ed type,--The perfect type,--The balky will,--What
character building consists in,--Right action depends on right
apperception of the case,--Effort of will is effort of attention: the
drunkard's dilemma,--Vital importance of voluntary attention,--Its
amount may be indeterminate,--Affirmation of free-will,--Two types of
inhibition,--Spinoza on inhibition by a higher good,--Conclusion.

TALKS TO STUDENTS.

I. THE GOSPEL OF RELAXATION

II. ON A CERTAIN BLINDNESS IN HUMAN BEINGS

III. WHAT MAKES A LIFE SIGNIFICANT?

* * * * *

TALKS TO TEACHERS

I. PSYCHOLOGY AND THE TEACHING ART

In the general activity and uprising of ideal interests which every one
with an eye for fact can discern all about us in American life, there is
perhaps no more promising feature than the fermentation which for a
dozen years or more has been going on among the teachers. In whatever
sphere of education their functions may lie, there is to be seen among
them a really inspiring amount of searching of the heart about the
highest concerns of their profession. The renovation of nations begins
always at the top, among the reflective members of the State, and
spreads slowly outward and downward. The teachers of this country, one
may say, have its future in their hands. The earnestness which they at
present show in striving to enlighten and strengthen themselves is an
index of the nation's probabilities of advance in all ideal directions.
The outward organization of education which we have in our United States
is perhaps, on the whole, the best organization that exists in any
country. The State school systems give a diversity and flexibility, an
opportunity for experiment and keenness of competition, nowhere else to
be found on such an important scale. The independence of so many of the
colleges and universities; the give and take of students and instructors
between them all; their emulation, and their happy organic relations to
the lower schools; the traditions of instruction in them, evolved from
the older American recitation-method (and so avoiding on the one hand
the pure lecture-system prevalent in Germany and Scotland, which
considers too little the individual student, and yet not involving the
sacrifice of the instructor to the individual student, which the English
tutorial system would seem too often to entail),--all these things (to
say nothing of that coeducation of the sexes in whose benefi