held as to the general character of
Hypnosis. The Paris school already referred to, led by the late Dr.
Charcot, hold that it is a pathological condition which is most
readily induced in patients already mentally diseased or having
neuropathic tendencies. They claim that the three stages described
above are a discovery of great importance. The so-called Nancy school,
on the other hand, led by Bernheim, deny the pathological character of
Hypnosis altogether, claiming that the hypnotic condition is nothing
more than a special form of ordinary sleep brought on artificially by
suggestion. Hypnotic suggestion, say they, is only an exaggeration of
an influence to which all persons are normally subject. All the
variations, stages, curious phenomena, etc., of the Paris school, they
claim, can be explained by this "suggestion" hypothesis. The Nancy
school must be considered completely victorious apart from some facts
which no theory has yet explained.

Hypnotism shows an intimacy of interaction between mind and body to
which current psychology is only beginning to do justice; and it is
this aspect of the whole matter which should be emphasized in this
connection. The hypnotic condition of consciousness may be taken to
represent the working of Suggestion most remarkably.

CHAPTER VIII.

THE TRAINING OF THE MIND--EDUCATIONAL PSYCHOLOGY.

A great deal has been said and written about the physical and mental
differences shown by the young; and one of the most oft-repeated of
all the charges which we hear brought against the current methods of
teaching is that all children are treated alike. The point is carried
so far that a teacher is judged from the way he has or has not of
getting at the children under him as individuals. All this is a move
in the right direction; and yet the subject is still so vague that
many of the very critics who declaim against the similar treatment
which diverse pupils get at school have no clear idea of what is
needed; they merely make demands that the treatment shall suit the
child. How each child is to be suited, and the inquiry still back of
that, what peculiarity it is in this child or that which is to be
"suited"--these things are left to settle themselves.

It is my aim in this chapter to indicate some of the variations which
are shown by different children; and on the basis of such facts to
endeavour to arrive at a more definite idea of what variations of
treatment are called for in th