[82 INTERNATIONAL CONGRESS OF EDUCATION. 
studies and without breadth of view. Could they give the next two 
years to mathematics, physical science, anc the culture studies, they 
would even then fall far short of that advancement which is required 
n colleges before taking up psychology. But this science has its present 
orominent place in normal courses, because we believe that it furnishes 
» basis for the theory and practice of teaching. To be used in this way 
't must be studied by our pupils at the beginning of their professional 
vork in spite of their scanty preparation. 
The psychology which has usually been taught is abstract and rational- 
istic. The text-books, even when simplified, present matter which the 
students cannot relate to their own experience. They are not interested. 
[n too many cases the work has become a painful task of word-memoriz- 
ing. There is no clear showing of what the study of mind can do for 
the training of mind. Better results can be obtained by a different 
sort of work. The new psychology affords the more excellent way, not 
because it is so easy that anybody can learn it—on the contrary, never 
refore was so difficult and expensive a preparation demanded of the 
psychological investigator—but because its methods adapt it to the stage 
»f mental growth of the class of students of whom 1 speak. 
The new psychology is so new that its results are yet to be found largely 
x pamphlets and monographs. There is no text-book at once compre- 
hensive enough, simple enough, and concrete enough for our students. 
This is, I believe, a good thing, since it insures the inductive presentation 
of the subject. The teacher must now select and arrange the topics to 
Ye considered, and then, through experiment, introspection, and obser- 
ration of others, lead the pupils to infer the principles for themselves. 
We need a psychological library and much use of books by way of refer- 
ance, but no text-memorizing. 
For experimental work in sensation, we have Dr. Sanford’s admirable 
course ; for the rest, one could be arranged by the teacher. The labor- 
atory work need not involve a large outlay; one hundred and fifty dollars 
will go a long way, if wisely expended. Where there is a manual train- 
ing department in the school, many pieces of apparatus may be made 
there at small expense. Normal schools need not aim at extending the 
ooundaries of knowledge, and so can do without the costly appliances for 
quantitative determination. 
The really serious obstacle to success in experimental work is the large 
numbers in the classes. These should be so subdivided that the teacher 
could give each student individual attention. Above all, we must have 
correlation of allied subjects. Physiology and hygiene must prepare the 
way for psychology, and for a time must overlap. The teacher of the 
theory of education, the training teacher, should build on the psychology. 
The teacher of psychology should be able to turn to the model school for 
concrete illustrations of principles.