of a rich background of first-hand experiences which shall yield the concrete images on which all interpretation ultimately rests. The second period corresponds roughly to that of the elementary school from the third grade to the eighth. With the development of the conscious distinction between means and ends, there should go training in the solving of problems in which the relation of means to ends is worked out within concrete wholes. The child of the grades should not so much study physics as typical problems in physics; history, as specific, typical, concrete problems, etc. The relations between cause and effect, conditions and consequences, means and ends should first be seen frequently within definite concrete wholes. The interest in broad generalizations cannot be genuine and deep until the habit of mind is first developed of looking for the embodiment of principles within narrower compass. The third period corresponds roughly to that of the high school and the college. In the period of adolescence there develops the larger interest in generalizations as such. This then is the time rather than in the grades for the organization of subject matter in the more logical form of distinct sciences. In the matter of training to think, more stress may now be thrown upon the elements of technique and organization that are characteristic of reasoning.

(3) Relation between function and technique in training. If reasoning is a finished product of training, then analysis of this finished product cannot determine the standard by which we shall judge the thinking of the child. Neither can it lay down the rules which determine the kind of exercises which are most valuable for him as training in the power to think. Yet a knowledge of the finished product is necessary to the teacher; for every exercise, or set of exercises, employed in the training of the child to think must be brought to the test of the question, "Does it further the development of those characteristics which ultimately lead over into the power to reason?" But this

is after all of relatively little importance as compared with the question, "Does this exercise, or course of exercises, give the child practice in a normal fashion in the solution of real problems?" We are less likely to misplace the emphasis in early training if we center attention upon the performance of function rather than upon the question of form and technique.

The functional point of view rather than the structural is the richer in suggestions for educational theory and practice. It reveals the thinking process to us in its setting and gives us an appreciation of its dynamic nature. From this point of view we can rightly interpret the significance and value of the various elements of structure, or of technique, that are involved. We are not so likely to set them up as ends in the process of training, but we shall conceive them more clearly as valuable tools which are needed for the more adequate performance of a useful function. Training in the elements of technique necessary to the reasoning process will thus not be ignored, but it will be given its proper place. It will conform to the principle,-exercise of the function first, then practice in the perfection of the technique necessary to the more perfect realization of the function. Training in technique is useless unless the time for the use of the technique has come, and that is the time when its need is felt.

Training in thinking cannot be dominated at every point by methods derived from the analysis of the finished product reasoning, neither can it be regarded as complete unless it arrives at the goal of the finished product. It must culminate in the development of the power on the part of pupils in the high school and the college to think in terms of the most efficient tools which the human race has perfected in its attempt to control the world in which it lives. Only thus can they achieve that freedom which is essential to the fullest realization of the individual self and which makes man the noblest work of God.

SUMMARY OF REFERENCES

Angell, Psychology.

Angell, The Province of Functional Psychology, Psy. Rev.,

March, 1907.

Bagley, The Educative Process.

Baldwin, Mental Development.

Bolton, Meaning as Adjustment, Psy. Rev., May, 1908.

Butler, Meaning of Education.

Calkins, Introduction to Psychology.

Chamberlain, The Child.

Dewey, Psychology.

Dewey, The Child and the Curriculum.

Dewey, Psychology and Social Practice.

Dewey, The School and Society.

Dopp, The Place of Industries in Elementary Education.

Fiske, Excursions of an Evolutionist.

Fiske, Outlines of Cosmic Philosophy.

Groos, The Play of Animals.

Groos, The Play of Man.

Horne, The Philosophy of Education.
James, Psychology, Briefer Course.
James, Talks to Teachers.

King, Psychology of Child Development.
Kirkpatrick, Fundamentals of Child Study.
McMurry, Elements of General Method.
McMurry, Method of the Recitation.
O'Shea, Education as Adjustment.

O'Shea, Dynamic Factors in Education.
Stout, Manual of Psychology.
Sully, Studies of Childhood.

Sully, Teacher's Handbook of Psychology.
Titchener, An Outline of Psychology.

Welton, Logical Bases of Education.

NOTE.-Names of authors to whose works specific references have been
given are not included in this index. For these, see references at end of
chapters. Topics in the index have been analyzed very little where material
is more or less continuous, because the subject matter of the text is quite
closely analyzed and sub-topics can be traced very easily there or in the table
of contents.