2. If a boy liked arithmetic, and disliked geography, or conversely,
how would you try to develop an interest in the subject to which he
was indifferent ?

3. Do you think there should be elective studies in high schools,
and, if so, to what extent ?

4. Can you respect the individuality of students who are studying
the same subjects?

5. What is meant by " correlation " ? " Concentration " ?

1 See Appendix A.
LESSON XVII.
KNOWING, FEELING, AND WILLING.
In studying our experience in order to ascertain the
nature and laws of attention, we have already observed
three fundamentally different classes of mental facts. We
have seen that what we perceive, remember, recollect, and
believe — as the result of reasoning — depends on what
we attend to. But all these acts of mind (perception,
memory, recollection, and reasoning) are alike forms of
knowledge.
Two Kinds of Knowledge. — Perception gives us what
seems to be immediate or direct knowledge of external
objects — trees, houses, fences, and the like; memory,
direct knowledge of past objects and events; reasoning,
mediate or indirect knowledge of objects and events and
laws — past, present, and future. They differ, then, in
the kinds of facts of which they tell us, and the way in
which they tell us about them. Perception tells us of the
present directly ; memory, of the past directly ; reasoning,
of past, present, and future indirectly. But they agree in
being forms or kinds of knowledge. What we perceive,
and what we remember, and what we learn by reasoning,
we alike know, provided there has been no mistake in the
processes.
