the instrumentalities by which the teacher affects the pupil, or by which a vitalizing union is constituted betwen the pupil and what is external to him. The word teacher in this connection is used to include any agent who directs and controls the instrumentalities by which the pupil is affected, hence the parents and the pupils themselves are included. When the pupils become their own agents in carrying on the work the process is called selfeducation.

21. Man, in all educational processes, must be regarded as an organized unit, composed of body and mind united in such a manner that no one element of this complex whole can be developed, or in any way affected, without in some degree affecting the entire being.

(a). The popular classification of education into physical, intellectual, moral and spiritual, is very misleading. It attracts attention from the absolute unity of our being. It causes many to suppose that the process of education is actually separable into four departments, each of which can be carried on absolutely independent of all the others. Those falling into this error find it difficult to understand why the Bible, which is the peculiar basis of spiritual education, should be a necessary element of physical and intellectual education.

(b). Conflicting philosophical views prevail as to the real existence of the two substances-matter and mind. The materialist on the one hand maintains that matter is the only existing substance, and that the phenomena of thought, feeling and will are evolved from this substance. The idealist on the other hand maintains that mind is the only substance that has any real existence, and that all phenomena attributed to matter are necessarily phenomena evolved from mind. These are the two extreme views. A third view maintains the existence of the two substances, matter and mind, each being the source or origin of phenomena, which cannot upon any principles of sound reasoning be derived from the other. This view holds that existing phenomena can be accounted for only by accepting the real and equally original and independent existence of matter and mind, both substances being mysteriously united in the constitution, and hence in the production of the phenomena of the complex unit called man. This is not the place to discuss or defend the merits of any one of these views. It is, perhaps, sufficient to say, that the last stated is the view adopted in these notes.

(c). The unity of the body and mind and the power of what may be called the law of reflex action in the development of both, is established beyond doubt by the most careful scientific observation and experiment. It is an obvious fact, even to common observers, that in the most minute details the body affects the mind, and the mind the body. Diseases of the body, for example, are not unfrequently the direct products of the reflex action of the mind.

(d). The law of reflex action extends much further than is usually supposed. It takes in the entire man. Not only does the body affect the mind and the mind the body in a general sense, but each organ of the body has a reflex influence over every other organ, and each faculty of the mind over every other faculty. There is a perfect interdependence running through the entire being. It is literally true, whether we refer to body or mind or to the union of both, that "if one member suffer all the members suffer with it, or if one member be honored all the members rejoice with it." In view then of the power and ever-operative nature of the law of reflex action, it is evident that the physical and intellectual natures cannot be symmetrically developed independent of a corresponding and parallel development of the moral and spiritual natures.

(e). It may be here observed, that this proposition deserves from every teacher careful consideration, as it states one of the most fundamental conditions upon which a true philosophy of education must rest. Unless the real unity of man's being and the real reciprocal dependence of all the elements composing that unity are fully recognized, all educational processes and efforts, however well devised and well directed, must ever fail of the best results, must ever fail of producing a symmetrical manhood.

22. Man as an organized unit is possessed of two distinct, and yet related and mutually dependent, classes of possibilities: namely, physical possibilities and mental possibilities.

(a). The word possibilities is used in these notes to mean the qualities, properties, powers, or faculties inherent in an individual life and its organism, through which such life and organism are capable of growth or development, and of sustaining definite and. operative relations to the world of mind and matter. The word. organism is also used to refer to the mind as well as to the body. Each is equally organized. They differ not in the fact that the

body is organized and the mind not, but in the nature of the substance of which each is composed.

(b). The physical and mental organisms together constitute the unit man. Each organism, however, has possibilities which are exercised independent the one of the other. For example, there are various processes going on constantly in the body, such as the action of the heart, which are, in a certain sense, entirely independent of any action of the mind. There are in like manner in the higher regions of mental activity, processes carried on which are equally independent of the body.

(c). While it is true that the physical and mental organisms each possess independent possibilities, it is also equally true that these possibilities cannot always be exercised independently. For example, the mind can have no consciousness of an external world except through the activity of the organs of sense. But still more, this dependence is of such a nature, that there can be no healthy exercise even of the possibilities of the body or of the mind that are independent of each other, except as the possibilities whose exercise depend one on the other, and which bind the two organisms together as parts of one whole, are in full and healthy exercise.

23. A true system of education must provide, at one and the same time, the conditions and appliances necessary for the separate and mutual development of the organs of the body, and of all the faculties of the mind.

(a). The truth of this proposition follows necessarily from the two preceding propositions.

(b). Not only does the growth or development of the body and of the mind run parallel with each other in point of time, but the healthy development of the one is dependent upon the healthy development of the other. Neither can be neglected for a single day without doing injury to the other. Healthy physical growth, for example, is impossible where a certain minimum of mental activity is not maintained. The converse of this is equally true; hence, the truth of the proposition.

(c). The principle stated in this proposition refers not only to the general relations of body and mind, but also to the special relations of the organs of the one and the faculties of the other. The principle assumes, for example, that the healthy development of the intellectual elements of a man's nature is inseparably con

nected with and dependent upon the healthy development of both the moral and spiritual elements. In this, the principle correctly assumes that these three, apparently distinct elements of man's nature, are necessarily only three phases of the one indivisible unit called mind; and hence, that the conditions and appliances used in conducting the educational process should, in their very nature, be such as will, at the same time, minister equally to the healthy development of each of these three elements.

EDUCATIONAL PRODUCTS.

24. ▲ careful examination and analysis of true educational products will, it is believed, justify classifying them under the following general heads :

(a). Physical and mental power.

(5). Right habits.

(c). Pure and elevated tastes.

(d). Systematized knowledge.

(e). A reliable and symmetrical character.

In reference to each of these classes of educational products the following propositions should be carefully noticed :

PHYSICAL AND MENTAL POWER.

25. Power as an educational product is of two kinds: namely, Receptivity and Energy.

(a). Receptivity is that form of power which enables man to receive impressions of all sorts, to endure, to bear, to suffer, to be influenced, to be trained to certain courses of feeling, thought and action.

(b). Energy, on the other hand, is that form of power which makes man a cause, which enables him to produce effects, to bring things to pass, to think, to act, to perform physical and mental

work.

(e). Power as a receptivity, and also as an energy, is coextensive with man's entire being. Each organ of the body and faculty of the mind is endowed with power in each of these respects. This power is transmitted in its germinal form from parent to offspring, and is susceptible either of improvement or degeneracy, under conditions that will hereafter be noted.

(d). Power as a receptivity is the only channel through which education in any of its phases is made possible. Indeed, the de

gree of receptivity, in each case, determines the degree or extent to which the education of the individual can be carried. For example, it is impossible to educate a person possessed of low receptive power for slight variations of sound, so as to become a critical judge of artistic music.

(e). The degree to which power as an energy is possessed determines the effectiveness of each man in the conduct of whatever may be his life work. This is true, whether the man be viewed from the standpoint of physical or mental effort.

26. Acquired power either as a receptivity or as an energy is, in the first place, the product of a healthy growth of the physical and mental organism.

(a). A healthy growth is largely the product of a proper supply of suitable food. Body and mind are alike dependent for their growth upon this condition. The food of the former is matter, of the latter truth. The food of each in order that it may promote a healthy growth of the organism, must be subjected to the same process, namely, digestion and assimilation. A healthy mental growth is just as dependent upon the digestion and assimilation of truth as a healthy physical growth is dependent upon the digestion and assimilation of matter.

(b). Suitable food means such a combination and variety of physical and mental food, supplied at one and the same time, as contains all the elements that are necessary not only to develop bone and muscle and nerve, but also the more subtle organism of the mind. Only such food can minister properly to the healthy growth of both body and mind.

(c). It should be further carefully noted, that food possessing the elements necessary to develop one phase of the organism, may be entirely lacking in the elements necessary to develop other phases. For example, food which is only fitted to produce muscular tissue, is lacking in some of the elements necessary to produce bone. In like manner such truth or mental aliment as is fitted to nourish only the intellectual phase of the mental organism, is lacking in what is necessary to supply nourishment to the moral and spiritual phases of this organism. Hence, an educational process which supplies only, or even chiefly, an intellectual aliment must fail in developing moral and spiritual power.

27. Power both as a receptivity and an energy is, in the second place, the product of the right or mutually dependent use of all the organs of the body and faculties of the mind.