attentive? Can you explain the causes lying back of this
difference? Estimate the relative amount of work accomplished under the
two conditions.

4. What distractions have you observed in the schoolroom tending to
break up attention?

5. Have you seen pupils inattentive from lack of (1) change, (2) pure
air, (3) enthusiasm on the part of the teacher, (4) fatigue, (5) ill
health?

6. Have you noticed a difference in the _habit_ of attention in
different pupils? Have you noticed the same thing for whole schools or
rooms?

7. Do you know of children too much given to daydreaming? Are you?

8. Have you seen a teacher rap the desk for attention? What type of
attention was secured? Does it pay?

9. Have you observed any instance in which pupils' lack of attention
should be blamed on the teacher? If so, what was the fault? The remedy?

10. Visit a school room or a recitation, and then write an account of
the types and degrees of attention you observed. Try to explain the
factors responsible for any failures in attention, and also those
responsible for the good attention shown.

CHAPTER III

THE BRAIN AND NERVOUS SYSTEM

A fine brain, or a good mind. These terms are often used
interchangeably, as if they stood for the same thing. Yet the brain is
material substance--so many cells and fibers, a pulpy protoplasmic mass
weighing some three pounds and shut away from the outside world in a
casket of bone. The mind is a spiritual thing--the sum of the processes
by which we think and feel and will, mastering our world and
accomplishing our destiny.

1. THE RELATIONS OF MIND AND BRAIN

INTERACTION OF MIND AND BRAIN.--How, then, come these two widely
different facts, mind and brain, to be so related in our speech? Why are
the terms so commonly interchanged?--It is because mind and brain are so
vitally related in their processes and so inseparably connected in their
work. No movement of our thought, no bit of sensation, no memory, no
feeling, no act of decision but is accompanied by its own particular
activity in the cells of the brain. It is this that the psychologist has
in mind when he says, _no psychosis without its corresponding neurosis_.

So far as our present existence is concerned, then, no mind ever works
except through some brain, and a brain without a mind becomes but a mass
of dead matter, so much clay. Mind and brain are perfectly adapted to
each other. Nor is this mere accident. For through the a