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percent, and by the whitewash he enough and make him go to work. is spreading over you. When he He will not get an education withstarts out to get a job with his loaf- out your assistance even if he is er’s habits, his musty character, and "smart.” Many roads lead to suchis 70-percent Diploma, you may cess besides the one via scholarship. continue to set his plate for he will You imagine he is getting learning. soon come back to board with you. He is not. He is getting habits of P. Why do you graduate him if

idleness. he is not worthy?

P. Why don't you teachers T. Because he is "smart" and make him study? can get 70 percent.

T. Because you will not help. P. When he finishes his High P. Do you really believe he School course, I intend to send him could succeed in school if I should to college, after he earns some give the matter proper attention? money. He will be forced to study T. I do. there.

P. Do you believe a pupil can T. If you do, remember the 70- be compelled to study? percent Diploma is the only one

T. I do. he will ever receive. I have never

P. About what percent of such known a pupil that did not study pupils do you have? in the evenings while in the High

T. About twenty. School, to be able to complete even P. I suppose such pupils come the easiest course in any college.

from humble homes? Should you become wealthy and

T. Often from the best. Vice he continue to deceive you, the col- makes a target of unprotected cullege may let him hang on for a year

ture and refinement. A poisoned or two merely to increase the en- mind can not study. High School rollment.

pupils from lowly homes generally P. What profession do you think try to prepare themselves for makmy boy is best adapted to? ing a living and for good citizen

T. Whittling. The lower stra- ship. tum of all the professions is filled P. How would you select those with his like and they are all hun

of your pupils destined to be among gry.

the most successful? P. What should I do with him? T. Find out what ones study in

T. Make him go to work in the evenings. school if possible; if not, take him P. Well, do the best you can for out and let him learn

my boy as I wish him to teach until business. He may make a success he earns enough money to pay his of life if you get him out soon way at a Law College. If he should

trade or

drop the High School course and deceive her parents and begins to take up the Common Branches take walks with these men whom now, how soon could he qualify the Lord gave heads merely for the himself for the teachers' examina- sake of conformity. Away goes her tion?

interest in school and she makes a T. In about ninety-nine years break for a 70-percent Diploma. unless he should happen to go to

P. Who is to blame? work.

T. The parents. P. Now be honest. Don't you

P. What is the remedy? believe that Skim would succeed in T. Carry the mail for your famLaw? He has a loud voice.

ily, keep your daughter off the T. No. A voice is of little ac- street, and quit patronizing shops count unless you have something that employ things, sometimes to say. However, I should advise called men, that aim to make a him to keep his voice, as it might showing by falsely declaring their come handy to hollow "fire" with, intimacy with the daughters of rebut he will never have any use for spectability. it in Law.

P. Why will she care for a 70P. How about the girls? I shall percent Diploma if it is worth soon have one in the High School. nothing?

T. No better than the boys. T. It is her method of inducing When a girl goes to the post office you to go in debt for a graduating five times a day and stands around dress that will make her look "too there an hour each time; has er- sweet for anything" at Commencerands down town every evening; ment. reciprocates the advances of the P. You seem to have a grudge dough-faced sensualists that fre- at 70 percent. quent the post office, or sit in shop T. No. If a pupil work diliwindows as girls go to and from gently and earn 70 percent, you school, or loaf around the hotels;- need have no fears about his future. 1 say it is then she soon learns to “Work” is the word.



the young student will be to think BY J. J. BLISS.

of cellular activity as mind activity. Ohio teachers are studying Hal

The result will be substituted for leck's Psychology and Psychic

the cause. The free, independent, culture this year with interest and originating mind will be lost sight profit. No book has been placed of in attending to the activities of on the course that has proven more the dependent, passive neural cells stimulating and helpful. Prof. and fibres. To one trained under Halleck has happily begun with

the old psychology there is little the physical basis and treated the danger of this; while studying the subject from the standpoint of brain and nerve action as recently modern neurological research. He

ascertained he has the real psychic has been conservative in this and action constantly in mind. But has not incorporated theories that the tyro is not so fortified against are only half suspected to be true.

materialistic views and ere he is Nor has he found it necessary like aware may find that matter has beProf. Scripture of Yale to sneer at

come identified with mind. The and cast aside the best thought of author has pointed out the fact the psychologists of the past.

that the activities remain the same Psychology and Psychic Culture whatever view we may take of the is a rational blending of the best

nature of mind. But the facts in both the old and the new lines

above stated need emphasizing. of research. This book with the The telegrapher need only know author's companion work Educa- of the properties of zinc and carbon tion of the Central Nervous Sys- as displayed when immersed in tem should become the vade mecum acid; the scientist will not confuse of teachers.

those properties with the primary But a care must be exercised in energy which underlies all molethe use of the book that the atten- cular activity. So our teachers tion be not given too much to the must not come to think of cellular tangible, physiological side of the action to the exclusion of real mensubject. Mr. Halleck has freely tal action: they must not put the used physical illustrations and has effect for the cause, nor the mekept our attention pretty closely to dium for force transmitted. They cells and neural functions, as is must know that action is not enwise, no doubt. The tendency of ergy; that matter is not mind

however nicely it may be organized ordinary meaning of the term is to convey stimulus to or from the meant, is it true that average permind.

sons far into the thirties can not I have suspected that the physi- get them into their heads? ological aspect of the subject has Will some one send the MONTHLY too strongly influenced the author a list of such ideas that the teachwhen he states that few persons ers of Ohio of that age can not get far into the thirties can get an en- and assimilate. Perhaps Prof. tirely new idea, and bases the state- James whom the author quotes can ment on the decrease of plasticity furnish a list that you of even sixty of the brain. The statement is years can not apprehend. I am true. It is also true of persons at skeptical on that point. the age of ten or even earlier. That the climax of mental and After the primary perceptions of muscular activity is reached at color, form, taste, smell, hearing, about the age of forty years even and touch are gained, and the ele- we of past that age must admit. mentary notions of time, space, But that persons of that age are cause and effect, etc., are devel- wholly past gaining new ideas the oped, it seems impossible that the experience and observation of the mind should gain entirely new great majority will testify against. ideas unless



Memory is less tenacious; curiopened to it by means of new osity is tired of spending its senses. All new ideas will hy the strength on so many new ideas apperceptive process grow out of and finding most of them useless;

a cathedral is an ex- imagination delights in building tension of a church, a church a

with the material which memory modification of a dwelling. The delights to recall; the eye grows cathedral is but a combination of dim: the ear dull. But the mind is known colors, lines and materials; still ready to accept any idea which the symphony a combination of it feels will be of use to it, or which known sounds, or modifications of it finds to be true. Judgment is such sounds. Even modern psy- active but cautious; the new must chology has no entirely new ideas. be tested and approved before it is Our author emphasizes the word accepted. "entirely"; thus it is evident that Long before this age men have he is not speaking of what we com- formed their general views of life, monly term new ideas, but those doctrines, and principles; they

After the period of have adopted those that seemed normal infancy such ideas are im- most reasonable or most politic, possible, however plastic the brain. just as they have formed friendBut suppose new ideas in the

ships; and as they would drop an


the old ones:

wholly new.

old friend who was found false, so can not do otherwise than accept they would change an old idea such ideas. found false for a new one, how- Suppose it to be said that the ever rigid the brain tissue may old ideas in the mind block the have become. True that they way entirely to new ideas. This is would be reluctant to believe a long just what we claim. Or rather we tried friend false, and it is just as hold that the old ideas block the much to be expected that they way to entire newness of ideas. should hesitate to relinquish a long This is not obstructive to the acheld idea or doctrine. Ideas, be- quisition of ideas, but helpful or lief, opinion, knowledge, judg- apperceptive principles: the old ment, will, are of the mind, not of aids in perceiving and interpretneural tissue. Observation of ing the new. It would be strange brains may show that they do not if a psychologist should urge us to grow after thirty years and begin acquire as many ideas as possible to decrease at forty; but the com- at an early age, and then turn upmon observation of the receptivity on us and say that our stock of of mind is that it continues long ideas is so great as to block the after the senses begin to grow dull way to further acquisition. and other physical powers to lose Let us make a est case of this their vigor.

matter by a list of ideas which we We need not go to geniuses for could have gotten into our heads examples. We may test the mat- at twenty years of age but can not ter by observing our silver-haired get in at past forty. neighbors and friends. Go to them The new ideas may not have as and get their attention; then pro- molding an influence on us at the pose some new idea in which you riper age; for then there is a larger are interested. Are


afraid number of ideas and stronger habthey can not get it into their heads? its for them to operate against. Not at all; you only fear that with The mind is not a wall of matheir ripened judgment and experi sonry into which no new material ence they will be able to show may enter except at the top of all clearly that your idea is neither that has been unchangeably fixed. true nor practical.

The human mind is rather like an Perhaps some day the scalpel endogenous tree to every part of will disclose cells whose peculiar which new nutriment is constantly function is to accept new ideas, carried for its sustenance and then we shall say that the grooves growth. of activity of these cells become I repeat that with the above exfixed by the age of forty and we ceptions Psychology and Psychic

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