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DISCUSSION. 
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bo this end. In my opinion, not only would such training pay a hundred- 
fold in mental economy, but it would be a step toward obtaining that 
mental balance which so characterized the education of the ancient 
Greeks, and which possibly cur modern education is in danger of missing. 
The great men of the world have been men of strong memories. They 
have not had to waste nervous energy and time in relearning what they 
have forgotten. They have thus been able to go steadily forward, and 
accumulate intellectual wealth, which others have acquired and lost. 
I have dwelt upon dissipated attention and poor retentive ability as 
two of the more common sources of mental waste. Although so briefly 
ireated, they will illustrate at least what I mean by mental waste and 
economy. Two or three other sources of waste I must pass with a word, 
and still others leave unmentioned. 
i believe that we still keep children at work too many hours at a time, 
and too many hours in the day. The result is cerebral ansemia, spirit- 
lessness, and inefficiency. It is not economical. 
We still fail to appreciate how much the emotional and volitional pow- 
ers of the mind need educating. We develop thought, perception, ete., 
00 much relatively ; hence fail to get the necessary mental dalance. 
Finally, we have found yet no way of checking the waste that comes 
from the play of unhealthy and useless emotions, such as fear among 
children, and worry in later years. 
In conclusion, then, present conditions of life and education make the 
strain upon the nervous system so great that it becomes absolutely neces- 
sary to stop all needless sources of mental waste, and to consider systemat- 
ically the science of mental economy. 
DISCUSSION. 
PRESIDENT W. L. Hervey, New York College for Training of Teachers : Economy 
of effort is a most difficult matter for the teacher, because of the individuality of the 
pupils. To be of use, the teacher must know his pupil and apply aid to the weak spot. 
[ take issue with the paper on the point of concentration. There are two lines of study, 
absorptive and analytic. In the former—e.g., reading—we passively follow an author in 
order to get his meaning ; concentration is in place in analytic study. 
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Dr. W. H. Bur~aAM : Did Professor Patrick speak of the waste of being economic ? 
No? Then I will. Edward Eggleston says that when a boy he read Miss Edgeworth’s 
story of the whipeord, and that ever since he has been haunted by it. He says he has 
saved a deal of cheap cord, and in so doing has lost a greater amount of valuable time. 
What I wish to emphasize in economy is the need for a due sense of proportion. Get 
an economic perspective, and dwell on essentials. This is fully as necessary as con- 
centration. 
Dr. JuroMe ALLEN: We speak of economizing memory, but let us first find what 
¢ind of memory is needed for a business man. Do we want the portative kind, useful 
for examinations ? Where do we find a man who has or uses a great memory in daily 
life ? Business demands ability to concentrate on one thing to-day or this week, and 
then to throw all this off and take on another load. This is well shown in a lawyer's 
work.