William James - Talks to Teachers on Psychology (Parts XI - XV) lyrics

XI. ATTENTION Whoever treats of interest inevitably treats of attention, for to say that an object is interesting is only another way of saying that it excites attention. But in addition to the attention which any object already interesting or just becoming interesting claims—pa**ive attention or spontaneous attention, we may call it—there is a more deliberate attention,—voluntary attention or attention with effort, as it is called,—which we can give to objects less interesting or uninteresting in themselves. The distinction between active and pa**ive attention is made in all books on psychology, and connects itself with the deeper aspects of the topic. From our present purely practical point of view, however, it is not necessary to be intricate; and pa**ive attention to natively interesting material requires no further elucidation on this occasion. All that we need explicitly to note is that, the more the pa**ive attention is relied on, by keeping the material interesting; and the less the kind of attention requiring effort is appealed to; the more smoothly and pleasantly the cla**room work goes on. I must say a few more words, however, about this latter process of voluntary and deliberate attention. One often hears it said that genius is nothing but a power of sustained attention, and the popular impression probably prevails that men of genius are remarkable for their voluntary powers in this direction. But a little introspective observation will show any one that voluntary attention cannot be continuously sustained,—that it comes in beats. When we are studying an uninteresting subject, if our mind tends to wander, we have to bring back our attention every now and then by using distinct pulses of effort, which revivify the topic for a moment, the mind then running on for a certain number of seconds or minutes with spontaneous interest, until again some intercurrent idea captures it and takes it off. Then the processes of volitional recall must be repeated once more. Voluntary attention, in short, is only a momentary affair. The process, whatever it is, exhausts itself in the single act; and, unless the matter is then taken in hand by some trace of interest inherent in the subject, the mind fails to follow it at all. The sustained attention of the genius, sticking to his subject for hours together, is for the most part of the pa**ive sort. The minds of geniuses are full of copious and original a**ociations. The subject of thought, once started, develops all sorts of fascinating consequences. The attention is led along one of these to another in the most interesting manner, and the attention never once tends to stray away. In a commonplace mind, on the other hand, a subject develops much less numerous a**ociates: it dies out then quickly; and, if the man is to keep up thinking of it at all, he must bring his attention back to it by a violent wrench. In him, therefore, the faculty of voluntary attention receives abundant opportunity for cultivation in daily life. It is your despised business man, your common man of affairs, (so looked down on by the literary awarders of fame) whose virtue in this regard is likely to be most developed; for he has to listen to the concerns of so many uninteresting people, and to transact so much drudging detail, that the faculty in question is always kept in training. A genius, on the contrary, is the man in whom you are least likely to find the power of attending to anything insipid or distasteful in itself. He breaks his engagements, leaves his letters unanswered, neglects his family duties incorrigibly, because he is powerless to turn his attention down and back from those more interesting trains of imagery with which his genius constantly occupies his mind. Voluntary attention is thus an essentially instantaneous affair. You can claim it, for your purposes in the schoolroom, by commanding it in loud, imperious tones; and you can easily get it in this way. But, unless the subject to which you thus recall their attention has inherent power to interest the pupils, you will have got it for only a brief moment; and their minds will soon be wandering again. To keep them where you have called them, you must make the subject too interesting for them to wander again. And for that there is one prescription; but the prescription, like all our prescriptions, is abstract, and, to get practical results from it, you must couple it with mother-wit. The prescription is that the subject must be made to show new aspects of itself; to prompt new questions; in a word, to change. From an unchanging subject the attention inevitably wanders away. You can test this by the simplest possible case of sensorial attention. Try to attend steadfastly to a dot on the paper or on the wall. You presently find that one or the other of two things has happened: either your field of vision has become blurred, so that you now see nothing distinct at all, or else you have involuntarily ceased to look at the dot in question, and are looking at something else. But, if you ask yourself successive questions about the dot,—how big it is, how far, of what shape, what shade of color, etc.; in other words, if you turn it over, if you think of it in various ways, and along with various kinds of a**ociates,—you can keep your mind on it for a comparatively long time. This is what the genius does, in whose hands a given topic coruscates and grows. And this is what the teacher must do for every topic if he wishes to avoid too frequent appeals to voluntary attention of the coerced sort. In all respects, reliance upon such attention as this is a wasteful method, bringing bad temper and nervous wear and tear as well as imperfect results. The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest sk**. There is, however, in all schoolroom work a large ma** of material that must be dull and unexciting, and to which it is impossible in any continuous way to contribute an interest a**ociatively derived. There are, therefore, certain external methods, which every teacher knows, of voluntarily arousing the attention from time to time and keeping it upon the subject. Mr. Fitch has a lecture on the art of securing attention, and he briefly pa**es these methods in review; the posture must be changed; places can be changed. Questions, after being answered singly, may occasionally be answered in concert. Elliptical questions may be asked, the pupil supplying the missing word. The teacher must pounce upon the most listless child and wake him up. The habit of prompt and ready response must be kept up. Recapitulations, illustrations, examples, novelty of order, and ruptures of routine,—all these are means for keeping the attention alive and contributing a little interest to a dull subject. Above all, the teacher must himself be alive and ready, and must use the contagion of his own example. But, when all is said and done, the fact remains that some teachers have a naturally inspiring presence, and can make their exercises interesting, while others simply cannot. And psychology and general pedagogy here confess their failure, and hand things over to the deeper springs of human personality to conduct the task. A brief reference to the physiological theory of the attentive process may serve still further to elucidate these practical remarks, and confirm them by showing them from a slightly different point of view. What is the attentive process, psychologically considered? Attention to an object is what takes place whenever that object most completely occupies the mind. For simplicity's sake suppose the object be an object of sensation,—a figure approaching us at a distance on the road. It is far off, barely perceptible, and hardly moving: we do not know with certainty whether it is a man or not. Such an object as this, if carelessly looked at, may hardly catch our attention at all. The optical impression may affect solely the marginal consciousness, while the mental focus keeps engaged with rival things. We may indeed not 'see' it till some one points it out. But, if so, how does he point it out? By his finger, and by describing its appearance,—by creating a premonitory image of where to look and of what to expect to see. This premonitory image is already an excitement of the same nerve-centres that are to be concerned with the impression. The impression comes, and excites them still further; and now the object enters the focus of the field, consciousness being sustained both by impression and by preliminary idea. But the maximum of attention to it is not yet reached. Although we see it, we may not care for it; it may suggest nothing important to us; and a rival stream of objects or of thoughts may quickly take our mind away. If, however, our companion defines it in a significant way, arouses in the mind a set of experiences to be apprehended from it,—names it an enemy or as a messenger of important tidings,—the residual and marginal ideas now aroused, so far from being its rivals, become its a**ociates and allies. They shoot together into one system with it; they converge upon it; they keep it steadily in focus; the mind attends to it with maximum power. The attentive process, therefore, at its maximum may be physiologically symbolized by a brain-cell played on in two ways, from without and from within. Incoming currents from the periphery arouse it, and collateral currents from the centres of memory and imagination re-enforce these. In this process the incoming impression is the newer element; the ideas which re-enforce and sustain it are among the older possessions of the mind. And the maximum of attention may then be said to be found whenever we have a systematic harmony or unification between the novel and the old. It is an odd circumstance that neither the old nor the new, by itself, is interesting: the absolutely old is insipid; the absolutely new makes no appeal at all. The old in the new is what claims the attention,—the old with a slightly new turn. No one wants to hear a lecture on a subject completely disconnected with his previous knowledge, but we all like lectures on subjects of which we know a little already, just as, in the fashions, every year must bring its slight modification of last year's suit, but an abrupt jump from the fashion of one decade into another would be distasteful to the eye. The genius of the interesting teacher consists in sympathetic divination of the sort of material with which the pupil's mind is likely to be already spontaneously engaged, and in the ingenuity which discovers paths of connection from that material to the matters to be newly learned. The principle is easy to grasp, but the accomplishment is difficult in the extreme. And a knowledge of such psychology as this which I am recalling can no more make a good teacher than a knowledge of the laws of perspective can make a landscape painter of effective sk**. A certain doubt may now occur to some of you. A while ago, apropos of the pugnacious instinct, I spoke of our modern pedagogy as being possibly too 'soft.' You may perhaps here face me with my own words, and ask whether the exclusive effort on the teacher's part to keep the pupil's spontaneous interest going, and to avoid the more strenuous path of voluntary attention to repulsive work, does not savor also of sentimentalism. The greater part of schoolroom work, you say, must, in the nature of things, always be repulsive. To face uninteresting drudgery is a good part of life's work. Why seek to eliminate it from the schoolroom or minimize the sterner law? A word or two will obviate what might perhaps become a serious misunderstanding here. It is certain that most schoolroom work, till it has become habitual and automatic, is repulsive, and cannot be done without voluntarily jerking back the attention to it every now and then. This is inevitable, let the teacher do what he will. It flows from the inherent nature of the subjects and of the learning mind. The repulsive processes of verbal memorizing, of discovering steps of mathematical identity, and the like, must borrow their interest at first from purely external sources, mainly from the personal interests with which success in mastering them is a**ociated, such as gaining of rank, avoiding punishment, not being beaten by a difficulty and the like. Without such borrowed interest, the child could not attend to them at all. But in these processes what becomes interesting enough to be attended to is not thereby attended to without effort. Effort always has to go on* derived interest, for the most part, not awakening attention that is easy, however spontaneous it may now have to be called. The interest which the teacher, by his utmost sk**, can lend to the subject, proves over and over again to be only an interest sufficient to let loose the effort. The teacher, therefore, need never concern himself about inventing occasions where effort must be called into play. Let him still awaken whatever sources of interest in the subject he can by stirring up connections between it and the pupil's nature, whether in the line of theoretic curiosity, of personal interest, or of pugnacious impulse. The laws of mind will then bring enough pulses of effort into play to keep the pupil exercised in the direction of the subject. There is, in fact, no greater school of effort than the steady struggle to attend to immediately repulsive or difficult objects of thought which have grown to interest us through their a**ociation as means, with some remote ideal end. The Herbartian doctrine of interest ought not, therefore, in principle to be reproached with making pedagogy soft. If it do so, it is because it is unintelligently carried on. Do not, then, for the mere sake of discipline, command attention from your pupils in thundering tones. Do not too often beg it from them as a favor, nor claim it as a right, nor try habitually to excite it by preaching the importance of the subject. Sometimes, indeed, you must do these things; but, the more you have to do them, the less skilful teacher you will show yourself to be. Elicit interest from within, by the warmth with which you care for the topic yourself, and by following the laws I have laid down. If the topic be highly abstract, show its nature by concrete examples. If it be unfamiliar, trace some point of an*logy in it with the known. If it be inhuman, make it figure as part of a story. If it be difficult, couple its acquisition with some prospect of personal gain. Above all things, make sure that it shall run through certain inner changes, since no unvarying object can possibly hold the mental field for long. Let your pupil wander from one aspect to another of your subject, if you do not wish him to wander from it altogether to something else, variety in unity being the secret of all interesting talk and thought. The relation of all these things to the native genius of the instructor is too obvious to need comment again. One more point, and I am done with the subject of attention. There is unquestionably a great native variety among individuals in the type of their attention. Some of us are naturally scatterbrained, and others follow easily a train of connected thoughts without temptation to swerve aside to other subjects. This seems to depend on a difference between individuals in the type of their field of consciousness. In some persons this is highly focalized and concentrated, and the focal ideas predominate in determining a**ociation. In others we must suppose the margin to be brighter, and to be filled with something like meteoric showers of images, which strike into it at random, displacing the focal ideas, and carrying a**ociation in their own direction. Persons of the latter type find their attention wandering every minute, and must bring it back by a voluntary pull. The others sink into a subject of meditation deeply, and, when interrupted, are 'lost' for a moment before they come back to the outer world. The possession of such a steady faculty of attention is unquestionably a great boon. Those who have it can work more rapidly, and with less nervous wear and tear. I am inclined to think that no one who is without it naturally can by any amount of drill or discipline attain it in a very high degree. Its amount is probably a fixed characteristic of the individual. But I wish to make a remark here which I shall have occasion to make again in other connections. It is that no one need deplore unduly the inferiority in himself of any one elementary faculty. This concentrated type of attention is an elementary faculty: it is one of the things that might be ascertained and measured by exercises in the laboratory. But, having ascertained it in a number of persons, we could never rank them in a scale of actual and practical mental efficiency based on its degrees. The total mental efficiency of a man is the resultant of the working together of all his faculties. He is too complex a being for any one of them to have the casting vote. If any one of them do have the casting vote, it is more likely to be the strength of his desire and pa**ion, the strength of the interest he takes in what is proposed. Concentration, memory, reasoning power, inventiveness, excellence of the senses,—all are subsidiary to this. No matter how scatter-brained the type of a man's successive fields of consciousness may be, if he really care for a subject, he will return to it incessantly from his incessant wanderings, and first and last do more with it, and get more results from it, than another person whose attention may be more continuous during a given interval, but whose pa**ion for the subject is of a more languid and less permanent sort. Some of the most efficient workers I know are of the ultra-scatterbrained type. One friend, who does a prodigious quantity of work, has in fact confessed to me that, if he wants to get ideas on any subject, he sits down to work at something else, his best results coming through his mind-wanderings. This is perhaps an epigrammatic exaggeration on his part; but I seriously think that no one of us need be too much distressed at his own shortcomings in this regard. Our mind may enjoy but little comfort, may be restless and feel confused; but it may be extremely efficient all the same. XII. MEMORY We are following a somewhat arbitrary order. Since each and every faculty we possess is either in whole or in part a resultant of the play of our a**ociations, it would have been as natural, after treating of a**ociation, to treat of memory as to treat of interest and attention next. But, since we did take the latter operations first, we must take memory now without farther delay; for the phenomena of memory are among the simplest and most immediate consequences of the fact that our mind is essentially an a**ociating machine. There is no more pre-eminent example for exhibiting the fertility of the laws of a**ociation as principles of psychological an*lysis. Memory, moreover, is so important a faculty in the schoolroom that you are probably waiting with some eagerness to know what psychology has to say about it for your help. In old times, if you asked a person to explain why he came to be remembering at that moment some particular incident in his previous life, the only reply he could make was that his soul is endowed with a faculty called memory; that it is the inalienable function of this faculty to recollect; and that, therefore, he necessarily at that moment must have a cognition of that portion of the past. This explanation by a 'faculty' is one thing which explanation by a**ociation has superseded altogether. If, by saying we have a faculty of memory, you mean nothing more than the fact that we can remember, nothing more than an abstract name for our power inwardly to recall the past, there is no harm done: we do have the faculty; for we unquestionably have such a power. But if, by faculty, you mean a principle of explanation of our general power to recall, your psychology is empty. The a**ociationist psychology, on the other hand, gives an explanation of each particular fact of recollection; and, in so doing, it also gives an explanation of the general faculty. The 'faculty' of memory is thus no real or ultimate explanation; for it is itself explained as a result of the a**ociation of ideas. Nothing is easier than to show you just what I mean by this. Suppose I am silent for a moment, and then say in commanding accents: "Remember! Recollect!" Does your faculty of memory obey the order, and reproduce any definite image from your past? Certainly not. It stands staring into vacancy, and asking, "What kind of a thing do you wish me to remember?" It needs in short, a cue. But, if I say, remember the date of your birth, or remember what you had for breakfast, or remember the succession of notes in the musical scale; then your faculty of memory immediately produces the required result: the 'cue' determines its vast set of potentialities toward a particular point. And if you now look to see how this happens, you immediately perceive that the cue is something contiguously a**ociated with the thing recalled. The words, 'date of my birth,' have an ingrained a**ociation with a particular number, month, and year; the words, 'breakfast this morning,' cut off all other lines of recall except those which lead to coffee and bacon and eggs; the words, 'musical scale,' are inveterate mental neighbors of do, ré, mi, fa, sol, la, etc. The laws of a**ociation govern, in fact, all the trains of our thinking which are not interrupted by sensations breaking on us from without. Whatever appears in the mind must be introduced; and, when introduced, it is as the a**ociate of something already there. This is as true of what you are recollecting as it is of everything else you think of. Reflection will show you that there are peculiarities in your memory which would be quite whimsical and unaccountable if we were forced to regard them as the product of a purely spiritual faculty. Were memory such a faculty, granted to us solely for its practical use, we ought to remember easiest whatever we most needed to remember; and frequency of repetition, recency, and the like, would play no part in the matter. That we should best remember frequent things and recent things, and forget things that are ancient or were experienced only once, could only be regarded as an incomprehensible anomaly on such a view. But if we remember because of our a**ociations, and if these are (as the physiological psychologists believe) due to our organized brain-paths, we easily see how the law of recency and repetition should prevail. Paths frequently and recently ploughed are those that lie most open, those which may be expected most easily to lead to results. The laws of our memory, as we find them, therefore are incidents of our a**ociational constitution; and, when we are emancipated from the flesh, it is conceivable that they may no longer continue to obtain. We may a**ume, then, that recollection is a resultant of our a**ociative processes, these themselves in the last an*lysis being most probably due to the workings of our brain. Descending more particularly into the faculty of memory, we have to distinguish between its potential aspect as a magazine or storehouse and its actual aspect as recollection now of a particular event. Our memory contains all sorts of items which we do not now recall, but which we may recall, provided a sufficient cue be offered. Both the general retention and the special recall are explained by a**ociation. An educated memory depends on an organized system of a**ociations; and its goodness depends on two of their peculiarities: first, on the persistency of the a**ociations; and, second, on their number. Let us consider each of these points in turn. First, the persistency of the a**ociations. This gives what may be called the quality of native retentiveness to the individual. If, as I think we are forced to, we consider the brain to be the organic condition by which the vestiges of our experience are a**ociated with each other, we may suppose that some brains are 'wax to receive and marble to retain.' The slightest impressions made on them abide. Names, dates, prices, anecdotes, quotations, are indelibly retained, their several elements fixedly cohering together, so that the individual soon becomes a walking cyclopædia of information. All this may occur with no philosophic tendency in the mind, no impulse to weave the materials acquired into anything like a logical system. In the books of anecdotes, and, more recently, in the psychology-books, we find recorded instances of monstrosities, as we may call them, of this desultory memory; and they are often otherwise very stupid men. It is, of course, by no means incompatible with a philosophic mind; for mental characteristics have infinite capacities for permutation. And, when both memory and philosophy combine together in one person, then indeed we have the highest sort of intellectual efficiency. Your Walter Scotts, your Leibnitzes, your Gladstones, and your Goethes, all your folio copies of mankind, belong to this type. Efficiency on a colossal scale would indeed seem to require it. For, although your philosophic or systematic mind without good desultory memory may know how to work out results and recollect where in the books to find them, the time lost in the searching process handicaps the thinker, and gives to the more ready type of individual the economical advantage. The extreme of the contrasted type, the type with a**ociations of small persistency, is found in those who have almost no desultory memory at all. If they are also deficient in logical and systematizing power, we call them simply feeble intellects; and no more need to be said about them here. Their brain-matter, we may imagine, is like a fluid jelly, in which impressions may be easily made, but are soon closed over again, so that the brain reverts to its original indifferent state. But it may occur here, just as in other gelatinous substances, that an impression will vibrate throughout the brain, and send waves into other parts of it. In cases of this sort, although the immediate impression may fade out quickly, it does modify the cerebral ma**; for the paths it makes there may remain, and become so many avenues through which the impression may be reproduced if they ever get excited again. And its liability to reproduction will depend of course upon the variety of these paths and upon the frequency with which they are used. Each path is in fact an a**ociated process, the number of these a**ociates becoming thus to a great degree a substitute for the independent tenacity of the original impression. As I have elsewhere written: Each of the a**ociates is a hook to which it hangs, a means to fish it up when sunk below the surface. Together they form a network of attachments by which it is woven into the entire tissue of our thought. The 'secret of a good memory' is thus the secret of forming diverse and multiple a**ociations with every fact we care to retain. But this forming of a**ociations with a fact,—what is it but thinking about the fact as much as possible? Briefly, then, of two men with the same outward experiences, the one who thinks over his experiences most, and weaves them into the most systematic relations with each other, will be the one with the best memory. But, if our ability to recollect a thing be so largely a matter of its a**ociations with other things which thus becomes its cues, an important pædagogic consequence follows. There can be no improvement of the general or elementary faculty of memory: there can only be improvement of our memory for special systems of a**ociated things; and this latter improvement is due to the way in which the things in question are woven into a**ociation with each other in the mind. Intricately or profoundly woven, they are held: disconnected, they tend to drop out just in proportion as the native brain retentiveness is poor. And no amount of training, drilling, repeating, and reciting employed upon the matter of one system of objects, the history-system, for example, will in the least improve either the facility or the durability with which objects belonging to a wholly disparate system—the system of facts of chemistry, for instance—tend to be retained. That system must be separately worked into the mind by itself,—a chemical fact which is thought about in connection with the other chemical facts, tending then to stay, but otherwise easily dropping out. We have, then, not so much a faculty of memory as many faculties of memory. We have as many as we have systems of objects habitually thought of in connection with each other. A given object is held in the memory by the a**ociates it has acquired within its own system exclusively. Learning the facts of another system will in no wise help it to stay in the mind, for the simple reason that it has no 'cues' within that other system. We see examples of this on every hand. Most men have a good memory for facts connected with their own pursuits. A college athlete, who remains a dunce at his books, may amaze you by his knowledge of the 'records' at various feats and games, and prove himself a walking dictionary of sporting statistics. The reason is that he is constantly going over these things in his mind, and comparing and making series of them. They form for him, not so many odd facts, but a concept-system, so they stick. So the merchant remembers prices, the politician other politicians' speeches and votes, with a copiousness which astonishes outsiders, but which the amount of thinking they bestow on these subjects easily explains. The great memory for facts which a Darwin or a Spencer reveal in their books is not incompatible with the possession on their part of a mind with only a middling degree of physiological retentiveness. Let a man early in life set himself the task of verifying such a theory as that of evolution, and facts will soon cluster and cling to him like grapes to their stem. Their relations to the theory will hold them fast; and, the more of these the mind is able to discern, the greater the erudition will become. Meanwhile the theorist may have little, if any, desultory memory. Unutilizable facts may be unnoted by him, and forgotten as soon as heard. An ignorance almost as encyclopedic as his erudition may coexist with the latter, and hide, as it were, within the interstices of its web. Those of you who have had much to do with scholars and savants will readily think of examples of the cla** of mind I mean. The best possible sort of system into which to weave an object, mentally, is a rational system, or what is called a 'science.' Place the thing in its pigeon-hole in a cla**ificatory series; explain it logically by its causes, and deduce from it its necessary effects; find out of what natural law it is an instance,—and you then know it in the best of all possible ways. A 'science' is thus the greatest of labor-saving contrivances. It relieves the memory of an immense number of details, replacing, as it does, merely contiguous a**ociations by the logical ones of identity, similarity, or an*logy. If you know a 'law,' you may discharge your memory of ma**es of particular instances, for the law will reproduce them for you whenever you require them. The law of refraction, for example: If you know that, you can with a pencil and a bit of paper immediately discern how a convex lens, a concave lens, or a prism, must severally alter the appearance of an object. But, if you don't know the general law, you must charge your memory separately with each of the three kinds of effect. A 'philosophic' system, in which all things found their rational explanation and were connected together as causes and effects, would be the perfect mnemonic system, in which the greatest economy of means would bring about the greatest richness of results. So that, if we have poor desultory memories, we can save ourselves by cultivating the philosophic turn of mind. There are many artificial systems of mnemonics, some public, some sold as secrets. They are all so many devices for training us into certain methodical and stereotyped ways of thinking about the facts we seek to retain. Even were I competent, I could not here go into these systems in any detail. But a single example, from a popular system, will show what I mean. I take the number-alphabet, the great mnemonic device for recollecting numbers and dates. In this system each digit is represented by a consonant, thus: 1 is t or d; 2, n; 3, m; 4, r; 5, l; 6, sh, j, ch, or g; 7, c, k, g, or qu; 8, f or v; 9, b or p; 0, s, c, or z. Suppose, now, you wish to remember the velocity of sound, 1,142 feet a second: t, t, r, n, are the letters you must use. They make the consonants of tight run, and it would be a 'tight run' for you to keep up such a speed. So 1649, the date of the execution of Charles I., may be remembered by the word sharp, which recalls the headsman's axe. Apart from the extreme difficulty of finding words that are appropriate in this exercise, it is clearly an excessively poor, trivial, and silly way of 'thinking' about dates; and the way of the historian is much better. He has a lot of landmark-dates already in his mind. He knows the historic concatenation of events, and can usually place an event at its right date in the chronology-table, by thinking of it in a rational way, referring it to its antecedents, tracing its concomitants and consequences, and thus ciphering out its date by connecting it with theirs. The artificial memory-systems, recommending, as they do, such irrational methods of thinking, are only to be recommended for the first landmarks in a system, or for such purely detached facts as enjoy no rational connection with the rest of our ideas. Thus the student of physics may remember the order of the spectral colours by the word vibgyor which their initial letters make. The student of anatomy may remember the position of the Mitral valve on the Left side of the heart by thinking that L.M. stands also for 'long meter' in the hymn-books. You now see why 'cramming' must be so poor a mode of study. Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few a**ociations. On the other hand, the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into the mental structure. This is the reason why you should enforce on your pupils habits of continuous application. There is no moral turpitude in cramming. It would be the best, because the most economical, mode of study if it led to the results desired. But it does not, and your older pupils can readily be made to see the reason why. It follows also, from what has been said, that the popular idea that 'the Memory,' in the sense of a general elementary faculty, can be improved by training, is a great mistake. Your memory for facts of a certain cla** can be improved very much by training in that cla** of facts, because the incoming new fact will then find all sorts of an*logues and a**ociates already there, and these will keep it liable to recall. But other kinds of fact will reap none of that benefit, and, unless one have been also trained and versed in their cla**, will be at the mercy of the mere crude retentiveness of the individual, which, as we have seen, is practically a fixed quantity. Nevertheless, one often hears people say: "A great sin was committed against me in my youth: my teachers entirely failed to exercise my memory. If they had only made me learn a lot of things by heart at school, I should not be, as I am now, forgetful of everything I read and hear." This is a great mistake: learning poetry by heart will make it easier to learn and remember other poetry, but nothing else; and so of dates; and so of chemistry and geography. But, after what I have said, I am sure you will need no farther argument on this point; and I therefore pa** it by. But, since it has brought me to speak of learning things by heart, I think that a general practical remark about verbal memorizing may now not be out of place. The excesses of old-fashioned verbal memorizing, and the immense advantages of object-teaching in the earlier stages of culture, have perhaps led those who philosophize about teaching to an unduly strong reaction; and learning things by heart is now probably somewhat too much despised. For, when all is said and done, the fact remains that verbal material is, on the whole, the handiest and most useful material in which thinking can be carried on. Abstract conceptions are far and away the most economical instruments of thought, and abstract conceptions are fixed and incarnated for us in words. Statistical inquiry would seem to show that, as men advance in life, they tend to make less and less use of visual images, and more and more use of words. One of the first things that Mr. Galton discovered was that this appeared to be the case with the members of the Royal Society whom he questioned as to their mental images. I should say, therefore, that constant exercise in verbal memorizing must still be an indispensable feature in all sound education. Nothing is more deplorable than that inarticulate and helpless sort of mind that is reminded by everything of some quotation, case, or anecdote, which it cannot now exactly recollect. Nothing, on the other hand, is more convenient to its possessor, or more delightful to his comrades, than a mind able, in telling a story, to give the exact words of the dialogue or to furnish a quotation accurate and complete. In every branch of study there are happily turned, concise, and handy formulas which in an incomparable way sum up results. The mind that can retain such formulas is in so far a superior mind, and the communication of them to the pupil ought always to be one of the teacher's favorite tasks. In learning 'by heart,' there are, however, efficient and inefficient methods; and, by making the pupil skilful in the best method, the teacher can both interest him and abridge the task. The best method is of course not to 'hammer in' the sentences, by mere reiteration, but to an*lyze them, and think. For example, if the pupil should have to learn this last sentence, let him first strip out its grammatical core, and learn, "The best method is not to hammer in, but to an*lyze," and then add the amplificative and restrictive clauses, bit by bit, thus: "The best method is of course not to hammer in the sentences, but to an*lyze them and think." Then finally insert the words 'by mere reiteration,' and the sentence is complete, and both better understood and quicker remembered than by a more purely mechanical method. In conclusion, I must say a word about the contributions to our knowledge of memory which have recently come from the laboratory-psychologists. Many of the enthusiasts for scientific or bra**-instrument child-study are taking accurate measurements of children's elementary faculties, and among these what we may call immediate memory admits of easy measurement. All we need do is to exhibit to the child a series of letters, syllables, figures, pictures, or what-not, at intervals of one, two, three, or more seconds, or to sound a similar series of names at the same intervals, within his hearing, and then see how completely he can reproduce the list, either directly, or after an interval of ten, twenty, or sixty seconds, or some longer space of time. According to the results of this exercise, the pupils may be rated in a memory-scale; and some persons go so far as to think that the teacher should modify her treatment of the child according to the strength or feebleness of its faculty as thus made known. Now I can only repeat here what I said to you when treating of attention: man is too complex a being for light to be thrown on his real efficiency by measuring any one mental faculty taken apart from its consensus in the working whole. Such an exercise as this, dealing with incoherent and insipid objects, with no logical connection with each other, or practical significance outside of the 'test,' is an exercise the like of which in real life we are hardly ever called upon to perform. In real life, our memory is always used in the service of some interest: we remember things which we care for or which are a**ociated with things we care for; and the child who stands at the bottom of the scale thus experimentally established might, by dint of the strength of his pa**ion for a subject, and in consequence of the logical a**ociation into which he weaves the actual materials of his experience, be a very effective memorizer indeed, and do his school-tasks on the whole much better than an immediate parrot who might stand at the top of the 'scientifically accurate' list. This preponderance of interest, of pa**ion, in determining the results of a human being's working life, obtains throughout. No elementary measurement, capable of being performed in a laboratory, can throw any light on the actual efficiency of the subject; for the vital thing about him, his emotional and moral energy and doggedness, can be measured by no single experiment, and becomes known only by the total results in the long run. A blind man like Huber, with his pa**ion for bees and ants, can observe them through other people's eyes better than these can through their own. A man born with neither arms nor legs, like the late Kavanagh, M.P.—and what an icy heart his mother must have had about him in his babyhood, and how 'negative' would the laboratory-measurements of his motor-functions have been!—can be an adventurous traveller, an equestrian and sportsman, and lead an athletic outdoor life. Mr. Romanes studied the elementary rate of apperception in a large number of persons by making them read a paragraph as fast as they could take it in, and then immediately write down all they could reproduce of its contents. He found astonishing differences in the rapidity, some taking four times as long as others to absorb the paragraph, and the swiftest readers being, as a rule, the best immediate recollectors, too. But not,—and this is my point,—not the most intellectually capable subjects, as tested by the results of what Mr. Romanes rightly names 'genuine' intellectual work; for he tried the experiment with several highly distinguished men in science and literature, and most of them turned out to be slow readers. In the light of all such facts one may well believe that the total impression which a perceptive teacher will get of the pupil's condition, as indicated by his general temper and manner, by the listlessness or alertness, by the ease or painfulness with which his school work is done, will be of much more value than those unreal experimental tests, those pedantic elementary measurements of fatigue, memory, a**ociation, and attention, etc., which are urged upon us as the only basis of a genuinely scientific pedagogy. Such measurements can give us useful information only when we combine them with observations made without bra** instruments, upon the total demeanor of the measured individual, by teachers with eyes in their heads and common sense, and some feeling for the concrete facts of human nature in their hearts. Depend upon it, no one need be too much cast down by the discovery of his deficiency in any elementary faculty of the mind. What tells in life is the whole mind working together, and the deficiencies of any one faculty can be compensated by the efforts of the rest. You can be an artist without visual images, a reader without eyes, a ma** of erudition with a bad elementary memory. In almost any subject your pa**ion for the subject will save you. If you only care enough for a result, you will almost certainly attain it. If you wish to be rich, you will be rich; if you wish to be learned, you will be learned; if you wish to be good, you will be good. Only you must, then, really wish these things, and wish them with exclusiveness, and not wish at the same time a hundred other incompatible things just as strongly. One of the most important discoveries of the 'scientific' sort that have recently been made in psychology is that of Mr. Galton and others concerning the great variations among individuals in the type of their imagination. Every one is now familiar with the fact that human beings vary enormously in the brilliancy, completeness, definiteness, and extent of their visual images. These are singularly perfect in a large number of individuals, and in a few are so rudimentary as hardly to exist. The same is true of the auditory and motor images, and probably of those of every kind; and the recent discovery of distinct brain-areas for the various orders of sensation would seem to provide a physical basis for such variations and discrepancies. The facts, as I said, are nowadays so popularly known that I need only remind you of their existence. They might seem at first sight of practical importance to the teacher; and, indeed, teachers have been recommended to sort their pupils in this way, and treat them as the result falls out. You should interrogate them as to their imagery, it is said, or exhibit lists of written words to their eyes, and then sound similar lists in their ears, and see by which channel a child retains most words. Then, in dealing with that child, make your appeals predominantly through that channel. If the cla** were very small, results of some distinctness might doubtless thus be obtained by a painstaking teacher. But it is obvious that in the usual schoolroom no such differentiation of appeal is possible; and the only really useful practical lesson that emerges from this an*lytic psychology in the conduct of large schools is the lesson already reached in a purely empirical way, that the teacher ought always to impress the cla** through as many sensible channels as he can. Talk and write and draw on blackboard, permit the pupils to talk, and make them write and draw, exhibit pictures, plans, and curves, have your diagrams colored differently in their different parts, etc.; and out of the whole variety of impressions the individual child will find the most lasting ones for himself. In all primary school work this principle of multiple impressions is well recognized, so I need say no more about it here. This principle of multiplying channels and varying a**ociations and appeals is important, not only for teaching pupils to remember, but for teaching them to understand. It runs, in fact, through the whole teaching art. One word about the unconscious and unreproducible part of our acquisitions, and I shall have done with the topic of memory. Professor Ebbinghaus, in a heroic little investigation into the laws of memory which he performed a dozen or more years ago by the method of learning lists of nonsense syllables, devised a method of measuring the rate of our forgetfulness, which lays bare an important law of the mind. His method was to read over his list until he could repeat it once by heart unhesitatingly. The number of repetitions required for this was a measure of the difficulty of the learning in each particular case. Now, after having once learned a piece in this way, if we wait five minutes, we find it impossible to repeat it again in the same unhesitating manner. We must read it over again to revive some of the syllables, which have already dropped out or got transposed. Ebbinghaus now systematically studied the number of readings-over which were necessary to revive the unhesitating recollection of the piece after five minutes, half an hour, an hour, a day, a week, a month, had elapsed. The number of rereadings required he took to be a measure of the amount of forgetting that had occurred in the elapsed interval. And he found some remarkable facts. The process of forgetting, namely, is vastly more rapid at first than later on. Thus full half of the piece seems to be forgotten within the first half-hour, two-thirds of it are forgotten at the end of eight hours, but only four-fifths at the end of a month. He made no trials beyond one month of interval; but, if we ourselves prolong ideally the curve of remembrance, whose beginning his experiments thus obtain, it is natural to suppose that, no matter how long a time might elapse, the curve would never descend quite so low as to touch the zero-line. In other words, no matter how long ago we may have learned a poem, and no matter how complete our inability to reproduce it now may be, yet the first learning will still show its lingering effects in the abridgment of the time required for learning it again. In short, Professor Ebbinghaus's experiments show that things which we are quite unable definitely to recall have nevertheless impressed themselves, in some way, upon the structure of the mind. We are different for having once learned them. The resistances in our systems of brain-paths are altered. Our apprehensions are quickened. Our conclusions from certain premises are probably not just what they would be if those modifications were not there. The latter influence the whole margin of our consciousness, even though their products, not being distinctly reproducible, do not directly figure at the focus of the field. The teacher should draw a lesson from these facts. We are all too apt to measure the gains of our pupils by their proficiency in directly reproducing in a recitation or an examination such matters as they may have learned, and inarticulate power in them is something of which we always underestimate the value. The boy who tells us, "I know the answer, but I can't say what it is," we treat as practically identical with him who knows absolutely nothing about the answer at all. But this is a great mistake. It is but a small part of our experience in life that we are ever able articulately to recall. And yet the whole of it has had its influence in shaping our character and defining our tendencies to judge and act. Although the ready memory is a great blessing to its possessor, the vaguer memory of a subject, of having once had to do with it, of its neighborhood, and of where we may go to recover it again, constitutes in most men and women the chief fruit of their education. This is true even in professional education. The doctor, the lawyer, are seldom able to decide upon a case off-hand. They differ from other men only through the fact that they know how to get at the materials for decision in five minutes or half an hour: whereas the layman is unable to get at the materials at all, not knowing in what books and indexes to look or not understanding the technical terms. Be patient, then, and sympathetic with the type of mind that cuts a poor figure in examinations. It may, in the long examination which life sets us, come out in the end in better shape than the glib and ready reproducer, its pa**ions being deeper, its purposes more worthy, its combining power less commonplace, and its total mental output consequently more important. Such are the chief points which it has seemed worth while for me to call to your notice under the head of memory. We can sum them up for practical purposes by saying that the art of remembering is the art of thinking; and by adding, with Dr. Pick, that, when we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and, if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall. I shall next ask you to consider the process by which we acquire new knowledge,—the process of 'Apperception,' as it is called, by which we receive and deal with new experiences, and revise our stock of ideas so as to form new or improved conceptions. XIII. THE ACQUISITION OF IDEAS The images of our past experiences, of whatever nature they may be, visual or verbal, blurred and dim, vivid and distinct, abstract or concrete, need not be memory images, in the strict sense of the word. That is, they need not rise before the mind in a marginal fringe or context of concomitant circumstances, which mean for us their date. They may be mere conceptions, floating pictures of an object, or of its type or cla**. In this undated condition, we call them products of 'imagination' or 'conception.' Imagination is the term commonly used where the object represented is thought of as an individual thing. Conception is the term where we think of it as a type or cla**. For our present purpose the distinction is not important; and I will permit myself to use either the word 'conception,' or the still vaguer word 'idea,' to designate the inner objects of contemplation, whether these be individual things, like 'the sun' or 'Julius Cæsar,' or cla**es of things, like 'animal kingdom,' or, finally, entirely abstract attributes, like 'rationality' or 'rectitude.' The result of our education is to fill the mind little by little, as experiences accrete, with a stock of such ideas. In the illustration I used at our first meeting, of the child snatching the toy and getting slapped, the vestiges left by the first experience answered to so many ideas which he acquired thereby,—ideas that remained with him a**ociated in a certain order, and from the last one of which the child eventually proceeded to act. The sciences of grammar and of logic are little more than attempts methodically to cla**ify all such acquired ideas and to trace certain laws of relationship among them. The forms of relation between them, becoming themselves in turn noticed by the mind, are treated as conceptions of a higher and more abstract order, as when we speak of a syllogistic relation' between propositions, or of four quantities making a 'proportion,' or of the 'inconsistency' of two conceptions, or the 'implication' of one in the other. So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possible variety of the emergencies of life. The lack of education means only the failure to have acquired them, and the consequent liability to be 'floored' and 'rattled' in the vicissitudes of experience. In all this process of acquiring conceptions, a certain instinctive order is followed. There is a native tendency to a**imilate certain kinds of conception at one age, and other kinds of conception at a later age. During the first seven or eight years of childhood the mind is most interested in the sensible properties of material things. Constructiveness is the instinct most active; and by the incessant hammering and sawing, and dressing and undressing dolls, putting of things together and taking them apart, the child not only trains the muscles to co-ordinate action, but accumulates a store of physical conceptions which are the basis of his knowledge of the material world through life. Object-teaching and manual training wisely extend the sphere of this order of acquisition. Clay, wood, metals, and the various kinds of tools are made to contribute to the store. A youth brought up with a sufficiently broad basis of this kind is always at home in the world. He stands within the pale. He is acquainted with Nature, and Nature in a certain sense is acquainted with him. Whereas the youth brought up alone at home, with no acquaintance with anything but the printed page, is always afflicted with a certain remoteness from the material facts of life, and a correlative insecurity of consciousness which make of him a kind of alien on the earth in which he ought to feel himself perfectly at home. I already said something of this in speaking of the constructive impulse, and I must not repeat myself. Moreover, you fully realize, I am sure, how important for life,—for the moral tone of life, quite apart from definite practical pursuits,—is this sense of readiness for emergencies which a man gains through early familiarity and acquaintance with the world of material things. To have grown up on a farm, to have haunted a carpenter's and blacksmith's shop, to have handled horses and cows and boats and guns, and to have ideas and abilities connected with such objects are an inestimable part of youthful acquisition. After adolescence it is rare to be able to get into familiar touch with any of these primitive things. The instinctive propensions have faded, and the habits are hard to acquire. Accordingly, one of the best fruits of the 'child-study' movement has been to reinstate all these activities to their proper place in a sound system of education. Feed the growing human being, feed him with the sort of experience for which from year to year he shows a natural craving, and he will develop in adult life a sounder sort of mental tissue, even though he may seem to be 'wasting' a great deal of his growing time, in the eyes of those for whom the only channels of learning are books and verbally communicated information. It is not till adolescence is reached that the mind grows able to take in the more abstract aspects of experience, the hidden similarities and distinctions between things, and especially their causal sequences. Rational knowledge of such things as mathematics, mechanics, chemistry, and biology, is now possible; and the acquisition of conceptions of this order form the next phase of education. Later still, not till adolescence is well advanced, does the mind awaken to a systematic interest in abstract human relations—moral relations, properly so called,—to sociological ideas and to metaphysical abstractions. This general order of sequence is followed traditionally of course in the schoolroom. It is foreign to my purpose to do more than indicate that general psychological principle of the successive order of awakening of the faculties on which the whole thing rests. I have spoken of it already, apropos of the transitoriness of instincts. Just as many a youth has to go permanently without an adequate stock of conceptions of a certain order, because experiences of that order were not yielded at the time when new curiosity was most acute, so it will conversely happen that many another youth is spoiled for a certain subject of study (although he would have enjoyed it well if led into it at a later age) through having had it thrust upon him so prematurely that disgust was created, and the bloom quite taken off from future trials. I think I have seen college students unfitted forever for 'philosophy' from having taken that study up a year too soon. In all these later studies, verbal material is the vehicle by which the mind thinks. The abstract conceptions of physics and sociology may, it is true, be embodied in visual or other images of phenomena, but they need not be so; and the truth remains that, after adolescence has begun, "words, words, words," must constitute a large part, and an always larger part as life advances, of what the human being has to learn. This is so even in the natural sciences, so far as these are causal and rational, and not merely confined to description. So I go back to what I said awhile ago apropos of verbal memorizing. The more accurately words are learned, the better, if only the teacher make sure that what they signify is also understood. It is the failure of this latter condition, in so much of the old-fashioned recitation, that has caused that reaction against 'parrot-like reproduction' that we are so familiar with to-day. A friend of mine, visiting a school, was asked to examine a young cla** in geography. Glancing, at the book, she said: "Suppose you should dig a hole in the ground, hundreds of feet deep, how should you find it at the bottom,—warmer or colder than on top?" None of the cla** replying, the teacher said: "I'm sure they know, but I think you don't ask the question quite rightly. Let me try." So, taking the book, she asked: "In what condition is the interior of the globe?" and received the immediate answer from half the cla** at once: "The interior of the globe is in a condition of igneous fusion." Better exclusive object-teaching than such verbal recitations as that; and yet verbal reproduction, intelligently connected with more objective work, must always play a leading, and surely the leading, part in education. Our modern reformers, in their books, write too exclusively of the earliest years of the pupil. These lend themselves better to explicit treatment; and I myself, in dwelling so much upon the native impulses, and object-teaching, and anecdotes, and all that, have paid my tribute to the line of least resistance in describing. Yet away back in childhood we find the beginnings of purely intellectual curiosity, and the intelligence of abstract terms. The object-teaching is mainly to launch the pupils, with some concrete conceptions of the facts concerned, upon the more abstract ideas. To hear some authorities on teaching, however, you would suppose that geography not only began, but ended with the school-yard and neighboring hill, that physics was one endless round of repeating the same sort of tedious weighing and measuring operation: whereas a very few examples are usually sufficient to set the imagination free on genuine lines, and then what the mind craves is more rapid, general, and abstract treatment. I heard a lady say that she had taken her child to the kindergarten, "but he is so bright that he saw through it immediately." Too many school children 'see' as immediately 'through' the namby-pamby attempts of the softer pedagogy to lubricate things for them, and make them interesting. Even they can enjoy abstractions, provided they be of the proper order; and it is a poor compliment to their rational appetite to think that anecdotes about little Tommies and little Jennies are the only kind of things their minds can digest. But here, as elsewhere, it is a matter of more or less; and, in the last resort, the teacher's own tact is the only thing that can bring out the right effect. The great difficulty with abstractions is that of knowing just what meaning the pupil attaches to the terms he uses. The words may sound all right, but the meaning remains the child's own secret. So varied forms of words must be insisted on, to bring the secret out. And a strange secret does it often prove. A relative of mine was trying to explain to a little girl what was meant by 'the pa**ive voice': "Suppose that you k** me: you who do the k**ing are in the active voice, and I, who am k**ed, am in the pa**ive voice." "But how can you speak if you're k**ed?" said the child. "Oh, well, you may suppose that I am not yet quite dead!" The next day the child was asked, in cla**, to explain the pa**ive voice, and said, "It's the kind of voice you speak with when you ain't quite dead." In such a case as this the illustration ought to have been more varied. Every one's memory will probably furnish examples of the fantastic meaning which their childhood attached to certain verbal statements (in poetry often), and which their elders, not having any reason to suspect, never corrected. I remember being greatly moved emotionally at the age of eight by the ballad of Lord Ullin's Daughter. Yet I thought that the staining of the heather by the blood was the evil chiefly dreaded, and that, when the boatman said, "I'll row you o'er the ferry. It is not for your silver bright, But for your winsome lady," he was to receive the lady for his pay. Similarly, I recently found that one of my own children was reading (and accepting) a verse of Tennyson's In Memoriam as "Ring out the food of rich and poor, Ring in redness to all mankind," and finding no inward difficulty. The only safeguard against this sort of misconceiving is to insist on varied statement, and to bring the child's conceptions, wherever it be possible, to some sort of practical test. Let us next pa** to the subject of Apperception. XIV. APPERCEPTION 'Apperception' is a word which cuts a great figure in the pedagogics of the present day. Read, for example, this advertisement of a certain text-book, which I take from an educational journal:— WHAT IS APPERCEPTION? For an explanation of Apperception see Blank's PSYCHOLOGY, Vol. —— of the —— Education Series, just published. The difference between Perception and Apperception is explained for the teacher in the preface to Blank's PSYCHOLOGY. Many teachers are inquiring, "What is the meaning of Apperception in educational psychology?" Just the book for them is Blank's PSYCHOLOGY in which the idea was first expounded. The most important idea in educational psychology is Apperception. The teacher may find this expounded in Blank's PSYCHOLOGY. The idea of Apperception is making a revolution in educational methods in Germany. It is explained in Blank's PSYCHOLOGY, Vol. —— of the —— Education Series, just published. Blank's PSYCHOLOGY will be mailed prepaid to any address on receipt of $1.00. Such an advertisement is in sober earnest a disgrace to all concerned; and such talk as it indulges in is the sort of thing I had in view when I said at our first meeting that the teachers were suffering at the present day from a certain industrious mystification on the part of editors and publishers. Perhaps the word 'apperception' flourished in their eyes and ears as it nowadays often is, embodies as much of this mystification as any other single thing. The conscientious young teacher is led to believe that it contains a recondite and portentous secret, by losing the true inwardness of which her whole career may be shattered. And yet, when she turns to the books and reads about it, it seems so trivial and commonplace a matter,—meaning nothing more than the manner in which we receive a thing into our minds,—that she fears she must have missed the point through the shallowness of her intelligence, and goes about thereafter afflicted with a sense either of uncertainty or of stupidity, and in each case remaining mortified at being so inadequate to her mission. Now apperception is an extremely useful word in pedagogics, and offers a convenient name for a process to which every teacher must frequently refer. But it verily means nothing more than the act of taking a thing into the mind. It corresponds to nothing peculiar or elementary in psychology, being only one of the innumerable results of the psychological process of a**ociation of ideas; and psychology itself can easily dispense with the word, useful as it may be in pedagogics. The gist of the matter is this: Every impression that comes in from without, be it a sentence which we hear, an object of vision, or an effluvium which a**ails our nose, no sooner enters our consciousness than it is drafted off in some determinate direction or other, making connection with the other materials already there, and finally producing what we call our reaction. The particular connections it strikes into are determined by our past experiences and the 'a**ociations' of the present sort of impression with them. If, for instance, you hear me call out A, B, C, it is ten to one that you will react on the impression by inwardly or outwardly articulating D, E, F. The impression arouses its old a**ociates: they go out to meet it; it is received by them, recognized by the mind as 'the beginning of the alphabet.' It is the fate of every impression thus to fall into a mind preoccupied with memories, ideas, and interests, and by these it is taken in. Educated as we already are, we never get an experience that remains for us completely nondescript: it always reminds of something similar in quality, or of some context that might have surrounded it before, and which it now in some way suggests. This mental escort which the mind supplies is drawn, of course, from the mind's ready-made stock. We conceive the impression in some definite way. We dispose of it according to our acquired possibilities, be they few or many, in the way of 'ideas.' This way of taking in the object is the process of apperception. The conceptions which meet and a**imilate it are called by Herbart the 'apperceiving ma**.' The apperceived impression is engulfed in this, and the result is a new field of consciousness, of which one part (and often a very small part) comes from the outer world, and another part (sometimes by far the largest) comes from the previous contents of the mind. I think that you see plainly enough now that the process of apperception is what I called it a moment ago, a resultant of the a**ociation of ideas. The product is a sort of fusion of the new with the old, in which it is often impossible to distinguish the share of the two factors. For example, when we listen to a person speaking or read a page of print, much of what we think we see or hear is supplied from our memory. We overlook misprints, imagining the right letters, though we see the wrong ones; and how little we actually hear, when we listen to speech, we realize when we go to a foreign theatre; for there what troubles us is not so much that we cannot understand what the actors say as that we cannot hear their words. The fact is that we hear quite as little under similar conditions at home, only our mind, being fuller of English verbal a**ociations, supplies the requisite material for comprehension upon a much slighter auditory hint. In all the apperceptive operations of the mind, a certain general law makes itself felt,—the law of economy. In admitting a new body of experience, we instinctively seek to disturb as little as possible our pre-existing stock of ideas. We always try to name a new experience in some way which will a**imilate it to what we already know. We hate anything absolutely new, anything without any name, and for which a new name must be forged. So we take the nearest name, even though it be inappropriate. A child will call snow, when he sees it for the first time, sugar or white bu*terflies. The sail of a boat he calls a curtain; an egg in its shell, seen for the first time, he calls a pretty potato; an orange, a ball; a folding corkscrew, a pair of bad scissors. Caspar Hauser called the first geese he saw horses, and the Polynesians called Captain Cook's horses pigs. Mr. Rooper has written a little book on apperception, to which he gives the title of "A Pot of Green Feathers," that being the name applied to a pot of ferns by a child who had never seen ferns before. In later life this economical tendency to leave the old undisturbed leads to what we know as 'old fogyism.' A new idea or a fact which would entail extensive rearrangement of the previous system of beliefs is always ignored or extruded from the mind in case it cannot be sophistically reinterpreted so as to tally harmoniously with the system. We have all conducted discussions with middle-aged people, overpowered them with our reasons, forced them to admit our contention, and a week later found them back as secure and constant in their old opinion as if they had never conversed with us at all. We call them old fogies; but there are young fogies, too. Old fogyism begins at a younger age than we think. I am almost afraid to say so, but I believe that in the majority of human beings it begins at about twenty-five. In some of the books we find the various forms of apperception codified, and their subdivisions numbered and ticketed in tabular form in the way so delightful to the pedagogic eye. In one book which I remember reading there were sixteen different types of apperception discriminated from each other. There was a**ociative apperception, subsumptive apperception, a**imilative apperception, and others up to sixteen. It is needless to say that this is nothing but an exhibition of the cra** artificiality which has always haunted psychology, and which perpetuates itself by lingering along, especially in these works which are advertised as 'written for the use of teachers.' The flowing life of the mind is sorted into parcels suitable for presentation in the recitation-room, and chopped up into supposed 'processes' with long Greek and Latin names, which in real life have no distinct existence. There is no reason, if we are cla**ing the different types of apperception, why we should stop at sixteen rather than sixteen hundred. There are as many types of apperception as there are possible ways in which an incoming experience may be reacted on by an individual mind. A little while ago, at Buffalo, I was the guest of a lady who, a fortnight before, had taken her seven-year-old boy for the first time to Niagara Falls. The child silently glared at the phenomenon until his mother, supposing him struck speechless by its sublimity, said, "Well, my boy, what do you think of it?" to which, "Is that the kind of spray I spray my nose with?" was the boy's only reply. That was his mode of apperceiving the spectacle. You may claim this as a particular type, and call it by the Greek name of rhinotherapeutical apperception, if you like; and, if you do, you will hardly be more trivial or artificial than are some of the authors of the books. M. Perez, in one of his books on childhood, gives a good example of the different modes of apperception of the same phenomenon which are possible at different stages of individual experience. A dwelling-house took fire, and an infant in the family, witnessing the conflagration from the arms of his nurse, standing outside, expressed nothing but the liveliest delight at its brilliancy. But, when the bell of the fire engine was heard approaching, the child was thrown by the sound into a paroxysm of fear, strange sounds being, as you know, very alarming to young children. In what opposite ways must the child's parents have apperceived the burning house and the engine respectively! The self-same person, according to the line of thought he may be in, or to his emotional mood, will apperceive the same impression quite differently on different occasions. A medical or engineering expert retained on one side of a case will not apperceive the facts in the same way as if the other side had retained him. When people are at loggerheads about the interpretation of a fact, it usually shows that they have too few heads of cla**ification to apperceive by; for, as a general thing, the fact of such a dispute is enough to show that neither one of their rival interpretations is a perfect fit. Both sides deal with the matter by approximation, squeezing it under the handiest or least disturbing conception: whereas it would, nine times out of ten, be better to enlarge their stock of ideas or invent some altogether new title for the phenomenon. Thus, in biology, we used to have interminable discussion as to whether certain single-celled organisms were animals or vegetables, until Haeckel introduced the new apperceptive name of Protista, which ended the disputes. In law courts no tertium quid is recognized between insanity and sanity. If sane, a man is punished: if insane, acquitted; and it is seldom hard to find two experts who will take opposite views of his case. All the while, nature is more subtle than our doctors. Just as a room is neither dark nor light absolutely, but might be dark for a watchmaker's uses, and yet light enough to eat in or play in, so a man may be sane for some purposes and insane for others,—sane enough to be left at large, yet not sane enough to take care of his financial affairs. The word 'crank,' which became familiar at the time of Guiteau's trial, fulfilled the need of a tertium quid. The foreign terms 'déséquilibré,' 'hereditary degenerate,' and 'psychopathic' subject, have arisen in response to the same need. The whole progress of our sciences goes on by the invention of newly forged technical names whereby to designate the newly remarked aspects of phenomena,—phenomena which could only be squeezed with violence into the pigeonholes of the earlier stock of conceptions. As time goes on, our vocabulary becomes thus ever more and more voluminous, having to keep up with the ever-growing multitude of our stock of apperceiving ideas. In this gradual process of interaction between the new and the old, not only is the new modified and determined by the particular sort of old which apperceives it, but the apperceiving ma**, the old itself, is modified by the particular kind of new which it a**imilates. Thus, to take the stock German example of the child brought up in a house where there are no tables but square ones, 'table' means for him a thing in which square corners are essential. But, if he goes to a house where there are round tables and still calls them tables, his apperceiving notion 'table' acquires immediately a wider inward content. In this way, our conceptions are constantly dropping characters once supposed essential, and including others once supposed inadmissible. The extension of the notion 'beast' to porpoises and whales, of the notion 'organism' to society, are familiar examples of what I mean. But be our conceptions adequate or inadequate, and be our stock of them large or small, they are all we have to work with. If an educated man is, as I said, a group of organized tendencies to conduct, what prompts the conduct is in every case the man's conception of the way in which to name and cla**ify the actual emergency. The more adequate the stock of ideas, the more 'able' is the man, the more uniformly appropriate is his behavior likely to be. When later we take up the subject of the will, we shall see that the essential preliminary to every decision is the finding of the right names under which to cla** the proposed alternatives of conduct. He who has few names is in so far forth an incompetent deliberator. The names—and each name stands for a conception or idea—are our instruments for handling our problems and solving our dilemmas. Now, when we think of this, we are too apt to forget an important fact, which is that in most human beings the stock of names and concepts is mostly acquired during the years of adolescence and the earliest years of adult life. I probably shocked you a moment ago by saying that most men begin to be old fogies at the age of twenty-five. It is true that a grown-up adult keeps gaining well into middle age a great knowledge of details, and a great acquaintance with individual cases connected with his profession or business life. In this sense, his conceptions increase during a very long period; for his knowledge grows more extensive and minute. But the larger categories of conception, the sorts of thing, and wider cla**es of relation between things, of which we take cognizance, are all got into the mind at a comparatively youthful date. Few men ever do acquaint themselves with the principles of a new science after even twenty-five. If you do not study political economy in college, it is a thousand to one that its main conceptions will remain unknown to you through life. Similarly with biology, similarly with electricity. What percentage of persons now fifty years old have any definite conception whatever of a dynamo, or how the trolley-cars are made to run? Surely, a small fraction of one per cent. But the boys in colleges are all acquiring these conceptions. There is a sense of infinite potentiality in us all, when young, which makes some of us draw up lists of books we intend to read hereafter, and makes most of us think that we can easily acquaint ourselves with all sorts of things which we are now neglecting by studying them out hereafter in the intervals of leisure of our business lives. Such good intentions are hardly ever carried out. The conceptions acquired before thirty remain usually the only ones we ever gain. Such exceptional cases of perpetually self-renovating youth as Mr. Gladstone's only prove, by the admiration they awaken, the universality of the rule. And it may well solemnize a teacher, and confirm in him a healthy sense of the importance of his mission, to feel how exclusively dependent upon his present ministrations in the way of imparting conceptions the pupil's future life is probably bound to be. XV. THE WILL Since mentality terminates naturally in outward conduct, the final chapter in psychology has to be the chapter on the will. But the word 'will' can be used in a broader and in a narrower sense. In the broader sense, it designates our entire capacity for impulsive and active life, including our instinctive reactions and those forms of behavior that have become secondarily automatic and semi-unconscious through frequent repetition. In the narrower sense, acts of will are such acts only as cannot be inattentively performed. A distinct idea of what they are, and a deliberate fiat on the mind's part, must precede their execution. Such acts are often characterized by hesitation, and accompanied by a feeling, altogether peculiar, of resolve, a feeling which may or may not carry with it a further feeling of effort. In my earlier talks, I said so much of our impulsive tendencies that I will restrict myself in what follows to volition in this narrower sense of the term. All our deeds were considered by the early psychologists to be due to a peculiar faculty called the will, without whose fiat action could not occur. Thoughts and impressions, being intrinsically inactive, were supposed to produce conduct only through the intermediation of this superior agent. Until they twitched its coat-tails, so to speak, no outward behavior could occur. This doctrine was long ago exploded by the discovery of the phenomena of reflex action, in which sensible impressions, as you know, produce movement immediately and of themselves. The doctrine may also be considered exploded as far as ideas go. The fact is that there is no sort of consciousness whatever, be it sensation, feeling, or idea, which does not directly and of itself tend to discharge into some motor effect. The motor effect need not always be an outward stroke of behavior. It may be only an alteration of the heart-beats or breathing, or a modification in the distribution of blood, such as blushing or turning pale; or else a secretion of tears, or what not. But, in any case, it is there in some shape when any consciousness is there; and a belief as fundamental as any in modern psychology is the belief at last attained that conscious processes of any sort, conscious processes merely as such, must pa** over into motion, open or concealed. The least complicated case of this tendency is the case of a mind possessed by only a single idea. If that idea be of an object connected with a native impulse, the impulse will immediately proceed to discharge. If it be the idea of a movement, the movement will occur. Such a case of action from a single idea has been distinguished from more complex cases by the name of 'ideo-motor' action, meaning action without express decision or effort. Most of the habitual actions to which we are trained are of this ideo-motor sort. We perceive, for instance, that the door is open, and we rise and shut it; we perceive some raisins in a dish before us, and extend our hand and carry one of them to our mouth without interrupting the conversation; or, when lying in bed, we suddenly think that we shall be late for breakfast, and instantly we get up with no particular exertion or resolve. All the ingrained procedures by which life is carried on—the manners and customs, dressing and undressing, acts of salutation, etc.—are executed in this semi-automatic way unhesitatingly and efficiently, the very outermost margin of consciousness seeming to be concerned in them, while the focus may be occupied with widely different things. But now turn to a more complicated case. Suppose two thoughts to be in the mind together, of which one, A, taken alone, would discharge itself in a certain action, but of which the other, B, suggests an action of a different sort, or a consequence of the first action calculated to make us shrink. The psychologists now say that the second idea, B, will probably arrest or inhibit the motor effects of the first idea, A. One word, then, about 'inhibition' in general, to make this particular case more clear. One of the most interesting discoveries of physiology was the discovery, made simultaneously in France and Germany fifty years ago, that nerve currents do not only start muscles into action, but may check action already going on or keep it from occurring as it otherwise might. Nerves of arrest were thus distinguished alongside of motor nerves. The pneumogastric nerve, for example, if stimulated, arrests the movements of the heart: the splanchnic nerve arrests those of the intestines, if already begun. But it soon appeared that this was too narrow a way of looking at the matter, and that arrest is not so much the specific function of certain nerves as a general function which any part of the nervous system may exert upon other parts under the appropriate conditions. The higher centres, for example, seem to exert a constant inhibitive influence on the excitability of those below. The reflexes of an animal with its hemispheres wholly or in part removed become exaggerated. You all know that common reflex in dogs, whereby, if you scratch the animal's side, the corresponding hind leg will begin to make scratching movements, usually in the air. Now in dogs with mutilated hemispheres this scratching reflex is so incessant that, as Goltz first described them, the hair gets all worn off their sides. In idiots, the functions of the hemispheres being largely in abeyance, the lower impulses, not inhibited, as they would be in normal human beings, often express themselves in most odious ways. You know also how any higher emotional tendency will quench a lower one. Fear arrests appetite, maternal love annuls fear, respect checks sensuality, and the like; and in the more subtile manifestations of the moral life, whenever an ideal stirring is suddenly quickened into intensity, it is as if the whole scale of values of our motives changed its equilibrium. The force of old temptations vanishes, and what a moment ago was impossible is now not only possible, but easy, because of their inhibition. This has been well called the 'expulsive power of the higher emotion.' It is easy to apply this notion of inhibition to the case of our ideational processes. I am lying in bed, for example, and think it is time to get up; but alongside of this thought there is present to my mind a realization of the extreme coldness of the morning and the pleasantness of the warm bed. In such a situation the motor consequences of the first idea are blocked; and I may remain for half an hour or more with the two ideas oscillating before me in a kind of deadlock, which is what we call the state of hesitation or deliberation. In a case like this the deliberation can be resolved and the decision reached in either of two ways:— (1) I may forget for a moment the thermometric conditions, and then the idea of getting up will immediately discharge into act: I shall suddenly find that I have got up—or (2) Still mindful of the freezing temperature, the thought of the duty of rising may become so pungent that it determines action in spite of inhibition. In the latter case, I have a sense of energetic moral effort, and consider that I have done a virtuous act. All cases of wilful action properly so called, of choice after hesitation and deliberation, may be conceived after one of these latter patterns. So you see that volition, in the narrower sense, takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness. The interesting thing to note is the extreme delicacy of the inhibitive machinery. A strong and urgent motor idea in the focus may be neutralized and made inoperative by the presence of the very faintest contradictory idea in the margin. For instance, I hold out my forefinger, and with closed eyes try to realize as vividly as possible that I hold a revolver in my hand and am pulling the trigger. I can even now fairly feel my finger quivering with the tendency to contract; and, if it were hitched to a recording apparatus, it would certainly betray its state of tension by registering incipient movements. Yet it does not actually crook, and the movement of pulling the trigger is not performed. Why not? Simply because, all concentrated though I am upon the idea of the movement, I nevertheless also realize the total conditions of the experiment, and in the back of my mind, so to speak, or in its fringe and margin, have the simultaneous idea that the movement is not to take place. The mere presence of that marginal intention, without effort, urgency, or emphasis, or any special reinforcement from my attention, suffices to the inhibitive effect. And this is why so few of the ideas that flit through our minds do, in point of fact, produce their motor consequences. Life would be a curse and a care for us if every fleeting fancy were to do so. Abstractly, the law of ideo-motor action is true; but in the concrete our fields of consciousness are always so complex that the inhibiting margin keeps the centre inoperative most of the time. In all this, you see, I speak as if ideas by their mere presence or absence determined behavior, and as if between the ideas themselves on the one hand and the conduct on the other there were no room for any third intermediate principle of activity, like that called 'the will.' If you are struck by the materialistic or fatalistic doctrines which seem to follow this conception, I beg you to suspend your judgment for a moment, as I shall soon have something more to say about the matter. But, meanwhile yielding one's self to the mechanical conception of the psychophysical organism, nothing is easier than to indulge in a picture of the fatalistic character of human life. Man's conduct appears as the mere resultant of all his various impulsions and inhibitions. One object, by its presence, makes us act: another object checks our action. Feelings aroused and ideas suggested by objects sway us one way and another: emotions complicate the game by their mutual inhibitive effects, the higher abolishing the lower or perhaps being itself swept away. The life in all this becomes prudential and moral; but the psychologic agents in the drama may be described, you see, as nothing but the 'ideas' themselves,—ideas for the whole system of which what we call the 'soul' or character' or 'will' of the person is nothing but a collective name. As Hume said, the ideas are themselves the actors, the stage, the theatre, the spectators, and the play. This is the so-called 'a**ociationist' psychology, brought down to its radical expression: it is useless to ignore its power as a conception. Like all conceptions, when they become clear and lively enough, this conception has a strong tendency to impose itself upon belief; and psychologists trained on biological lines usually adopt it as the last word of science on the subject. No one can have an adequate notion of modern psychological theory unless he has at some time apprehended this view in the full force of its simplicity. Let us humor it for a while, for it has advantages in the way of exposition. Voluntary action, then, is at all times a resultant of the compounding of our impulsions with our inhibitions. From this it immediately follows that there will be two types of will, in one of which impulsions will predominate, in the other inhibitions. We may speak of them, if you like, as the precipitate and the obstructed will, respectively. When fully pronounced, they are familiar to everybody. The extreme example of the precipitate will is the maniac: his ideas discharge into action so rapidly, his a**ociative processes are so extravagantly lively, that inhibitions have no time to arrive, and he says and does whatever pops into his head without a moment of hesitation. Certain melancholiacs furnish the extreme example of the over-inhibited type. Their minds are cramped in a fixed emotion of fear or helplessness, their ideas confined to the one thought that for them life is impossible. So they show a condition of perfect 'abulia,' or inability to will or act. They cannot change their posture or speech or execute the simplest command. The different races of men show different temperaments in this regard. The Southern races are commonly accounted the more impulsive and precipitate: the English race, especially our New England branch of it, is supposed to be all sicklied over with repressive forms of self-consciousness, and condemned to express itself through a jungle of scruples and checks. The highest form of character, however, abstractly considered, must be full of scruples and inhibitions. But action, in such a character, far from being paralyzed, will succeed in energetically keeping on its way, sometimes overpowering the resistances, sometimes steering along the line where they lie thinnest. Just as our extensor muscles act most truly when a simultaneous contraction of the flexors guides and steadies them; so the mind of him whose fields of consciousness are complex, and who, with the reasons for the action, sees the reasons against it, and yet, instead of being palsied, acts in the way that takes the whole field into consideration,—so, I say, is such a mind the ideal sort of mind that we should seek to reproduce in our pupils. Purely impulsive action, or action that proceeds to extremities regardless of consequences, on the other hand, is the easiest action in the world, and the lowest in type. Any one can show energy, when made quite reckless. An Oriental despot requires but little ability: as long as he lives, he succeeds, for he has absolutely his own way; and, when the world can no longer endure the horror of him, he is a**a**inated. But not to proceed immediately to extremities, to be still able to act energetically under an array of inhibitions,—that indeed is rare and difficult. Cavour, when urged to proclaim martial law in 1859, refused to do so, saying: "Any one can govern in that way. I will be constitutional." Your parliamentary rulers, your Lincoln, your Gladstone, are the strongest type of man, because they accomplish results under the most intricate possible conditions. We think of Napoleon Bonaparte as a colossal monster of will-power, and truly enough he was so. But, from the point of view of the psychological machinery, it would be hard to say whether he or Gladstone was the larger volitional quantity; for Napoleon disregarded all the usual inhibitions, and Gladstone, pa**ionate as he was, scrupulously considered them in his statesmanship. A familiar example of the paralyzing power of scruples is the inhibitive effect of conscientiousness upon conversation. Nowhere does conversation seem to have flourished as brilliantly as in France during the last century. But, if we read old French memoirs, we see how many brakes of scrupulosity which tie our tongues to-day were then removed. Where mendacity, treachery, obscenity, and malignity find unhampered expression, talk can be brilliant indeed. But its flame waxes dim where the mind is stitched all over with conscientious fear of violating the moral and social proprieties. The teacher often is confronted in the schoolroom with an abnormal type of will, which we may call the 'balky will.' Certain children, if they do not succeed in doing a thing immediately, remain completely inhibited in regard to it: it becomes literally impossible for them to understand it if it be an intellectual problem, or to do it if it be an outward operation, as long as this particular inhibited condition lasts. Such children are usually treated as sinful, and are punished; or else the teacher pits his or her will against the child's will, considering that the latter must be 'broken.' "Break your child's will, in order that it may not perish," wrote John Wesley. "Break its will as soon as it can speak plainly—or even before it can speak at all. It should be forced to do as it is told, even if you have to whip it ten times running. Break its will, in order that its soul may live." Such will-breaking is always a scene with a great deal of nervous wear and tear on both sides, a bad state of feeling left behind it, and the victory not always with the would-be will-breaker. When a situation of the kind is once fairly developed, and the child is all tense and excited inwardly, nineteen times out of twenty it is best for the teacher to apperceive the case as one of neural pathology rather than as one of moral culpability. So long as the inhibiting sense of impossibility remains in the child's mind, he will continue unable to get beyond the obstacle. The aim of the teacher should then be to make him simply forget. Drop the subject for the time, divert the mind to something else: then, leading the pupil back by some circuitous line of a**ociation, spring it on him again before he has time to recognize it, and as likely as not he will go over it now without any difficulty. It is in no other way that we overcome balkiness in a horse: we divert his attention, do something to his nose or ear, lead him round in a circle, and thus get him over a place where flogging would only have made him more invincible. A tactful teacher will never let these strained situations come up at all. You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action. Psychology can state your problem in these terms, but you see how impotent she is to furnish the elements of its practical solution. When all is said and done, and your best efforts are made, it will probably remain true that the result will depend more on a certain native tone or temper in the pupil's psychological constitution than on anything else. Some persons appear to have a naturally poor focalization of the field of consciousness; and in such persons actions hang slack, and inhibitions seem to exert peculiarly easy sway. But let us now close in a little more closely on this matter of the education of the will. Your task is to build up a character in your pupils; and a character, as I have so often said, consists in an organized set of habits of reaction. Now of what do such habits of reaction themselves consist? They consist of tendencies to act characteristically when certain ideas possess us, and to refrain characteristically when possessed by other ideas. Our volitional habits depend, then, first, on what the stock of ideas is which we have; and, second, on the habitual coupling of the several ideas with action or inaction respectively. How is it when an alternative is presented to you for choice, and you are uncertain what you ought to do? You first hesitate, and then you deliberate. And in what does your deliberation consist? It consists in trying to apperceive the ease successively by a number of different ideas, which seem to fit it more or less, until at last you hit on one which seems to fit it exactly. If that be an idea which is a customary forerunner of action in you, which enters into one of your maxims of positive behavior, your hesitation ceases, and you act immediately. If, on the other hand, it be an idea which carries inaction as its habitual result, if it ally itself with prohibition, then you unhesitatingly refrain. The problem is, you see, to find the right idea or conception for the case. This search for the right conception may take days or weeks. I spoke as if the action were easy when the conception once is found. Often it is so, but it may be otherwise; and, when it is otherwise, we find ourselves at the very centre of a moral situation, into which I should now like you to look with me a little nearer. The proper conception, the true head of cla**ification, may be hard to attain; or it may be one with which we have contracted no settled habits of action. Or, again, the action to which it would prompt may be dangerous and difficult; or else inaction may appear deadly cold and negative when our impulsive feeling is hot. In either of these latter cases it is hard to hold the right idea steadily enough before the attention to let it exert its adequate effects. Whether it be stimulative or inhibitive, it is too reasonable for us; and the more instinctive pa**ional propensity then tends to extrude it from our consideration. We shy away from the thought of it. It twinkles and goes out the moment it appears in the margin of our consciousness; and we need a resolute effort of voluntary attention to drag it into the focus of the field, and to keep it there long enough for its a**ociative and motor effects to be exerted. Every one knows only too well how the mind flinches from looking at considerations hostile to the reigning mood of feeling. Once brought, however, in this way to the centre of the field of consciousness, and held there, the reasonable idea will exert these effects inevitably; for the laws of connection between our consciousness and our nervous system provide for the action then taking place. Our moral effort, properly so called, terminates in our holding fast to the appropriate idea. If, then, you are asked, "In what does a moral act consist when reduced to its simplest and most elementary form?" you can make only one reply. You can say that it consists in the effort of attention by which we hold fast to an idea which but for that effort of attention would be driven out of the mind by the other psychological tendencies that are there. To think, in short, is the secret of will, just as it is the secret of memory. This comes out very clearly in the kind of excuse which we most frequently hear from persons who find themselves confronted by the sinfulness or harmfulness of some part of their behavior. "I never thought," they say. "I never thought how mean the action was, I never thought of these abominable consequences." And what do we retort when they say this? We say: "Why didn't you think? What were you there for but to think?" And we read them a moral lecture on their irreflectiveness. The hackneyed example of moral deliberation is the case of an habitual drunkard under temptation. He has made a resolve to reform, but he is now solicited again by the bottle. His moral triumph or failure literally consists in his finding the right name for the case. If he says that it is a case of not wasting good liquor already poured out, or a case of not being churlish and unsociable when in the midst of friends, or a case of learning something at last about a brand of whiskey which he never met before, or a case of celebrating a public holiday, or a case of stimulating himself to a more energetic resolve in favor of abstinence than any he has ever yet made, then he is lost. His choice of the wrong name seals his doom. But if, in spite of all the plausible good names with which his thirsty fancy so copiously furnishes him, he unwaveringly clings to the truer bad name, and apperceives the case as that of "being a drunkard, being a drunkard, being a drunkard," his feet are planted on the road to salvation. He saves himself by thinking rightly. Thus are your pupils to be saved: first, by the stock of ideas with which you furnish them; second, by the amount of voluntary attention that they can exert in holding to the right ones, however unpalatable; and, third, by the several habits of acting definitely on these latter to which they have been successfully trained. In all this the power of voluntarily attending is the point of the whole procedure. Just as a balance turns on its knife-edges, so on it our moral destiny turns. You remember that, when we were talking of the subject of attention, we discovered how much more intermittent and brief our acts of voluntary attention are than is commonly supposed. If they were all summed together, the time that they occupy would cover an almost incredibly small portion of our lives. But I also said, you will remember, that their brevity was not in proportion to their significance, and that I should return to the subject again. So I return to it now. It is not the mere size of a thing which, constitutes its importance: it is its position in the organism to which it belongs. Our acts of voluntary attention, brief and fitful as they are, are nevertheless momentous and critical, determining us, as they do, to higher or lower destinies. The exercise of voluntary attention in the schoolroom must therefore be counted one of the most important points of training that take place there; and the first-rate teacher, by the keenness of the remoter interests which he is able to awaken, will provide abundant opportunities for its occurrence. I hope that you appreciate this now without any further explanation. I have been accused of holding up before you, in the course of these talks, a mechanical and even a materialistic view of the mind. I have called it an organism and a machine. I have spoken of its reaction on the environment as the essential thing about it; and I have referred this, either openly or implicitly, to the construction of the nervous system. I have, in consequence, received notes from some of you, begging me to be more explicit on this point; and to let you know frankly whether I am a complete materialist, or not. Now in these lectures I wish to be strictly practical and useful, and to keep free from all speculative complications. Nevertheless, I do not wish to leave any ambiguity about my own position; and I will therefore say, in order to avoid all misunderstanding, that in no sense do I count myself a materialist. I cannot see how such a thing as our consciousness can possibly be produced by a nervous machinery, though I can perfectly well see how, if 'ideas' do accompany the workings of the machinery, the order of the ideas might very well follow exactly the order of the machine's operations. Our habitual a**ociations of ideas, trains of thought, and sequences of action, might thus be consequences of the succession of currents in our nervous systems. And the possible stock of ideas which a man's free spirit would have to choose from might depend exclusively on the native and acquired powers of his brain. If this were all, we might indeed adopt the fatalist conception which I sketched for you but a short while ago. Our ideas would be determined by brain currents, and these by purely mechanical laws. But, after what we have just seen,—namely, the part played by voluntary attention in volition,—a belief in free will and purely spiritual causation is still open to us. The duration and amount of this attention seem within certain limits indeterminate. We feel as if we could make it really more or less, and as if our free action in this regard were a genuine critical point in nature,—a point on which our destiny and that of others might hinge. The whole question of free will concentrates itself, then, at this same small point: "Is or is not the appearance of indetermination at this point an illusion?" It is plain that such a question can be decided only by general an*logies, and not by accurate observations. The free-willist believes the appearance to be a reality: the determinist believes that it is an illusion. I myself hold with the free-willists,—not because I cannot conceive the fatalist theory clearly, or because I fail to understand its plausibility, but simply because, if free will were true, it would be absurd to have the belief in it fatally forced on our acceptance. Considering the inner fitness of things, one would rather think that the very first act of a will endowed with freedom should be to sustain the belief in the freedom itself. I accordingly believe freely in my freedom; I do so with the best of scientific consciences, knowing that the predetermination of the amount of my effort of attention can never receive objective proof, and hoping that, whether you follow my example in this respect or not, it will at least make you see that such psychological and psychophysical theories as I hold do not necessarily force a man to become a fatalist or a materialist. Let me say one more final word now about the will, and therewith conclude both that important subject and these lectures. There are two types of will. There are also two types of inhibition. We may call them inhibition by repression or by negation, and inhibition by substitution, respectively. The difference between them is that, in the case of inhibition by repression, both the inhibited idea and the inhibiting idea, the impulsive idea and the idea that negates it, remain along with each other in consciousness, producing a certain inward strain or tension there: whereas, in inhibition by substitution, the inhibiting idea supersedes altogether the idea which it inhibits, and the latter quickly vanishes from the field. For instance, your pupils are wandering in mind, are listening to a sound outside the window, which presently grows interesting enough to claim all their attention. You can call the latter back again by bellowing at them not to listen to those sounds, but to keep their minds on their books or on what you are saying. And, by thus keeping them conscious that your eye is sternly on them, you may produce a good effect. But it will be a wasteful effect and an inferior effect; for the moment you relax your supervision the attractive disturbance, always there soliciting their curiosity, will overpower them, and they will be just as they were before: whereas, if, without saying anything about the street disturbances, you open a counter-attraction by starting some very interesting talk or demonstration yourself, they will altogether forget the distracting incident, and without any effort follow you along. There are many interests that can never be inhibited by the way of negation. To a man in love, for example, it is literally impossible, by any effort of will, to annul his pa**ion. But let 'some new planet swim into his ken,' and the former idol will immediately cease to engross his mind. It is clear that in general we ought, whenever we can, to employ the method of inhibition by substitution. He whose life is based upon the word 'no,' who tells the truth because a lie is wicked, and who has constantly to grapple with his envious and cowardly and mean propensities, is in an inferior situation in every respect to what he would be if the love of truth and magnanimity positively possessed him from the outset, and he felt no inferior temptations. Your born gentleman is certainly, for this world's purposes, a more valuable being than your "Crump, with his grunting resistance to his native devils," even though in God's sight the latter may, as the Catholic theologians say, be rolling up great stores of 'merit.' Spinoza long ago wrote in his Ethics that anything that a man can avoid under the notion that it is bad he may also avoid under the notion that something else is good. He who habitually acts sub specie mali, under the negative notion, the notion of the bad, is called a slave by Spinoza. To him who acts habitually under the notion of good he gives the name of freeman. See to it now, I beg you, that you make freemen of your pupils by habituating them to act, whenever possible, under the notion of a good. Get them habitually to tell the truth, not so much through showing them the wickedness of lying as by arousing their enthusiasm for honor and veracity. Wean them from their native cruelty by imparting to them some of your own positive sympathy with an animal's inner springs of joy. And, in the lessons which you may be legally obliged to conduct upon the bad effects of alcohol, lay less stress than the books do on the drunkard's stomach, kidneys, nerves, and social miseries, and more on the blessings of having an organism kept in lifelong possession of its full youthful elasticity by a sweet, sound blood, to which stimulants and narcotics are unknown, and to which the morning sun and air and dew will daily come as sufficiently powerful intoxicants. I have now ended these talks. If to some of you the things I have said seem obvious or trivial, it is possible that they may appear less so when, in the course of a year or two, you find yourselves noticing and apperceiving events in the schoolroom a little differently, in consequence of some of the conceptions I have tried to make more clear. I cannot but think that to apperceive your pupil as a little sensitive, impulsive, a**ociative, and reactive organism, partly fated and partly free, will lead to a better intelligence of all his ways. Understand him, then, as such a subtle little piece of machinery. And if, in addition, you can also see him sub specie boni, and love him as well, you will be in the best possible position for becoming perfect teachers.