meaning results. The boy flying a kite has to keep his eye on the kite, and has to note the various pressures of the string on his hand. His senses are avenues of knowledge not because external facts are somehow 'conveyed' to the brain, but because they are used in doing something with a purpose. The qualities of seen and touched things have a bearing on what is done, and are alertly perceived; they have a meaning. But when pupils are expected to use their eyes to note the form of words, irrespective of their meaning, in order to reproduce them in spelling or reading, the resulting training is simply of isolated sense organs and muscles. It is such isolation of an act from a purpose which makes it mechanical. It is customary for teachers to urge children to read with expression, so as to bring out the meaning. But if they originally learned the sensory-motor technique of reading—the ability to identify forms and to reproduce the sounds they stand for—by methods which did not call for attention to meaning, a mechanical habit was established which makes it difficult to read subsequently with intelligence. The vocal organs have been trained to go their own way automatically in isolation; and meaning cannot be tied on at will. Drawing, singing, and writing may be taught in the same mechanical way; for, we repeat, any way is mechanical which narrows down the bodily activity so that a separation of body from mind—that is, from recognition of meaning—is set up. Mathematics, even in its higher branches, when undue emphasis is put upon the technique of calculation, and science, when laboratory exercises are given for their own sake, suffer from the same evil.
(c) On the intellectual side, the separation of 'mind' from direct occupation with things throws emphasis on things at the expense of relations or connections. It is altogether too common to separate perceptions and even ideas from judgments. The latter are thought to come after the
