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classes in Psychology. Having embodied in these pages the experience of many years in teaching Psychology not only to teachers but also to pupils in the schools, the author believes that he has provided a classbook that the teacher may place with confidence in the hands of his pupils, and the superintendent or Normal School instructor in the hands of his training classes. It is hoped that the "Questions" following each Lesson will enhance its helpfulness both to the teacher and the student.

The author ventures to hope that the emphasis laid upon the limitations of Physiological Psychology and upon education as a preparation for rational living; above all, that his constant effort to keep the essential difficulties of the subject in such full view as to prevent the student from mistaking his easy mastery of this elementary book for a real mastery of the science of which the book treats—are essential features which will be commended.

The object of the author throughout has been to call the attention of his readers to important mental facts in such a way as to set them to observing their own minds and the minds of their pupils, in order to see for themselves the usefulness of the facts and the experience so gained, their application to the daily work of teaching, and their inestimable value as an added factor toward success. Profoundly convinced as he is of the importance of a knowledge of Psychology to the teacher, he is quite as strongly convinced that the only really fruitful knowledge of Psychology which the teacher will ever gain, he will derive from a study of his own mind and the minds of the people with whom he comes in contact, and that books about Psychology are useful chiefly as they give suggestions in this direction. In other words, the aim of the

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author has been to act the part of a guide in a strange city-to tell his readers where to look to find valuable truths. If he succeeds in stimulating them to become diligent students of their own minds and the minds of their pupils, he will be more than satisfied.

The author wishes to make acknowledgment to his colleagues, Dr. Bleile and Mr. Wissler, for suggestions relating to the chapters on Physiological Psychology.

THE PUBLISHERS.

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