APPENDIX A. THE case mentioned illustrates a dangerous tendency in our most highly organized schools—the tendency to forget the individual in the multitude. In our zeal for organization, we are in danger of losing sight of the fact that the school exists for the individual, not the individual for the school. However hard it may be to draw the line in practice, the principle is perfectly clear. Whenever it is evident that the individual will be injured by conforming to the requirements that are supposed to be good for the multitude, he should be excused from them. Society has too great an interest in the best possible education of all its members to justify the sacrifice of any of them to the demands of an unattainable and therefore impracticable ideal. APPENDIX B. WHEN it is remembered that the inferential method may base its inferences on facts obtained in a variety of ways, it is easy to see that there may be various subdivisions of it. When its facts are obtained by comparing animals with human beings, it is called the comparative method; when by experiment as when we ascertain how long a time elapses from the contact of an object with any part of the body to the sensation-it is called the experimental method, and so on. Argument from analogy, 344. Arnold, Dr., quoted, 269. Assimilation and discrimination, Association fibres, 39. Association of ideas, 196. application of, in cultivating the by contiguity, 197, 202. by similarity, 197, 202, 238. ment, 312. difference between mechanical concentrated, 107. conditions of non-voluntary, 118. importance of, 107. non-voluntary, and physical con- and mind, 16. Books, 144. are only means to ends, 229. correspondence between size and effect of mental action on the, 16. is the organ of the mind, 20. removal of parts of the, of ani- mals, 57. size and weight of, 23. supply of blood to the, 18. weight of, 35. Brown, Thomas, quoted, 203. Carpenter, quoted, 103, 106, 145. Centres of automatic action, 50. Cerebral functions, located in the localization of, 20. Character, Dr. Dewey's definition of, Chess-players, blindfolded, 168. importance of the discovery of Children, doctrine of apperception importance of the study of, 384. very young, incapable of volun- minds, contents of, 387. Comenius, quoted, 13, 39, 131. interfered with, 77. Concept, abstraction in the, 290, 292. Concept - continued. perception in the, 305. voluntary and involuntary, 285. Conclusions, affirmative, 330. Conditions of non-voluntary atten- of voluntary attention, 112. and the brain, 17. of power, 143. Cortex, 53. and intelligence, 53. experiments upon the, of ani- of the cerebrum closely con- the, 57. Cortical centre, change in, 169. DAVIDSON, Professor, quoted, 127, Deductions, practical, 375. Dewey, Dr., quoted, 375, 377. Dewey's conception and that of the ancient Greeks, 374. definition of character, 373. Dog, intelligence of, 325. and memory of form, 243. IDEAS and ideals, 125. difference between, 126. Ideas precede all progress, 293. Imagination, 255, 334, 368. and belief, 265. and feelings, 264. and geography, 269. and reading, 270. constructive, 256, 260, 263. different kinds of, 255. in scientific investigation, 268. reproductive, 256. training of, 268. Importance of attention, 107. Impulses, efferent, 48. Inattention, explanation of, 148. Individuality and inattention, 150. danger in hasty, 342. 189. Initiative, 190. Injuries of cerebrum, 53. Injury of the brain impairs memory, 22. Intellect, possession of a certain dis- Intellectual activity, 301. corresponding to size and weight Interest and adaptation, 136. and voluntary attention, 121. 139. Introspection becomes retrospec- JAMES, Professor, quoted, 23, 42, 58, act of, illustrated, 306. defined, 311. difference between association of ideas and, 312. nature of act of, 310. possible by the laws of associa- Judgments, 351. affirmative and negative, 315. different kinds of, 314. first appearance of conscious, Höffding, H., on children's, 320. of uneducated men, 317. KEEN, Dr. W. W., quoted, 59. and feeling, 153. a resultant of sensations, 209. conscious knowledge is certain, 97. |