a of his anxiety we may think of a young
wife about to become a mother, who should set herself such problems as
the following: how can I create an infant, if I know nothing of
anatomy; how can I form its skeleton? I must study the structure of
the bones carefully. I must then learn how the muscles are attached;
but how will it be possible to put the brain into a closed box? And
must the little heart go on beating continually until death? Is it
possible that it will not weary?

In like fashion, she might ponder thus over her new-born babe: it is
evident that he will not be able to walk if he does not first of all
understand the laws of equilibrium; if he is left to himself, he will
not be able to understand these till he is twenty; I must therefore
prepare to teach him these laws prematurely in order that he may be
able to walk as quickly as possible.

The schoolmaster is the person who builds up the intelligence of the
pupil; the intelligence of the pupil increases in direct proportion to
the efforts of the teacher; in other words, he knows just what the
master has made him know and understands neither more nor less than
the master has made him understand. When an inspector visits a school
and questions the pupils he turns to the master, and if he is
satisfied says: "Well done, teacher!" For the result is indubitably
the work of the master; the discipline by which he has fixed the
attention of his pupils, even to the psychical mechanism which has
guided him in his teaching, all is due to him. God enters the school
as a symbol in the crucifix, but the creator is the teacher.

A good deal of help is given to teachers in their superhuman task.
There is a kind of division of labor, by virtue of which more advanced
experts prepare the schemata of instruction; basing them upon
psychology, if the teaching is on a scientific plan, or on the
principles laid down by one of the great pedagogists such as Herbart,
for example; moreover, the sciences, such as hygiene and experimental
psychology, are further invoked to overcome many practical
difficulties and to help in the arrangement of schoolrooms, the
drawing up of the curriculum, time-tables, etc.

Here, for instance, are notes for lessons on a psychological basis,
that is to say, lessons which take account of the proper _order of
succession_ in which the psychical activities should develop in the
mind of the child; by exercises of this kind, the pupil will not only
learn, b