n between the parts of each
study and such a spinning of relations and connecting links between
different sciences that unity may spring out of the variety of
knowledge. History, for example, is a series and collocation of facts
explainable on the basis of cause and effect, a development. On the
other hand, history is intimately related to geography, language,
natural science, literature, and mathematics. It would be impossible
to draw real history out by the roots without drawing all other studies
out bodily with it. Is there then any reason why school history should
ignore its blood relationships to other branches of knowledge?

Concentration is so bound up with the idea of _character-forming_ that
it includes more than school studies. It lays hold of _home
influences_ and all the experiences of life outside of school and
brings them into the daily service of school studies. It is just as
important to bind up home experience with arithmetic, language, and
other studies as it is to see the connection between geography and
history. In the end, all the knowledge and experience gained by a
person at home, at school, and elsewhere should be classified and
related, each part brought into its right associations with other parts.

Nor is it simply a question of throwing the varied sorts of _knowledge_
into a net-work of crossing and interwoven series so that the person
may have ready access along various lines to all his knowledge stores.
Concentration draws the _feelings_ and the _will_ equally into its
circle of operations. To imagine a character without feeling and will
would be like thinking a watch without a mainspring. All knowledge
properly taught generates feeling. The will is steadily laying out,
during the formative period of education, the highways of its future
ambitions and activities. Habits of willing are formed along the lines
of associated thought and feeling. The more feeling and will are
enlisted through all the avenues of study and experience, the more
permanent will be their influence upon character.

In attempting to solve the problem of concentration the question has
been raised whether a _single study_, the most important, of course,
should constitute a concentrating nucleus, like the hub in a wheel, or
whether _all studies_ and _experience_ are to be brought into an
organic whole of related parts. It is evident that history and natural
science at least hold a leading place among studies