required to grasp meaning, such as context, affiliations of descent, etc., may be compared to the difference between exercises in the gymnasium with pulley weights to 'develop' certain muscles, and a game or sport. The former is uniform and mechanical; it is rigidly specialized. The latter is varied from moment to moment; no two acts are quite alike; novel emergencies have to be met; the coördinations forming have to be kept flexible and elastic. Consequently, the training is much more 'general'; that is to say, it covers a wider territory and includes more factors. Exactly the same thing holds of special and general education of the mind.
A monotonously uniform exercise may by practice give great skill in one special act; but the skill is limited to that act, be it bookkeeping or calculations in logarithms or experiments in hydrocarbons. One may be an authority in a particular field and yet of more than usually poor judgment in matters not closely allied, unless the training in the special field has been of a kind to ramify into the subject matter of the other fields.
(5) Consequently, such powers as observation, recollection, judgment, æsthetic taste, represent organized results of the occupation of native active tendencies with certain subject-matters. A man does not observe closely and fully by pressing a button for the observing faculty to get to work (in other words by 'willing' to observe); but if he has something to do which can be accomplished successfully only through intensive and extensive use of eye and hand, he naturally observes. Observation is an outcome, a consequence, of the interaction of sense organ and subject matter. It will vary, accordingly, with the subject matter employed.
It is consequently futile to set up even the ulterior development of faculties of observation, memory, etc., unless we have first determined what sort of subject matter we wish the pupil to become expert in observing and recalling and for what purpose. And it is only repeating in another form what
