ABSTRACT
The Problem.—The previous sections have considered the particular and definite changes wrought by education. We have studied the means of preserving or eliminating particular instincts and capacities, of forming particular habits of attention, interest, thought and feeling, of helping pupils to acquire particular connections of motor response, of selecting and abstracting particular elements, of guiding pupils in particular inductions and particular deductions. The problem has been always, ‘What must be done to get this or that particular response?’
