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For the Use of Schools and Academies

A HISTORY OF ENGLAND

By J. N. LARNED, Editor and Compiler of "History for Ready Reference and Topical Reading." With Topical Analyses, Research Questions, and Bibliographical Notes by HOMER P. LEWIS, Principal of the English High School, Worcester, Mass. Crown, 8vo half leather, 675 pages. $1.25. net, postpaid.

Adopted by over 350 schools, academies and colleges in eighteen
months after publication

"We are using Larned's English History and find it eminently satisfactory. The text is clear, right to the point, and has not one word of unnecessary lumber. The topical work at the end of each chapter with the references is of great value. Teaching history with such a book is a pleasure."

-KATE MCKERCHER, Principal of East Side High School, Grand Rapids, Wis.

HOUGHTON, MIFFLIN AND COMPANY

4 PARK ST., BOSTON

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The Home and School Visitor

is the pioneer publication of the United States for use in the
District Schools as class drill in light reading.

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If not, write to the Editor, D. H. GOBLE, Greenfield, Ind.; give the size of your school, state in what Town or Township and County you are teaching and mention the Educator-Journal and you will receive a number of copies for trial FREE.

The only condition coupled with this FREE offer is that you write the Editor, giving the result of the trial of the copies in your school.

1-E.-J.

An Unprecedented Offer
to Teachers

Educated young men and women who have had experience in teaching are the material from which the reliable, widely known and long established

Heeb, Indianapolis Business University

make successful men and women. The experience enjoyed by the average teacher who studies human nature and moulds character, is a most valuable attainment when combined with a thorough and practical course of training in commercial science, as given by this institution, enabling them to win in the battle for

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The success enjoyed by our students and graduates is due to the superior courses of study and the thoroughness of the instruction imparted by the University. The system of Bookkeeping, Banking and Modern Office Practice, which is copyrighted and patented, can be had only at this institution, as we have the exclusive right to the same in this territory.

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Therefore, in order to reach and interest teachers everywhere, we have prepared a very liberal offer that we desire to submit for consideration. CUT OUT the ATTACHED COUPON and mail it to us, and we will forward offer by return mail. Do it now while you are thinking about it. We will explain the total cost of becoming a successful Bookkeeper, Stenographer, Telegrapher, Illustrator, Cartoonist, Professional Penman, Teacher of Drawing, or Commercial Branches. We offer in the following letter

Positive Proof

of what a course in this institution will do for intelligent and ambitious young people.

COLUMBIA NATIONAL BANK, Indianapolis, January 16, '03.

PROF. E. J. HRED,

COUPON

Pres't The Heeb, Indianapolis Business University:

Dear Sir-I wish to thank you for the excellent business training I received while attending your institution and the personal interest you have taken in my welfare by securing for me the fine position I occupy in the above bank. In this bank I have met with two more of your graduates who are filling acceptably the positions of bookkeeper and collection clerk respectively. They recommend the Heeb, Indianapolis Business University in the strongest terms. I have found the work in your institution to be thorough, practical and progressive and that it meets admirably the demands of the business world. Again thanking you for the interest you have taken in me and assuring you I will at all times recommend the I. B. U. to those who desire a practical business training, I am Sincerely yours,

Gentlemen:Please send me full information regarding your Special Offer to teachers. I am thinking of taking a

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VOL. III.

FEBRUARY, 1903.

NUMBER 6

A STUDY OF PSYCHOLOGIC FOUNDATIONS OF EDUCATION," BY DR. W. T. HARRIS.

XV.

HOWARD SANDISON.

In Chapter XV the author begins the discussion of probably the most important subject in all the range of psychology and pedagogy.

The will is the mode of activity which reveals the psychologic principle and method more fully than any other phase of mental life, because it includes in a certain sense the whole of mental activity.

A mental activity that awakens the sense of responsibility is one that shows that the self is a smaller self really and a larger self potentially, and that it is attempting to make the transition from this smaller self to the larger self. This is evidenced in the term "responsibility" itself, since it suggests the thought of promising again. It is as if one were to say that the self becomes sponsor to itself; it agrees; that is, it examines the capabilities of the higher self and discovers that the higher self is essentially its permanent, its universal self, and then it agrees with itself that every act that it performs shall be one that will not nullify this higher mode of activity but that will promote it. In that sense it is responsible. Therefore the psychological discussion that is entered upon in this chapter is one that involves this sense of responsibility.

In beginning the discussion, as is customary, the author refers to the topics that were noticed in the previous chapter. In addition to that there are two elements in the chapter, one setting forth a topic that has not yet been considered and is not to be considered, and another indicating the topic that is to

gain attention, namely, the will. The first of these three divisions is that in which the author indicates two things; on the one hand, he indicates that he has already discussed that phase of physiological psychology that concerns itself with the theory of the sensory and motor nerves, with the great ganglia at the base of the brain, and with the location of functions in the cerebrum. He also points out that he has discussed in the three previous chapters those questions that deal with physiological psychology, and in the three occurring before these the spiritual structure of the mind as contradistinguished from its external expression which the physiological discussion reveals.

In the second division the author cites that he has omitted any notice of that phase of physiological psychology which deals with the exact quantitative measurement. He admits that this phase of physiological psychology is one that is engaging the attention of a great many scholars and that the laboratories in America and Europe show great activity in this field. He also admits that a great many valuable results may be gained from this investigation. By the reference to Saul and others he indicates, however, that the gain is not to be that which they are seeking. They seem to be seeking to discover the nature of consciousness, but it is deemed clear by Dr. Harris that they will give no valuable contributions either to metaphysics or to psychology, although they will discover important truths concerning man's relation to animals and to the primitive stage of man necessarily educational in their bearing. With this he dismisses that sub

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