sarily furnish
that largeness of heart and sympathy for childhood, without which no
teacher can be successful. Indeed, it is felt by many that making
children objects of psychological analysis will rather tend to destroy
that more spiritual conception of their personality which should
constitute the teacher's attitude toward his pupils. While this is no
doubt true of the teacher who looks upon children merely as subjects for
psychological analysis and experimentation, it is equally true that a
knowledge of psychology will enable even the sympathetic teacher to
realize more fully and deal more successfully with the difficulties of
the pupil.

=C. Acquaintance with the Individual Child.=--Again, the teacher's
problem in dealing with the mental attitude of the particular child
cannot always be interpreted through general principles. The general
principle would be supposed to have an application to every child in a
large class. It is often found, however, that the character and
disposition of the particular child demands, not general, but special
treatment. Here, what is termed the knack of the sympathetic teacher is
often more effective than the general principle of the psychologist.
Admitting so much, however, it yet may be argued that a knowledge of
psychology will not hinder, but rather assist the sympathetic teacher in
dealing even with special cases.

METHODS OF PSYCHOLOGY

=A. Introspection.=--A unique characteristic of mind is its ability to
turn attention inward and make an object of study of its own states, or
processes. For instance, the mind is able to make its present sensation,
its remembered state of anger, its idea of a triangle, etc., stand out
in consciousness as a subject of study for conscious attention. On
account of this ability to give attention to his own states of
consciousness, man is said both to know and to know that he knows. This
reflective method of studying our own mental states is known as the
method of _Introspection_.

=B. Objective Method.=--Facts of mind may, however, be examined
objectively. As previously noted, man, by his words, acts, and works,
gives expression to his conscious states. These different forms of
expression are accepted, therefore, as external indications of
corresponding states of mind, and afford the psychologist certain data
for developing his science. One of the most important of these objective
methods is known as Child Study. Here, by the method of observin