or ethical, which can be handled more adequately if the truth in question be mastered. This need supplies motive for the learning. An end which is the child's own carries him on to possess the means of its accomplishment. But when material is directly supplied in the form of a lesson to be learned as a lesson, the connecting links of need and aim are conspicuous for their absence. What we mean by the mechanical and dead in instruction is a result of this lack of motivation. The organic and vital mean interaction--they mean play of mental demand and material supply. The third evil is that even the most scientific matter, arranged in most logical fashion, loses this quality, when presented in external, ready-made fashion, by the time it gets to the child. It has to undergo some modification in order to shut out some phases too hard to grasp, and to reduce some of the attendant difficulties. What happens? Those things which are most significant to the scientific man, and most valuable in the logic of actual inquiry and classification, drop out. The really thought-provoking character is obscured, and the organizing function disappears. Or, as we commonly say, the child's reasoning powers, the faculty of abstraction and generalization, are not adequately developed. So the subject-matter is evacuated of its logical value, and, though it is what it is only from the logical standpoint, is presented as stuff only for "memory." This is the contradiction: the child gets the advantage neither of the adult logical formulation, nor of his own native competencies of apprehension and response. Hence the logic of the child is hampered and mortified, and we are almost fortunate if he does not get actual non-science, flat and common-place residua of what was gaining scientific vitality a generation or two ago--degenerate reminiscence of what someone else once formulated on the basis of the experience that some further person had, once upon a time, experienced. The train of evils does not cease. It is all too common for opposed erroneous theories to play straight into each other's hands. Psychological considerations may be slurred or shoved one side; they cannot be crowded out. Put out of the door, they come back through the window. Somehow and somewhere motive must be appealed to, connection must be established between the mind and its material. There is no question of getting along without this bond of connection; the only question is whether it be such as grows out of the material itself in relation to the
