establish belief, and so free the soul to move on to action. On Monday Mary's mother took her for a walk. Yesterday Mary's mother did not do so. What will Mary's mother do to-day? Last Sunday the teacher of William's class was not present, nor was he present the Sunday before. What of next Sunday? Twice in succession James was late at breakfast, then he was on time for three successive mornings. How about the sixth? Doubt moves the mind away from the act of judgment. The judgment is suspended until the doubt is removed. Belief stands at one end, and doubt at the other end, of a long series of mental states. At one end is perfect confidence. Doubt is wholly excluded. At another point doubt and belief are exactly equal. The mind is deadlocked. Farther on in the descending series all belief may vanish, and the lowest level, that of absolute rejection, is reached. I make bold to say that teachers do not ponder the issues of this paragraph as they should. The teacher is himself at the point of belief. His judgment is made up. He assumes that he has secured the same mental state of belief in his pupils. But has he? How does he know? Surely he should know. The Sunday-school class is not a forum in which the teacher is to be confirmed in his judgment; it is, in fact, the training-ground for young souls. The vital thing is, what do they believe? Upon what judgments do they climb to clear conviction? What can the teacher do to give discipline and nutrition to their struggling souls to the end that at last they How Doubt shall live in the clear air and the serene heights whence they may confidently proclaim, "Lord, I believe"? QUESTIONS AND SUGGESTIONS. For testing one's grasp of the subject, and Why should religious and educational problems require the clearest judgment? Criticize my friend's opinion of the functions of the rural Sunday-school. Illustrate the difference between conception and judg ment. Build carefully at least a dozen judgments, noting all the while the action of the soul in the progress. What constitutes mechanical teaching? What would you do to avoid mechanical processes in your class? What are the leading characteristics of the judgments of children? What do they need? Is there any danger in "lightning processes" in teaching? Write or narrate two or three stories in which feeling and judgment are in conflict. How is belief related to judgment? Can you figure in your own mind the conflict between doubt and belief? This conflict may be represented by a figure in which the range of doubt gradually yields to the range of belief. Draw such a figure. Is the teacher doing all that is necessary when he himself forms clear judgments and arrives at stable belief? In belief the soul is at rest. In doubt it is not. Explain. XIII REASON AND EDUCATIONAL ENDS WHEN I was a barefoot boy in the days that never lose their fragrant memories, I frequently accompanied my mother and other women of blessed memory to the near-by mountains to gather huckleberries. The long walks up the mountainside in the cool of the morning, the frequent rests by the mossy rocks, the refreshing drink from the clear spring under the trees, the chirp of birds, the flash of a squirrel leaping among the leafy branches, the luncheon at the noon hour, the tedious task of picking the blue globules that filled my bucket all too slowly, the weary journey home,-all these incidents now flood my memory and moisten my eyes. The very hand that is commanded to write trembles to record what seems almost too sacred for the many to share. Boyhood I recall now my mother's remark, "My son, you have some ripe berries, some green ones, some leaves, and some twigs. You must keep your eye on the ripe berries only if you would save me the task of going over your work again." The boy was anxious to fill his bucket. He was not at all concerned as to the quality of the contents. Is this not likewise a picture of our efforts to gather facts of knowledge? We snatch greedily any and all things that will "fill up " our quota of information. There is no order, no unity, no harmony, in the things we gather. If, however, we would gain at last a harmonious group of similar or related facts, we must fasten our mind's eye, attention, upon the kind of facts we most need. We must gather related facts of knowledge, or Basis of Accurate patient processes by teacher and parent alike will be required to sort our mental wares and fit them for organic relations. Accurate judgment presupposes wide experience with the facts involved. Avoid hasty generalizations. Do not speedily leap to conclusions. Judgment A teacher in a public school in an eastern city one afternoon found one of her pupils fast asleep. She wakened him rather roughly, and bade him attend to his lessons. The next day she found him asleep again. She gave him a sound shaking, and said, "If this happens again, you go to the principal for punishment." It did happen again and the boy was sent to the principal with a note from the teacher explaining his conduct, and declaring that the |