sitting with an object in his hand I recognize, that is, know, as a telegram, and with this act of recognition the whole train of mental action is set in motion.

3. The three psychic factors are not equally prominent in every state of consciousness: perhaps they are not equally prominent in any such state. Thus we are able to classify states of mind as intellectual, emotional, and practical; but we never mean by these expressions that only intelligence, emotion, or will is present in such state. The fact is they are all present, and that here, as elsewhere, we classify objects of study with reference to what gives them their character.

4. We classify men and subjects in the same way. When we say

that such a man is intellectual or practical, we do not mean that he possesses this faculty only, but that it determines the character of his mind. Thus, a philosopher is marked by thought, an artist by sensibility, a man of affairs by will. And yet the philosopher has both feeling and will; the poet, both intellect and will; the man of affairs, both intellect and feeling. Manifestly, it is the practical activity of the mind that gives the man of affairs his character. Look at a picture of Bismarck, the man of blood and iron; he looks as though he were composed of frozen purpose or solidified resolution.

5. Sometimes intellect, feeling,

and will tend to vary directly, sometimes to vary inversely. Within limits the more knowledge the more feeling, and vice versa; beyond those limits, the more of one the less of the other. When I recognize the telegram in the boy's hand, my curiosity is awakened; I decide at once to take, open, and read it; thus I learn more and feel more, and possibly determine upon some course of practical action; and so on until the series is fully worked out, or the resulting state of consciousness is completed. Still it must be remembered that the energy of which the mind is capable at any given time is limited, and that, when this energy is all called out, the more of it that is absorbed by one kind of activity the less there remains to take other forms. No man can think, feel, and act with the highest degree of energy all at the same time. A student does not feel deeply when he is putting forth all his power as we say, to solve a mathematical problem. A girl is not likely to think clearly when she has just heard of the death of her mother. Nor can a general find time or talent to devote to philosophical speculations or to indulge in feeling (even of regret for the killed and wounded that lie about him) on the battle field. And yet, every one of the three elements implies the presence of the others; while the three vary continually they can never be separated.

6. The relative strength of the three factors of mental activity vary with the age of the individual. Feeling is strongly developed in the child, while the judgment and will are weak. In the well-developea life of the adult feeling, in large measure, has been brought under control, while the logical faculties and the will have become strong.

These elementary psychological facts could be stated much more elaborately and be illustrated at almost any length. It is hoped, however, that they have been made plain. Certainly they are facts that every practical teacher should by all means strongly grasp. Some of the more important applications of these facts to the rearing of children, and especially to teaching, may well engage our attention.

1. The mental atmosphere of the school room is a subject of very great interest, and suggests to the teacher practical problems of no little difficulty. Attention is now directed, however, to the amount of feeling and the kind of feeling, that may safely pervade this atmosphere. If the feeling of the pupil runs in the minor key, he will accomplish little in the way of study or learning. Then if his feeling is of the opposite character, and is particularly strong, he will accomplish little if anything more. The mental attitude of the pupil to his work must also be considered.

Nothing is more deadening and fatal to a school than the feeling on the part of the pupils that there is little to be done, or that, if there is much to be done, they can not do it, and that it makes no great difference anyway. The atmosphere of the school should be charged, on the other hand, with courage, hopefulness, interest. The pupils should believe in their teachers and in themselves. They should think. that there is much to be done, and that they can do it, or at least some reasonable part of it. To be sure, the school atmosphere may be overcharged with these elements. The teacher may appreciate and praise pupils excessively and thus give them false ideas of themselves and of their relation with the world; and against this practice there are most decisive intellectual as well as moral reasons. A gentle ripple of warm equable feeling should be kept playing, therefore, through the school room. Let the teacher, then, give good heed to the emotional climate of the school. 2. Children's intellects will not work with vigor when they are excited by strong feeling, no matter what the character of the feeling may be, whether of pleasure or of pain. If they are unduly excited, or unduly depressed they cannot really study, and so cannot really learn. The wheels of the mind, so to speak, will not revolve freely in a stream of violent or turbid feeling.

They must run free and clear, or they will not keep the machine in vigorous motion. For example, a pupil who is full of rage, deeply mortified, consumed by envy or jealousy, or is strongly expectant of something that lies outside of his school work, will accomplish little or nothing so long as he remains in this condition. Nor is this all; a single pupil in a state of violent excitement will communicate his own feeling to the school of which he is member, and thereby interfere most seriously with its proper work. Accordingly, thunder gusts and cyclones of excitement or passion in the school house or schoolyard sky are strongly to be deprecated. Every experienced teacher knows that indulgence in a paroxysm of emotion by a single pupil at the opening of school in the morning will leave its effects for hours, not merely in the single pupil, but in the teacher and in the school as well. If teachers were always free to do what was best they would often consult the good of individual pupils, and of the whole school, if they sent pupils who were wrought up to a high degree of mental excitement out of the school until their excitement had subsided. Feeling is communicated from mind to mind even more rapidly and more completely than intelligence.

3. Another thing to look to is the relations that exist between pu

pils and their teacher. If it be true that to secure freedom from undue disturbance of the sensibility is one of the constant tasks of the teacher of the well regulated school, what shall be said of a school in which the teacher herself is a constant source of such disturbance? Not unfrequently this is precisely the case. Even in schools of high rank, it is desirable that students should be on good terms with their teachers. The emotional factor is of much importance to high schools and of considerable importance in colleges. But in the grades, and particularly the early ones, still more stress must be laid upon this relation. College students have some power of discrimination, and some control over their feelings. They may take "Old Crusty's" work, even if they do not like him, and get much good out of it, because he understands his subject and is a good teacher. But young pupils are incapable of any such discrimination or self-control. To do their best work they must like their teacher. A child is governed by his feelings almost wholly, and a teacher whom he does not like, or at least strongly dislikes, no matter how accomplished that teacher may be, is necessarily a bad teacher for him. Accordingly if a teacher, after a fair trial, can not adjust herself to a school, or the school to herself, · or, in a word, if she can not bring about a good

Only intellectual results of the emotional factor in education have been dwelt upon. As much or even more may be said of the moral result. Great positive evil is engendered in children by the unfortunate relations that exist between them and those under whose oversight they are placed. Some teachers excite children, or particular children, morally as other teachers excite them nervously, in the wrong direction. Children sometimes say, "I can't be quiet in that school." The teacher strokes them the wrong way. It is equally true that children can't be good in that school. Moreover, much the same that has been said of the teacher may be said of the nurse. Incalculable moral harm has been done to sensitive children by putting them, and keeping them, in the care of nurses and teachers whom they did not like and for whom they felt an aversion. Children may be greatly harmed or wholly ruined. by paying too much attention to their notions, whims, and caprices; but that is no reason for refusing to consult to a reasonable degree their likes and dislikes in relation to

those who have the oversight of them.

Hitherto the school has existed primarily for an intellectual purpose. Its great function has been to train the intellectual faculties. The feelings and the will have always been secondary. And this state of things there is good reason to think will always continue. It is difficult to imagine a system of education as existing primarily for the sake of the sensibilities and wills of students. Still it is a fair question whether the other primary faculties of the mind have received, or are receiving, as much attention in schools as is desirable. One thing at least must be borne in mind. This is the fact that the sensibility and the will can not be directly approached by the teacher as the intellect can be, but must rather be approached indirectly. The individual does not consciously allow his feelings and his will to be unduly interfered with. The wise preacher who desires to arouse his congregation to love and good works does not say to them, "Now I am going to make you feel as you know you ought to feel," or, "Now I am going to constrain you to do what you know you ought to do"; but he puts before them subject matter chosen with reference to the effect that it will produce upon their minds, and thus accomplishes the end before him.

In his book entitled "Mental