su* *>act]s are n impulsive1 !y t5d to foll[ l9es ( action m]ely by habit1 or 9 accordance ) ! direction ( o!rs1 & d little ?9k+ = !mselves4 ,! only rem$y = su* p is1 ( c\rse1 to quick5 _! intellectual life4 ,unless ?is c be done1 ! goodness ( _! "* mu/ dep5d l>gely ^u ! nobility ( ^? :o direct ! =mation ( _! habits & d _! ?9k+ = !m4 ,developm5t ( ,w4--,by recall+ :at has be5 e/abli%$ conc]n+ ! le>n+ process1 we may le>n t mo/ s*ool ex]cises1 :5 prop]ly conduct$1 involve ! ess5tial facts ( an act ( w4 ,9 an ord9>y s*ool ex]cise1 ! *ild fir/ has be=e him a c]ta9 aim1 or problem1 & !n mu/ select f =m] exp]i5ce ! relat$ ideas :i* w enable him to solve ?is problem4 ,s f>1 h[ev]1 z ! *ild is l$ to select & reject = himself ^! int]pret+ ideas1 he mu/ evid5tly g ?r\gh a process simil> to t ( an ord9>y act ( w4 ,:51 = example1 ! *ild faces ! problem ( f9d+ out h[ _m y>ds ( c>pet ( a c]ta9 wid? w cov] ! floor ( a room1 he mu/ fir/ decide h[ to f9d ! numb] ( /rips requir$4 ,hav+ come to a decision on ?is po9t1 he mu/ next give expression to 8 decision by actually work+ out ?is "p ( ! problem4 ,9 l mann]1 he mu/ n[ decide h[ to proce$ ) ! next /ep 9 8 problem &1 hav+ come to a conclusion on ?is po9t1 mu/ also give x expression by p]=m+ ! necess>y ma!matical processes4 ,x is = ?is reason1 t ! ord9>y lessons & ex]cises ( ! s*ool1 :5 pres5t$ to ! *ildr5 z actual problems1 con/itute an excell5t means = develop+ w p[]4 ,! ,ess5tials ( ,moral ,"*4--,x mu/ be not$ f9ally1 t w p[] is a ?ird ess5tial factor 9 ! atta9m5t ( real moral "*1 or social effici5cy4 ,we h le>n$ t man1 ?r\gh ! possession ( an intellig5t nature1 is able to grasp ! significance ( 8 exp]i5ce & ?us =m compreh5sive plans & purposes = ! regulation ( 8 conduct4 ,we h not$ fur!r t1 ?r\gh ! developm5t ( "r feel+1 he may come to desire & plan = ! atta9m5t ( only su* ends z make = righte\sness4 ,yet1 h[ev] noble 8 desires1 & h[ev] intellig5t & compreh5sive 8 plans & purposes1 x is only z he develops a volitional p]sonality1 or det]m9ation ( "* :i* impels t[>d ! atta9m5t ( ^! noble ends ?r\gh intellig5t plans1 t man c be said to live ! truly effici5t life4 ,self-rev]5ce1 self-k1 self-control1 ,^! ?ree alone lead life to sov]eign p[]4 ,9 ?is connection1 also1 we _c d bett] ?an quote ,huxley's description ( an educat$ man1 z giv5 9 8 essay on ,a ,lib]al ,education1 a description :i* may be consid]$ to cry/allize ! true conception ( an effici5t citiz53 ,t man1 ,i ?9k1 has _h a lib]al education :o has be5 s tra9$ 9 y\? t 8 body is ! ready s]vant ( 8 w1 & does ) ease & pleasure all ! "w t1 z a me*anism1 x is capable (2 ^: intellect is a cle>1 cold1 logic eng9e1 ) all its p>ts ( equal /r5g?1 & 9 smoo? work+ ord]2 ready1 l a /eam eng9e1 to be turn$ to any k9d ( "w1 & sp9 ! gossam]s z well z =ge ! an*ors ( ! m9d2 ^: m9d is /or$ ) a k ( ! great & fundam5tal tru?s ( nature1 & ( ! laws ( h] op]ations2 "o :o1 no /unt$ ascetic1 is full ( life & fire1 b ^: passions are tra9$ to come to heel by a vigor\s w1 ! s]vant ( a t5d] consci5ce2 :o has le>n$ to love all beauty1 :e!r ( nature or ( art1 to hate all vil5ess1 & to respect o!rs z himself4 ,,*apt] ,,xxxi ,,*ild ,,/udy ,scope & ,purpose ( ,*ild ,/udy4--,by *ild /udy is meant ! obs]vation ( ! g5]al *>act]i/ics & ! lead+ individual diff]5ces exhibit$ by *ildr5 dur+ ! p]iods ( infancy1 *ildhood1 & adolesc5ce4 ,its purpose is to ga!r facts reg>d+ *ildhood & =mulate !m into pr9ciples t are applicable 9 education4 ,f ! tea*]'s /&po9t1 ! purpose is to be able to adapt intellig5tly 8 me?ods 9 ea* subject to ! *ild's m9d at ! diff]5t /ages ( its developm5t4 ,9 ! education ( ! *ild we h our eyes fix$1 at lea/ p>tly1 ^u 8 future4 ,! aim ( education is usually /at$ 9 t]ms ( :at ! *ild is to become4 ,he is to become a socially effici5t individual1 to be fitt$ to live completely1 to develop a good moral "*1 to h 8 p[]s ( m9d & body h>moni\sly develop$4 ,all ^! aims look t[>d ! future4 ,b :at ! *ild becomes dep5ds ^u :at he is4 ,education1 9 its broade/ s5se1 means tak+ ! individual's pres5t equipm5t ( m9d & body & s us+ x z to enable him to become some?+ else 9 ! future4 ,! tea*] mu/ be conc]n$1 !re=e1 n only ) :at he wi%es ! *ild to become 9 ! future1 b also ) :at he is1 "h & n[4 ,importance to ! ,tea*]4--,! adaptation ( matt] & me?od to ! *ild's t5d5cies1 capacities1 & int]e/s1 :i* all good tea*+ dem&s1 is possible only ?r\gh an und]/&+ ( 8 nature4 ,! tea*] mu/ h reg>d1 n only to ! mat]ials & ! me?od us$ 9 tra9+1 b also to ! be+ :o is to be tra9$4 ,a k ( *ild nature w prev5t exp5sive mi/akes & ne$less wa/e4 ,a few typical examples w s]ve to illu/rate ! imm5se importance a k ( *ild nature is to 8 tea*]4 #a4 ,z has be5 already expla9$1 :5 ! tea*] kn[s some?+ ab\t ! in/9cts ( *ildr51 he w utilize ^! t5d5cies 9 8 tea*+ & "w ) !m1 n aga9/ !m4 ,he w1 :]ev] possible1 make use ( ! play in/9ct 9 8 lessons1 z = example1 :5 he makes ! multiplication drill a matt] ( climb+ a /airway )\t /umbl+ or cross+ a /ream on /ones )\t fall+ 94 ,he w use ! in/9ct ( physical activity 9 hav+ *ildr5 le>n numb] comb9ations by manipulat+ blocks1 or squ>e measure by actually measur+ surfaces1 or fractions by us+ scissors & /rips ( c>dbo>d1 or geographical features by modell+ 9 s& & clay4 ,he w use ! imitative in/9ct 9 cultivat+ desirable p]sonal habits1 su* z neatness1 cleanl9ess1 & ord]1 & 9 modify+ conduct ?r\gh ! inspir+ pres5tation ( hi/ory & lit]ature4 ,he w provide ex]cise = ! in/9ct ( curiosity by sugge/+ int]e/+ problems 9 geography & nature /udy4 #b4 ,:5 ! tea*] und]/&s ! pr9ciple ( elim9at+ undesirable t5d5cies by sub/itution1 he w n reg>d z c>d9al s9s ! pu%+1 p9*+1 & kick+ 9 :i* boys give v5t to _! excess en]gy1 b w set ab\t direct+ ?is purposeless activity into m pr(itable *annels4 ,he w ?us sub/itute ano!r means ( expression = ! pres5t undesirable means4 ,he w1 = in/ance1 give opportunity = physical ex]cises1 pap]-fold+ & cutt+1 c>dbo>d "w1 wood-"w1 draw+1 col\r "w1 modell+1 etc41 s f> z possible 9 all s*ool subjects4 ,he w try to trans=m ! boy :o teases & bullies ! small] boys into a gu>dian & protector4 ,he w try to utilize ! boy's t5d5cy to collect useless odds & ends by turn+ x into ! sy/ematic & purposeful collection ( plants1 insects1 specim5s ( soils1 specim5s illu/rat+ phases ( manufactures1 po/age /amps1 co9s1 etc4 #c4 ,:5 ! tea*] kn[s t ! int]e/s ( pupils h mu* to d ) det]m9+ _! ef=t1 he w endeav\r to seize ^u ^! int]e/s :5 mo/ active4 ,he w ?us be sav$ su* blund]s z tea*+ 9 ,decemb] a lit]ature lesson on ,an ,apple ,or*>d 9 ! ,spr+1 or assign+ a composition on ,toboggan+ 9 ,june1 because he realizes t ! int]e/ 9 ^! topics is n !n active4 ,ea* season1 ea* mon? ( ! ye>1 ea* fe/ival & holiday has its own p>ticul> int]e/s1 :i* may be effectively utiliz$ by ! pres5tation ( appropriate mat]ials 9 lit]ature1 9 composition1 9 nature /udy1 & 9 hi/ory4 ,a curr5t ev5t may be tak5 advantage ( to tea* an important lesson 9 hi/ory or civics4 ,= in/ance1 an election may be made ! occasion ( a lesson on vot+ by ballot1 a m9iature election be+ conduct$ = t purpose4 #d4 ,:5 ! tea*] appreciates ! ext5t ( ! capacities ( *ildr51 he w n make too heavy dem&s ^u _! p[]s ( logical reason+ by introduc+ too soon ! /udy ( =mal gramm> or ! solution ( difficult ari?metical problems4 ,:5 he kn[s t ! p]iod f eight to twelve is ! habit-=m+ p]iod1 he w /ress1 dur+ ^! ye>s su* ?+s z me*anical accuracy 9 ! fundam5tal rules 9 ari?metic1 ! memorization ( gems ( poetry1 & ! cultivation ( "r physical & moral habits4 ,:5 he kn[s ! influ5ce ( motor expression 9 giv+ def9it5ess1 vividness1 & p]man5cy to ideas1 he w h mu* "w 9 draw+1 modell+1 con/ructive "w1 dramatization1 & oral & writt5 expression4 ,,me?ods ,,( ,,*ild ,,/udy ,a4 ,obs]vation4--,f ! tea*]'s /&po9t ! me?od ( obs]vation ( individual *ildr5 is ! mo/ practicable4 ,he has ! mat]ial = 8 obs]vations con/antly be=e him4 ,he soon discov]s t "o pupil is clev]1 ano!r dull2 t "o excels 9 ari?metic1 ano!r 9 hi/ory2 t "o is incl9$ to jump to conclusions1 ano!r is sl[ & delib]ate4 ,he is ?us able to adapt 8 me?ods to meet individual requirem5ts4 ,b h[ev] advantage\s ?is may be f ! practical po9t ( view1 x mu/ be not$ t ! facts ?us secur$ are individual & n univ]sal4 ,su* *ild /udy does n 9 itself c>ry "o v f>4 ,to be ( real value to ! tea*]1 ^! p>ticul> facts mu/ be recogniz$ z illu/rative ( a g5]al law4 ,:5 ! tea*] discov]s1 = in/ance1 t nobody 9 8 class responds v he>tily to an ab/ract discussion ( ! rabbit1 b t ev]ybody is int5sely int]e/$ :5 ! actual rabbit is obs]v$1 he may reg>d ! facts z illu/rat+ ! g5]al pr9ciple t *ildr5 ne$ to be appeal$ to ?r\gh ! s5ses4 ,likewise :5 he obta9s poor results 9 composition on ! topic1 ,h[ ,i ,sp5t ,my ,summ] ,holidays1 b excell5t results on ,h[ to ,plant ,bulbs1 especially aft] ! pupils h plant$ a b$ ( tulips on ! front lawn1 he may inf] ! law1 t ! be/ "w is obta9$ :5 ! matt] is closely associat$ ) ! active int]e/s ( pupils4 ,by wat*+ ! *ildr5 :5 !y are on ! s*ool gr\nds1 ! tea*] may obs]ve h[ f> ! occupations ( ! home1 or a curr5t ev5t1 su* z a circus1 an election1 or a w>1 influ5ces ! play ( ! *ildr54 ,?us ! me?od ( obs]vation requires t n only individual facts %\ld be obta9$1 b also t g5]al pr9ciples %\ld be inf]r$ on ! basis ( ^!4 ,c>e mu/ be tak51 h[ev]1 t ! facts obs]v$ ju/ify ! inf]5ce4 ,b4 ,exp]im5t4--,an exp]im5t 9 any bran* ( sci5ce means ! obs]vation ( results "u controll$ conditions4 ,exp]im5tal *ild /udy mu/1 to a l>ge ext5t1 !re=e1 be relegat$ to ! psy*ological laboratory4 ,su* exp]im5ts z ! localization ( cutane\s impressions1 ! influ5ce ( c]ta9 op]ations on fatigue1 or ! discov]y ( ! l5g? ( "t necess>y = a consci\s reaction1 c be successfully c>ri$ out only ) m or less elaborate equipm5t & "u fav\rable conditions4 ,h[ev]1 ! s*ool (f]s opportunity = "s simple yet practical exp]im5ts 9 *ild /udy4 ,! tea*] may discov] exp]im5tally :at is ! mo/ fav\rable p]iod at :i* to place a c]ta9 subject on ! s*ool programme1 :e!r1 = in/ance1 x is be/ to take me*anical ari?metic :5 ! m9ds ( ! pupils are fre% or :5 !y are we>y1 or :e!r ! writ+ lesson _h bett] be taught imm$iately aft] ! /r5u\s play at recess or at a "t :5 ! muscles are re/$4 ,he may f9d out ! response ( ! pupils to problems 9 ari?metic closely connect$ ) _! lives 7= example1 9 a rural community problems relat+ to f>m activities71 z comp>$ ) _! response to problems involv+ m or less remote ideas4 ,he may discov] to :at ext5t conc5tration 9 secur+ neat ex]cises 9 "o subject1 composition = in/ance1 affects ! ex]cises 9 o!r subjects 9 :i* neatness has n be5 explicitly dem&$4 ,?is latt] exp]im5t might ?r[ "s light ^u ! mu* debat$ "q ( =mal discipl9e4 ,9 all ^! cases ! tea*] mu/ be on 8 gu>d n to accept z univ]sal pr9ciples :at he has f\nd to be true ( a small gr\p ( pupils1 until at lea/ he has f\nd 8 conclusions v]ifi$ by o!r exp]im5t]s4 ,c4 ,direct ,que/ions4--,?is me?od involves ! submission ( que/ions to pupils ( a p>ticul> age or grade1 collect+ & classify+ _! answ]s1 & bas+ conclusions ^u ^!4 ,mu* "w 9 ?is direction has be5 done 9 rec5t ye>s by c]ta9 educators1 & mu* illum9at+ & m or less useful mat]ial has be5 collect$4 ,a good deal ( light has be5 ?r[n ^u ! app]ceptive mat]ial t *ildr5 h possession ( by not+ _! answ]s to su* que/ions z3 ,h y ev] se5 ! />s8 ,a rob98 ,a pig8 ,:]e does milk come f8 ,:]e d potatoes come f8 etc41 etc4 ,! practical value ( ?is me?od lies 9 ! insight x gives into ! int]e/s ( *ildr51 ! k9d ( imag]y !y use1 & ! relation%ips !y h set up among _! ideas4 ,e tea*] has be5 surpris$ at times at ! absurd answ]s giv5 by *ildr54 ,^! absurdities are usually due to ! tea*]'s tak+ = grant$ t ! pupils h possession ( c]ta9 old k t is actually abs5t4 ,! moral ( su* occurr5ces is t he %\ld exam9e v c>efully :at m9d /uff ! pupils h = int]pret+ ! new mat]ial4 ,d4 ,biographical ,/udies ( ,individual ,*ildr54--,_m books h be5 writt5 describ+ ! developm5t ( individual *ildr54 ,^! descriptions d\btless conta9 mu* t is typical ( all *ildr51 b "o mu/ be c>eful n to argue too mu* f an individual case4 ,su* records are valuable z confirmatory evid5ce ( :at has already be5 obs]v$ 9 connection ) o!r *ildr51 or z sugge/ive ( :at may be look$ = 9 !m4 ,,p]iods ,,( ,,developm5t ,! p]iod cov]$ by *ild /udy may be r\ghly divid$ into ?ree p>ts1 namely1 7#a7 infancy1 ext5d+ f bir? to ?ree ye>s ( age1 7#b7 *ildhood1 f ?ree to twelve1 & 7#c7 adolesc5ce1 f twelve to eighte54 ,:ile *ildr5 dur+ ea* ( ^! p]iods exhibit /rik+ dissimil>ities "o f ano!r1 !re are nev]!less _m *>act]i/ics t are fairly univ]sal dur+ ea* p]iod4 #a4 ,,infancy ,a4 ,physical ,*>act]i/ics4--,"o ( ! /rik+ features ( infancy is ! rapidity ) :i* comm& ( ! bodily organs is secur$4 ,/>t+ ) a few inh]it$ reflexes1 ! *ild at ?ree ye>s ( age has atta9$ fairly complete control ( 8 s5se organs & bodily movem5ts1 ?\gh he lacks t co-ord9ation ( muscles by :i* c]ta9 delicate effects ( h& & voice are produc$4 ,! relative gr[? is great] at ?is ?an at any subsequ5t p]iod4 ,ano!r prom95t *>act]i/ic is ! t5d5cy to incessant movem5t4 ,! con/ant h&l+1 explor+1 & analys+ ( objects enhances ! *ild's natural ?ir/ = k1 & he probably obta9s a l>g] /ock ( ideas dur+ ! fir/ ?ree ye>s ( 8 life ?an dur+ any equal p]iod subsequ5tly4 ,b4 ,m5tal ,*>act]i/ics4--,a conspicu\s feature ( infancy is ! imitative t5d5cy1 :i* e>ly manife/s itself4 ,?r\gh ?is means ! *ild acquires _m ( 8 movem5ts1 8 language p[]1 & ! simple games he plays4 ,s5se impressions beg9 to lose _! fleet+ "* & to become m p]man5t4 ,z evid5ce ( ?is1 few *ildr5 rememb] ev5ts f>!r back ?an _! ?ird ye>1 :ile _m c di/9ctly recall ev5ts ( ! ?ird & f\r? ye>s ev5 aft] ! lapse ( a long p]iod ( "t4 ,! *ild at ?is p]iod beg9s to comp>e1 classify1 & g5]alize 9 an elem5t>y way1 ?\gh 8 ideas are /ill l>gely ( ! concrete v>iety4 ,8 att5tion is almo/ entirely non-volunt>y2 he is int]e/$ 9 objects & activities = !mselves alone1 & n = ! sake ( an end4 ,he is1 z yet1 unable to conceive remote ends1 ! prime condition ( volunt>y att5tion4 ,8 ideas ( "r & wrong conduct are associat$ ) ! approval & disapproval ( ^? ab\t him4 #b4 ,,*ildhood ,a4 ,physical ,*>act]i/ics4--,9 ! e>li] p]iod ( *ildhood1 f ?ree to sev5 ye>s1 bodily gr[? is v rapid4 ,mu* ( ! vital =ce is ?us consum$1 & less en]gy is available = physical activity4 ,! *ild has also less p[] ( resi/ance & is ?us susceptible to ! diseases ( *ildhood4 ,8 movem5ts are = ! same reason lack+ 9 co-ord9ation4 ,9 ! lat] p]iod1 f sev5 to twelve ye>s1 ! bodily gr[? is less rapid1 m en]gy is available = physical activity1 & ! co-ord9ation ( muscles is great]4 ,! bra9 has n[ rea*$ its maximum size & weight1 any fur!r *anges be+ due to ! =mation ( associative pa?ways along n]ve c5tres4 ,?is is1 !re=e1 pre-em95tly ! habit-=m+ p]iod4 ,f ! physical /&po9t ?is means t ^? activities t are ess5tially habitual mu/ h _! g5esis dur+ ! p]iod betwe5 sev5 & twelve if !y are to function p]fectly 9 lat] life4 ,! ma/]y ( a musical in/rum5t mu/ be begun !n if te*nique is ev] to be p]fect4 ,if a =eign language is to be acquir$1 x %\ld be begun 9 ?is p]iod1 or !re w always be inaccuracies 9 pronunciation & articulation4 ,b4 ,m5tal ,*>act]i/ics4--,! in/9ct ( curiosity is v active 9 ! e>li] p]iod ( *ildhood1 & ?is1 comb9$ ) great] language p[]1 leads to incessant que/ion+s on ! "p ( ! *ild4 ,he wants to "k :at1 :]e1 :y1 & h[1 9 reg>d to ev]y?+ t comes "u 8 notice1 & =tunate inde$ is t *ild ^: p>5t or tea*] is suffici5tly long-suff]+ to give satisfactory answ]s to 8 _m & v>i$ que/ions4 ,to ignore ! inquiries ( ! *ild1 or to return impati5t or grudg+ answ]s may inhibit ! in/9ct & lead lat] to a lack ( int]e/ 9 ! _w ab\t him4 ,! imitative in/9ct is also /ill active & reveals itself p>ticul>ly 9 ! *ild's play1 :i* 9 ! ma9 reflects ! activities ( ^? ab\t him4 ,he plays horse1 policeman1 s*ool1 ,indian1 9 imitation ( ! occupations ( o!rs4 ,p>5ts & tea*]s %\ld dep5d l>gely ^u ?is imitative t5d5cy to secure desirable physical habits1 su* z erect & graceful c>riage1 cleanl9ess ( p]son1 ord]ly arrangem5t ( p]sonal belong+s1 neatness 9 dress1 etc4 ,! imag9ation is exce$+ly active dur+ *ildhood1 fanta/ic & unregulat$ 9 ! e>li] p]iod1 "u bett] control & direction 9 ! lat]4 ,x reveals itself 9 ! love ( he>+1 read+1 or inv5t+ /ories4 ,! imitative play m5tion$ above is "o phase ( imag9ative activity4 ,! *ild's ideas ( conduct1 9 ?is e>li] /age ( *ildhood1 are d]iv$ f ! pleasure or pa9 ( _! consequ5ces4 ,he has z yet little p[] ( subord9at+ 8 l[] impulses to an ideal end1 & h5ce is n prop]ly a moral be+4 ,good conduct mu/1 !re=e1 be secur$ pr9cipally ?r\gh ! ex]cise ( arbitr>y au?ority f )\t4 ,9 ! lat] p]iod ( *ildhood1 acquir$ int]e/s beg9 to be =m$ &1 co9cid5t ) ?is1 active att5tion appe>s4 ,! *ild beg9s to be int]e/$ 9 ! product1 n m]ely 9 ! process4 ,! m9d at ?is p]iod is mo/ ret5tive ( s5se impressions4 ,?is is consequ5tly ! "t to br+ ! *ild into imm$iate contact ) 8 environm5t ?r\gh 8 s5ses1 9 su* dep>tm5ts z nature /udy & field "w 9 geography4 ,?us is laid ! basis ( future pot5tialities ( imag]y1 & ?r\gh x appreciation ( lit]ature4 ,on acc\nt ( ! acut5ess ( s5se activity at ?is p]iod1 ?is is also ! "t = memorization ( f9e passages ( prose & poetry4 ,! *ild's ?9k+ is /ill ( ! pictorial r ?an ( ! ab/ract ord]1 ?\gh ! p[]s ( g5]alization & language are consid]ably ext5d$4 ,! social int]e/s are n yet /rong1 & h5ce co-op]ation = a common purpose is l>gely abs5t4 ,8 games %[ a t5d5cy t[>d individualism4 ,:5 co-op]ative games are indulg$ 91 he is usually will+ to sacrifice ! int]e/s ( 8 team to 8 own p]sonal glorification4 #c4 ,,adolesc5ce ,a4 ,physical ,*>act]i/ics4--,9 e>ly adolesc5ce ! *>act]i/ic physical accompanim5ts ( e>ly *ildhood are repeat$1 namely1 rapid gr[? & lack ( muscul> co-ord9ation4 ,f twelve to fifte51 girls gr[ m rapidly ?an boys & are actually tall] & heavi] ?an boys at correspond+ ages4 ,f fifte5 onw>d1 h[ev]1 ! boys rapidly out/rip ! girls 9 gr[?4 ,lack ( muscul> co-ord9ation is responsible = ! awkw>d movem5ts1 unga9ly appe>ance1 ungraceful c>riage1 ) _! att5dant self-consci\sness1 s *>act]i/ic ( bo? boys & girls 9 e>ly adolesc5ce4 ,b4 ,m5tal ,*>act]i/ics4--,ideas are gradually fre$ f _! s5sory accompanim5ts4 ,! *ild ?9ks 9 symbols r ?an 9 s5sory images4 ,consequ5tly !re is a great] p[] ( ab/raction & reflective ?\ght4 ,?is is !re=e ! p]iod = emphasiz+ ^? subjects requir+ logical reason+1 = example1 ma!matics1 sci5ce1 & ! reflective aspects ( gramm>1 hi/ory1 & geography4 ,f association ) o!rs or f lit]ature & hi/ory1 ideals beg9 to be =m$ :i* influ5ce conduct4 ,?is is br\ght ab\t l>gely ?r\gh ! pr9ciple ( sugge/ion4 ,9 ! e>ly ye>s ( adolesc5ce *ildr5 are v susceptible to sugge/ions1 b ! sugge/ive ideas mu/ be introduc$ by a p]son :o is tru/$1 admir$1 or lov$1 or "u circum/ances inspir+ ^! feel+s2 h5ce ! importance to ! adolesc5t ( hav+ tea*]s ( /rong & inspir+ p]sonality4 ,h[ev]1 if ! sugge/ive idea is to influ5ce action1 x mu/ be introduc$ 9 su* a way z n to set up a reaction aga9/ x4 ,reaction w be set up if ! idea is antagoni/ic to ! pres5t ideas1 feel+s1 or aims1 or if x is s p]si/5tly ?ru/ ^u ! *ild t he beg9s to suspect t he is be+ unduly influ5c$4 ,to avoid reaction ! p>5t or tea*] %\ld introduce sugge/ive ideas indirectly4 ,= in/ance1 :ile ! m9d is conc5trat$ ^u "o set ( ideas1 a sugge/ive idea t w\ld o!rwise be di/a/eful may be tol]at$4 ,x may lie lat5t = a "t1 & :5 x recurs x may be reg>d$ z orig9al1 "u :i* condition x is likely to issue 9 action4 ,! adolesc5t /age is ! p]iod ( greate/ emotional developm5t1 & c>e %\ld !re=e be ex]cis$ to h ! *ild's m9d dwell ^u only ^? ideas ) :i* wor?y emotions are associat$4 ,! emotional b5t1 :e!r good or bad1 is det]m9$ to a l>ge ext5t dur+ ?is p]iod ( adolesc5ce4 ,s f> z morality is ! subord9ation ( primitive in/9cts to high] ideas1 ! *ild n[ becomes a moral be+4 ,8 conduct is n[ det]m9$ by reason & by ideals1 & ! primitive pleasure-pa9 motives disappe>4 ,x foll[s t co]cion & arbitr>y au?ority h little place 9 discipl9e at ?is p]iod4 ,social int]e/s are prom95t1 evid5c$ by ! t5d5cy to co-op]ate ) o!rs = a common end4 ,! games ( ! p]iod are ma9ly ( ! co-op]ative v>iety & are m>k$ by a will+ness to sacrifice p]sonal int]e/s = ! sake ( ! team1 or side4 ,,individual ,,diff]5ces ,:ile1 z not$ above1 all *ildr5 h c]ta9 common *>act]i/ics at ea* ( ! ?ree p]iods ( developm5t1 x is ev5 m app>5t t e *ild is 9 _m respects diff]5t f e o!r *ild4 ,he has c]ta9 peculi>ities t dem& p>ticul> treatm5t4 ,x is evid5t t x w\ld be impossible to enum]ate all ! individual diff]5ces 9 *ildr54 ,! mo/ t c be done is to classify ! mo/ /rik+ diff]5ces & endeav\r to place individual *ildr5 9 "o or o!r ( ^! classes4 ,a4 ,diff]5ces 9 ,?\ght4--,"o ( ! obvi\s classifications ( pupils is t ( quick & sl[4 ,! =m] le>ns easily1 b (t5 =gets quickly2 ! latt] le>ns sl[ly1 b usually reta9s well4 ,! =m] is ke5 & al]t2 ! latt]1 dull & passive4 ,! =m] frequ5tly lacks p]sev]ance2 ! latt] is (t5 t5aci\s & p]si/5t4 ,! =m] unju/ly w9s applause = 8 clev]ness2 ! latt]1 equally unju/ly1 w9s contempt = 8 dulness4 ,! tea*] mu/ n be unfair to ! dull plodd]1 :o 9 lat] ye>s may frequ5tly out/rip 8 brilliant competitor 9 ! race ( life4 ,"s pupils ?9k bett] 9 ! ab/ract1 o!rs1 9 ! concrete4 ,! =m] w analyse & p>se well 9 gramm>1 di/+ui% f9e %ades ( mean+ 9 language1 manage numb]s skilfully1 or "w out *emical equations accurately4 ,! latt] w be m successful 9 do+ ?+s1 = in/ance1 measur+ bo>ds1 plann+ & plant+ a g>d5 plot1 mak+ toys1 design+ dolls' clo!s1 & cook+4 ,! s*ools ( ! pa/ h all emphasiz$ ! ability to ?9k 9 ! ab/ract1 & to a l>ge ext5t ignor$ ! ability to ?9k 9 ! concrete4 ,?is is unfair to ! "o class ( ?9k]s4 ,f ! ranks ( ^? :o ?9k 9 ! ab/ract h come ! great /atesm51 poets1 & philosoph]s2 f ! ranks ( ^? :o ?9k 9 ! concrete h come ! c>p5t]s1 build]s1 & inv5tors4 ,x w be admitt$ t ! _w owes z great a debt f ! practical /&po9t to ! latt] class z to ! =m]4 ,let ! s*ool n despise or ignore ! pupil :o1 ?\gh unable to ?9k well 9 ab/ract /udies1 is able to d ?+s4 ,b4 ,diff]5ces 9 ,action4--,!re is a m>k$ diff]5ce among *ildr5 9 ! ability to connect an ab/ract direction ) ! requir$ act4 ,?is is p>ticul>ly se5 9 writ+1 art1 & con/ructive "w1 subjects 9 :i* ! aim is ! =mation ( habit1 & 9 :i* success dep5ds ^u foll[+ explicitly ! direction giv54 ,! tea*] w f9d x economical to give v def9ite in/ruction z to :at is to be done 9 "w 9 ^! subjects4 ,x is equally important t in/ructions reg>d+ conduct %\ld be def9ite & unmi/akable4 ,z expla9$ 9 ! la/ ,*apt]1 !re are two extreme & contra/+ types ( w exhibit$ by *ildr51 namely1 ! impulsive type & ! ob/ruct$ type4 ,9 ! =m]1 action occurs )\t delib]ation imm$iately ^u ! appe>ance ( ! idea 9 consci\sness4 ,?is type is illu/rat$ 9 ! case ( ! pupil :o1 z soon z he he>s a "q1 ?\ghtlessly blurts out an answ] )\t any reflection :atev]4 ,9 ! adult1 we f9d a simil> illu/ration :51 imm$iately ^u he>+ a pitiable /ory f a begg>1 he h&s out a doll> )\t /opp+ to inve/igate :e!r or n ! action is well-advis$4 ,x is useless to plead 9 ext5uation ( su* actions t ! answ] may be correct or ! act noble & g5]\s4 ,! probability is equally great t ! opposite may be ! case4 ,! rem$y = impulsive action is pati5tly & p]si/5tly to enc\rage ! pupil to reflect a mom5t be=e act+4 ,9 ! case ( ! ob/ruct$ type ( w1 ! individual pond]s long ov] a c\rse ( action be=e he is able to br+ himself to a decision4 ,su* is ! *ild :om x is h>d to p]suade to answ] ev5 easy que/ions1 because he is unable to decide 9 j :at =m to put 8 answ]4 ,on an exam9ation pap] he proce$s sl[ly1 n because he does n "k ! matt]1 b because he f9ds x h>d to decide j :at facts to select & h[ to express !m4 ,! ba%ful *ild belongs to ?is type4 ,he w\ld l to answ] que/ions ask$ him1 to talk freely ) o!rs1 to act )\t any feel+ ( re/ra9t1 b is unable to br+ himself to d s4 ,! ob/9ate *ild is also ( ?is type4 ,he kn[s :at he ought to d1 b ! oppos+ motives are /rong en\gh to inhibit action 9 ! "r direction4 ,z already %[n1 ! rem$y = ! ob/ruct$ w is to enc\rage rapid delib]ation & *oice & !n imm$iate action1 ?ru/+ aside all oppos+ motives4 ,%[ su* pupils t 9 cases :]e ! motives = & aga9/ a c]ta9 c\rse ( action are ( equal /r5g?1 x (t5 does n matt] :i* c\rse is select$4 ,"o may safely *oose ei!r & ?us end ! indecision4 ,! quick *ild usually belongs to ! impulsive type2 ! sl[ *ild1 to ! ob/ruct$ type4 ,! =m] is apt to decide & act ha/ily & frequ5tly unwisely2 ! latt] is m gu>d$ &1 on ! :ole1 m s\nd 9 8 decision & action4 ,c4 ,diff]5ces 9 ,temp]am5t4--,all f\r types ( temp]am5t giv5 9 ! =mal classification are repres5t$ among *ildr5 9 s*ool4 ,! *ol]ic type is en]getic1 impulsive1 quick-temp]$1 yet =giv+1 int]e/$ 9 outw>d ev5ts4 ,! phlegmatic type is impassive1 unemotional1 sl[ to ang]1 b n ( great k9dness1 p]si/5t 9 pursu+ 8 purposes4 ,! sangu9e type is optimi/ic1 impressionable1 en?usia/ic1 b un/eady4 ,! melan*olic type is pessimi/ic1 introspective1 moody1 suspici\s ( ! motives ( o!rs4 ,mo/ pupils belong to m ?an "o class4 ,p]haps ! two mo/ prom95t types repres5t$ 9 s*ool are 7#a7 t v>iety ( ! sangu9e temp]am5t :i* leads ! individual to ?9k himself1 8 possessions1 & 8 "w sup]ior to all o!rs1 & 7#b7 t v>iety ( ! melan*olic temp]am5t :i* leads ! individual to fancy himself con/antly ! victim ( inju/ice on ! "p ( ! tea*] or ! o!r pupils4 ,a pupil ( ! fir/ type always believes t 8 "w is p]fectly done2 he boa/s t he is sure he made a hundr$ p] c5t4 on 8 exam9ations2 :at he has is always1 9 8 own e/imation1 bett] ?an t ( o!rs4 ,:5 ! tea*] sugge/s t 8 "w might be bett] done1 ! pupil appe>s surpris$ & aggriev$4 ,su* a *ild %\ld be %[n t he is "r 9 n be+ disc\rag$ ov] 8 own ef=ts1 b wrong 9 ?9k+ t 8 "w does n admit ( improvem5t4 ,a pupil ( ! second type is cont9ually imag9+ t ! tea*] treats him unju/ly1 t ! o!r pupils slight or injure him1 t1 9 %ort1 he is an object ( p]secution4 ,su* a pupil %\ld be %[n t nobody has a grudge aga9/ him1 t ! s-call$ slights are entirely imag9>y1 & t he %\ld take a sane view ( ^! ?+s1 dep5d+ m ^u judgm5t ?an on feel+ to e/imate ! action ( o!rs t[>d him4 ,d4 ,sex ,diff]5ces4--,boys diff] f girls 9 ! pr$om9ance ( c]ta9 in/9cts1 int]e/s1 & m5tal p[]s4 ,9 boys ! fight+ in/9ct1 & capacities ( lead]%ip1 initiative1 & ma/]y are prom95t4 ,9 girls ! in/9ct ( nurs+ & fondl+1 & ! capacities to com=t & relieve are prom95t4 ,^! are reveal$ 9 ! games ( ! playgr\nd4 ,! int]e/s ( ! two sexes are diff]5t1 s9ce _! games & lat] pursuits are diff]5t4 ,9 a sy/em ( co-education x is impossible to take full cognizance ( ?is fact 9 ! "w ( ! s*ool4 ,yet x is possible to make "s diff]5tiation betwe5 ! "w assign$ to boys & t assign$ to girls4 ,= in/ance1 ari?metical problems giv5 to boys might deal ) activities int]e/+ to boys1 & ^? to girls might deal ) activities int]e/+ to girls4 ,9 composition ! diff]5tiation w be easi]4 ,su* a topic z ,a ,game ( ,baseball w\ld be m suitable = boys1 & on ! o!r h& ,h[ to ,bake ,bread w\ld make a /rong] appeal to girls4 ,simil>ly 9 lit]ature1 su* a poem z ,h[ ,!y ,br\ght ! ,good ,news f ,gh5t to ,aix w\ld be p>ticul>ly int]e/+ to boys1 :ile ,! ,romance ( a ,swan's ,ne/ w\ld be ( great] int]e/ to girls4 ,z to m5tal capacities1 boys are usually sup]ior 9 ^? fields :]e logical reason+ is dem&$1 :ile girls usually surpass boys 9 ^? fields involv+ p]ceptive p[]s & v]bal memory4 ,= in/ance1 boys succe$ bett] 9 ma!matics1 sci5ce1 & ! reflective phases ( hi/ory2 girls succe$ bett] 9 spell+1 9 h>moniz+ col\rs 9 art "w1 9 di/+ui%+ f9e %ades ( mean+ 9 language1 & 9 memoriz+ poetry4 ,! av]age intellectual ability ( ea* sex is ne>ly ! same1 b boys deviate f ! av]age m ?an girls4 ,?us :ile ! mo/ brilliant pupils are likely to be boys1 ! dulle/ are also likely to be boys4 ,x is a sci5tific fact t !re are m individuals ( conspicu\sly clev] m9d1 b also m ( weak intellect1 among m5 ?an !re are among wom54 ,a ,caution4--,:ile x has be5 /at$ t ! tea*] %\ld take notice ( individual diff]5ces 9 8 pupils1 x may be advisable also to w>n ! /ud5t-tea*] aga9/ any extravagant t5d5cy 9 ! direction ( su* a /udy4 ,a tea*] is occasionally met :o seems to act on ! assumption t 8 *ief function is n to educate b to /udy *ildr54 ,too mu* ( 8 "t may !re=e be sp5t 9 ! conduct+ ( exp]im5ts & ! mak+ ( obs]vations to t end4 ,:ile ! data ?us secur$ may be ( "s value1 x mu/ n be =gott5 t control ( ! subject-matt] ( education & ( ! me?od ( pres5t+ t subject-matt] to ! normal *ild1 toge!r ) an e>ne/1 en?usia/ic1 & sympa!tic mann]1 are ! prime qualifications ( ! tea*] z an in/ructor4 ,,app5dix ,,sugge/$ ,,read+s ,,f ,,books ,,( ,,ref]5ce ,,*apt] ,i ,bagley ,! ,educative ,process1 ,*apt] ,i4 ,colv9 ,! ,le>n+ ,process1 ,*apt] ,,ii4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt] ,i4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt] ,i4 ,,*apt] ,,ii ,bagley ,educational ,values1 ,*apt]s ,i1 ,,ii1 ,,iii4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt] ,,iii4 ,?orndike ,elem5ts ( ,psy*ology1 ,*apt] ,i4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,,vi4 ,,*apt] ,,iii ,bagley ,! ,educative ,process1 ,*apt]s ,,iv1 ,,xiv4 ,colv9 ,! ,le>n+ ,process1 ,*apt] ,i4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,i4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,xi4 ,,*apt] ,,iv ,bagley ,! ,educative ,process1 ,*apt]s ,,ii1 ,,xv4 ,dewey ,! ,s*ool & ,society1 ,"p ,i4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt]s ,,vi1 ,,vii4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt] ,,xviii4 ,,*apt] ,v ,bagley ,! ,educative ,process1 ,*apt] ,i4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,iii4 ,,*apt] ,,vi ,bagley ,! ,educative ,process1 ,*apt] ,,iii4 ,dewey ,! ,s*ool & ,society1 ,"p ,,ii4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt]s ,i1 ,,iv4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,,xiii4 ,,*apt] ,,vii ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,i4 ,,*apt] ,,viii ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,i4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,i4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,viii4 ,,*apt] ,,ix ,kirkpatrick ,fundam5tals ( ,*ild ,/udy1 ,*apt] ,,iv4 ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,,vii4 ,dewey ,! ,s*ool & ,society1 ,"p ,,ii4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt] ,,ii4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt] ,,iii4 ,,*apt] ,x ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,vii4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,,vi4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt]s ,,iv1 ,,ix4 ,,*apt] ,,xi ,angell ,psy*ology1 ,*apt] ,,vi4 ,bagley ,! ,educative ,process1 ,*apt]s ,,iv1 ,v1 ,,ix4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,v4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,viii4 ,,*apt] ,,xii ,betts ,psy*ology1 ,*apt] ,,xvi4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt] ,,xiii4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,,ix4 ,,*apt] ,,xiii ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,,vi4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,,vii4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,xii4 ,,*apt] ,,xiv ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt] ,,iii4 ,,*apt] ,,xv ,bagley ,! ,educative ,process1 ,*apt]s ,,xix1 ,,xx4 ,colv9 ,! ,le>n+ ,process1 ,*apt] ,,xxii4 ,mc,murry ,! ,me?od ( ! ,recitation1 ,*apt]s ,,viii1 ,x4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt]s ,v1 ,,vi4 ,,*apt] ,,xvi ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,,iii4 ,,*apt] ,,xvii ,bagley ,! ,educative ,process1 ,*apt]s ,,xxi1 ,,xxii4 ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,,iv4 ,/ray] ,a ,brief ,c\rse 9 ! ,tea*+ ,process1 ,*apt]s ,,iv1 ,,viii1 ,x4 ,,*apt] ,,xviii ,l&on ,! ,pr9ciples & ,practice ( ,tea*+1 ,*apt] ,,vi4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,xii4 ,/ray] ,a ,brief ,c\rse 9 ! ,educative ,process1 ,*apt] ,,xi4 ,,*apt] ,,xix ,betts ,! ,m9d & ,its ,education1 ,*apt] ,i4 ,pillsbury ,ess5tials ( ,education1 ,*apt] ,i4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,,ii4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,i4 ,,*apt] ,,xx ,angell ,psy*ology1 ,*apt] ,,ii4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,iii4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,,ii4 ,halleck ,education ( ! ,c5tral ,n]v\s ,sy/em4 ,,*apt] ,,xxi ,colv9 ,! ,le>n+ ,process1 ,*apt]s ,,iii1 ,,iv4 ,kirkpatrick ,fundam5tals ( ,*ild ,/udy1 ,*apt] ,,iv4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,x4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt] ,,iii4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,,iv4 ,,*apt] ,,xxii ,angell ,psy*ology1 ,*apt] ,,iii4 ,bagley ,! ,educative ,process1 ,*apt] ,,vii4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,v4 ,colv9 ,! ,le>n+ ,process1 ,*apt]s ,,iii1 ,,iv4 ,?orndike ,pr9ciples ( ,tea*+1 ,*apt] ,,viii4 ,?orndike ,elem5ts ( ,psy*ology1 ,*apt] ,,xiii4 ,,*apt] ,,xxiii ,angell ,psy*ology1 ,*apt] ,,iv4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,ii4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,v4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,,viii4 ,,*apt] ,,xxiv ,angell ,psy*ology1 ,*apt] ,,xxi4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,xiii4 ,james ,talks to ,tea*]s1 ,*apt] ,x4 ,welton ,! ,psy*ology ( ,education1 ,*apt] ,,vii4 ,,*apt] ,,xxv ,angell ,psy*ology1 ,*apt]s ,v1 ,,vi4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,vi4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt]s ,,iv1 ,,vii4 ,,*apt] ,,xxvi ,angell ,psy*ology1 ,*apt] ,,ix4 ,bagley ,! ,educative ,process1 ,*apt]s ,,iv1 ,,xi4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,viii4 ,?orndike ,elem5ts ( ,psy*ology1 ,*apt] ,,iii4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,,viii4 ,,*apt] ,,xxvii ,angell ,psy*ology1 ,*apt] ,,viii4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,ix4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,,viii4 ,,*apt] ,,xxviii ,angell ,psy*ology1 ,*apt]s ,x1 ,,xii4 ,bagley ,! ,educative ,process1 ,*apt]s ,,ix1 ,x4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,x4 ,colv9 ,! ,le>n+ ,process1 ,*apt] ,,xxii4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,,ix4 ,?orndike ,elem5ts ( ,psy*ology1 ,*apt] ,,vi4 ,,*apt] ,,xxix ,angell ,psy*ology1 ,*apt]s ,,xiii1 ,,xiv4 ,betts ,! ,m9d & ,its ,education1 ,*apt]s ,,xii1 ,,xiv4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt]s ,,xi1 ,,xii4 ,,*apt] ,,xxx ,angell ,psy*ology1 ,*apt]s ,,xx1 ,,xxii4 ,betts ,! ,m9d & ,its ,education1 ,*apt] ,,xv4 ,pillsbury ,ess5tials ( ,psy*ology1 ,*apt] ,,xiii4 ,?orndike ,elem5ts ( ,psy*ology1 ,*apt] ,,vi4 ,,*apt] ,,xxxi ,bagley ,! ,educative ,process1 ,*apt] ,,xii4 ,raymont ,! ,pr9ciples ( ,education1 ,*apt] ,v4 ,kirkpatrick ,fundam5tals ( ,*ild ,/udy4