original stimuli. If a rat is put in a
maze and finds food only by making a given number of turns in a given
sequence, his activity is gradually modified till he habitually takes
that course rather than another when he is hungry.

Human actions are modified in a like fashion. A burnt child dreads the
fire; if a parent arranged conditions so that every time a child touched
a certain toy he got burned, the child would learn to avoid that toy
as automatically as he avoids touching fire. So far, however, we are
dealing with what may be called training in distinction from educative
teaching. The changes considered are in outer action rather than in
mental and emotional dispositions of behavior. The distinction is not,
however, a sharp one. The child might conceivably generate in time a
violent antipathy, not only to that particular toy, but to the class
of toys resembling it. The aversion might even persist after he had
forgotten about the original burns; later on he might even invent some
reason to account for his seemingly irrational antipathy. In some cases,
altering the external habit of action by changing the environment to
affect the stimuli to action will also alter the mental disposition
concerned in the action. Yet this does not always happen; a person
trained to dodge a threatening blow, dodges automatically with
no corresponding thought or emotion. We have to find, then, some
differentia of training from education.

A clew may be found in the fact that the horse does not really share in
the social use to which his action is put. Some one else uses the horse
to secure a result which is advantageous by making it advantageous
to the horse to perform the act--he gets food, etc. But the horse,
presumably, does not get any new interest. He remains interested in
food, not in the service he is rendering. He is not a partner in a
shared activity. Were he to become a copartner, he would, in engaging
in the conjoint activity, have the same interest in its accomplishment
which others have. He would share their ideas and emotions.

Now in many cases--too many cases--the activity of the immature human
being is simply played upon to secure habits which are useful. He is
trained like an animal rather than educated like a human being. His
instincts remain attached to their original objects of pain or pleasure.
But to get happiness or to avoid the pain of failure he has to act in
a way agreeable to others. In other cases, he real