452 
form—the form of the order Bimana, genus 
Homo,and species sapiens—to be fixed and 
final. It now appears that the pendulum 
swung too far ; for a long series of highly sig- 
nificant yet but half appreciative observa- 
tions indicate that, just as the human mind 
dominates the materials and forces of lower 
nature, so may it measurably control and 
fashion the organism in which it is em- 
bodied ; already hygiene and gymnastics 
have improved unnumbered physiques and 
lengthened the days of thousands ; already 
leading educational institutions maintain 
physical departments in which they under- 
take so to shape and strengthen the limbs 
and lungs and even the heart and bone of the 
matriculate that he may be graduated sound 
in body as strong in mind ; yet these indica- 
tions would seem only to point the way of 
progress, and promise still better things in 
human development as later generations 
rise. 
5. The most elusive attributes of hu- 
manity are those manifested in conduct and 
feeling and thought ; yet, paradoxically, it 
was these obscure products of intellectual 
activity that men first sought to guide and 
control, for in every generation, in each 
stage of culture from the lowest savagery 
to the highest enlightenment, parents have 
essayed to train their children, while first 
the tribal leaders and later the sages and 
statesmen have semi-consciously or in full 
consciousness striven ceaselessly to shape 
the minds of the masses. So education, or 
the voluntary control of individual men- 
tality for the common good, has affected 
profoundly the entire course of human de- 
velopment, and has served ever to widen 
the chasm separating man from the beasts. 
In the earlier stages of culture, as indicated 
by the customs of savages still living, educa- 
tion was limited to the lowly esthetic and in- 
dustrial activity of the prime; for the primi- 
tive thinker ascribes motive,complex feel- 
ing,and all but the simplest actions to ill-con- 
SCIENCE. 
[N.S. Vou. VI. No. 142. 
ceived extraneous potencies against which 
it were bootless to strive. In higher 
savagery and in barbarism the sphere of 
education extended to those features of 
conduct involved in the maintenance of 
tribal relations, and was effected partly 
by means of habitual appeal to the ex- 
traneous potencies which were gradually 
crystallized in mythic systems themselves 
arising in a certain order determined partly 
by educational practice; for in much of 
savagery and in all of barbarism the sources 
of sentiment and motive are sought outside 
the individual and largely beyond the realm 
of the real. With the birth of civilization 
education extended to feeling and thought, 
partly through appeal to ideal potencies, 
and there was a tendency to exalt the es- 
thetic and neglect the industrial ; and cer- 
tain educational systems rose so high into 
the supernal or passed so far into the meta- 
physical as to lose sight alike of individual 
conduct and the sources of real knowledge. 
In modern enlightenment—especially in 
America—the methods aud purposes of 
training are shaped by science, and, de- 
spite the struggle of the scholastics, educa- 
tion is becoming revolutionized. With the 
recognition of an actual universe knowable 
through senseand reason, training becomes 
definite in plan and usefulin purpose; with 
the recognition of cerebral function and of 
the influence of exercise in developing the 
brain, the scientific psychologists of the 
present decade have gone far in erecting a 
new platform for pedagogy; and with the 
recognition of the relations among the 
activities and the activital products of man, 
the normal course of intellectual develop- 
ment would appear to have been made clear; 
for it seems manifest that just as obser- 
vation begins with the simple and proceeds 
toward the complex, and just as activity be- 
gins with the spontaneous and passes into 
the volitional, so individual and collective 
mentality must arise in simple and perhaps 
