And it should strip mental healing in all its forms of the gross and 

 fantastic claims made in its behalf, and at the same time make 

 progressively clearer the place and importance of truths which 

 men of genuine insight in the medical profession have always re- 

 cognized, but which in our own day no less than in the past are 

 travestied by the practices of charlatans and the doctrines of 

 pseudo-philosophical cults. 



The relation of psychology to pedagogy has been confused by 

 a debate concerning the methodological assumptions of the two 

 sciences. The psychologist conceives the mind of man as a system 

 of phenomena to be resolved into its constituent elements for the 

 purpose of explaining the succession of changes which occur within 

 it. It is involved in his very point of view that that which alone 

 gives to mind its inner significance, namely, its existence as a per- 

 sonality realizing itself through a series of purposeful acts, must 

 be ignored; and its development, instead of being treated as a 

 true process of growth, must be conceived purely as a succession 

 of events in time. He may thus be said never to have come within 

 sight of the materials which are shaped by those who educate the 

 will, form the judgment, and appraise the conduct of men. The 

 latter deal with the individual as a system of inner motives and 

 purposes, not as a phenomenon to be analyzed and explained. 

 The child must be sympathetically understood, the neighbor in- 

 fluenced by argument and persuasion, the criminal treated as a 

 responsible person. To view the human soul as a thing acted upon 

 by calculable forces with determinate results is to substitute for 

 the living personality a system of inert objects; it is to convert 

 teaching and the execution of justice into technical manipulation 

 and prudential restraint. 



Now it is of course true that these human relations are differ- 

 entiated from that which exists, for example, between an artist and 

 his clay by just this personal, purposive character which is the 

 essence of the material as well as its molder, and that the teacher 

 aims not at a result, for routine or enforced performance is the 

 negation of the educational ideal, but at a process, the trans- 

 formation of a living will. Nevertheless, personality does not meet 

 personality directly. Both termini are ideal purposes, but these 

 must first be translated into a system of objective forces, the 

 technical methods and conditions of education, and reinter- 

 preted by the child in terms of his own personal experience as part 

 of a larger and modified self. 



The process through which the human will is realized is not a 

 free inner development whose form is determined by an unimpeded 

 manifestation of subjective forces. It is an expression constituted 

 by the reaction of these inner purposes upon a complex and resistant 



