goes far to render such miserable and pernicious trash
distasteful even to the child himself.

Every example of thorough work, every pleasure that comes from the
solving of a problem or the acquisition of a new fact, is so much
fortification against the advances of the enemy; while all shallow half
work, all pretence or show tend to create an appetite in the child's
mind which shall demand such food.

The true teacher should always have in his mind these far-away and
subtle effects of his teaching; not present good or pleasure either for
himself or his pupil, but the far-off good--the distant development.
That idea would free him from the notion, too common in our day, that
the success or failure of his efforts is to be tested by any adroitly
contrived system of examinations; or still worse, exhibitions. His
success can alone be tested by the future lives of his pupils--by their
love for, or dislike of, new knowledge. His success will be marked by
their active growth through all their lives; his failure, by their early
arrested development.

AN OUTLINE OF EDUCATIONAL PSYCHOLOGY.

BY WM. T. HARRIS.

[TO BE USED AS AN INTRODUCTION TO PARAGRAPHS 81 TO 102 OF ROSENKRANZ'S
PEDAGOGICS.]

I.

What beings can be educated; the plant has reaction
against its surroundings in the form of nutrition; the
animal has reaction in the form of nutrition and feeling;
Aristotle calls the life of the plant the "nutritive
soul," and the life of the animal the "sensitive soul."

The life of the plant is a continual reproduction of new
individuals--a process of going out of one individual into
another--so that the particular individual loses its
identity, although the identity of the species is
preserved.

That which is dependent upon external circumstances, and is only a
circumstance itself, is not capable of education. Only a "self" can be
educated; and a "self" is a conscious unity--a "self-activity," a being
which is through itself, and not one that is made by surrounding
conditions.

Again, in order that a being possess a capacity for education, it must
have the ability to realize within itself what belongs to its species or
race.

If an acorn could develop itself so that it could realize, not only its
own possibility as an oak, but its entire species, and all the varieties
of oaks within itself, and without losing its particular individuality,
it would possess the capacity for education. But a