PRACTICAL APPLICATIONS OF MODERN PSYCHOLOGY. 44^ 



ack," " da-da," " ta-ta " (which are most probably purely 

 instinctive utterances) and gradually by imitation acquires a con- 

 versational vocabulary, finding out eventually why it is that he 

 says " I was good ' 'in prefei'ence to " I were good." So now 

 conversation classes and reading classes have a position of priority 

 in the study of languages, a large amount of gramixiar and syntax 

 being assimilated incidentally, and perfected afterwards. This 

 more rational method of helping the child to develop along the 

 lines that nature employs is essentially analytic ; and an even 

 clearer example may now be quoted. A music-master of my 

 acquaintance had his pupils sit down in a room where they could 

 read or talk as they felt inclined while he set out to entertain 

 them on the piano. He played a variety of compositions, and 

 then drifted into Wagner. At this point he noticed that the boys 

 were sitting up in interest, so he told them what it was that he 

 had been playing. Then he told them a story — the story of Tann- 

 hauser. On the occasion of the next lesson they were to hand in 

 what they remembered of the story, written in their own words. 

 At that lesson they were introduced to a definition of music — 

 what it is and what its purpose and value. Almost everyone of 

 the boys evinced no small interest on hearing that music was a 

 " channel " through which feelings, sensations and even thoughts 

 could be expressed. As an example of this " expression " the 

 boys were told to remember the story of Tannhauser, and to say 

 what part of it was represented by the music which was then 

 played to them. A large majority, over two-thirds of them, at 

 once said it was the Pilgrims' Chorus. In these boys the master 

 had developed, drawn-out, what usually takes about three years 

 by synthetic methods, namely, a fairly keen musical apprecia- 

 tion, and that in two lessons ! Intelligent interest is the first 

 requisite in the learning of any subject; and psychologists 

 claim that the golden rule by which to acquire this is 

 always to start from an appreciation of the whole subject, then 

 find the definition and scope, and study in an analytic way from 

 the general outline down to minute details. Nor is this method 

 advisable only in the case of languages and the greater arts ; for 

 the method has been used in coaching students even in such 

 subjects as Patent Office Law and Practice — with very gratifying 

 results. 



The analytic method is perfectly satisfactory even for 

 examination pui'poses ; so long as the pupils are studying their 

 subjects, and not merely " reading for exams." The pernicious 

 practice still vmfortunately employed by some tutors and coaches 

 of setting " spot questions " for examination study is one well- 

 calculated to destroy any metital ability which the poor student 

 has ; while the tutor who sets his pupils to work on a text-book 

 rather than on a subject is putting a ban-ier in front of whatever 

 capabilities there are in the pupil's mind awaiting development. 

 The system of cramming is essentially synthetic : the psycho- 

 logical process of education is essentially analytic. 



If it be urged that the old-fashioned drudgery had a great 

 moral value, inculcating a devotion to dutj^ and routine work, it 



