PAPERS ON PSYCHOLOGY AND EDUCATION 489 



thought that some might regard "the theories of such a 

 course of education as too sensuous and gross to be at 

 the basis of a pure and elevated culture". He thought 

 not, however. Such objects of study were as important 

 as any, "unless, indeed", as he said, "the pedantic pro- 

 fessional trifles of one man in a thousand are of more 

 consequence than the daily vital interests of all the rest 

 of mankind". Such men as Socrates, Franklin, and Kos- 

 suth derived their education from their connection with 

 the practical pursuits of life. "What we want from 

 schools," he said, "is to teach men . . to derive their 

 mental and moral strength from their own pursuits." 

 The difficulty of providing schools and a literature suited 

 to the wants of the industrial classes would be met by 

 the methodical application of science. 



This view that the knowledge possessed by the work- 

 man is real knowledge, that the source of all knowledge 

 is the normal activity of human beings, and that educa- 

 tion, even in the schools, is best derived from intimate 

 connection of the individual with life activities and oc- 

 cupations, is familiar doctrine. I thought it might be of 

 some interest that they were verified in the life and 

 thinking of Professor Turner, who developed them in 

 intimate contact with the conditions and problems of 

 a new country and who came by them through earnest 

 and constant thought about things which a pioneer daily 

 does and sees and handles. 



