agreement is affirmed, it is called a positive judgment. If the agreement is denied, it is called a negative judgment. Judgment builds our percepts Judgment and our concepts into higher forms of thought. 66 A boy who for the first time saw an island, and was told the name, finally remarked, "Why, an island is a piece of shore out in the water." He had compared island and land, and this was his judgment. When I compare snow and whiteness I announce the judgment, Snow is white." I also know at once that "Snow is not black." Thus I affirm a positive as well as a negative judgment concerning snow and whiteness. Seeing these relations between the different objects in thought is of the highest educational utility. To explain God is to lead the child to identify him with the attributes of love and mercy and power and majesty and glory. Thus we bring him within our comprehension. It is perhaps true that we do not begin to exhaust the relations existing between separate objects of thought. We carry great series of disconnected data that should be joined and wedded in the soul. We do not often enough exercise this splendid power of judgment. Every word is the symbol of some more or less important Office of fact of knowledge. It is the business of the soul to establish relations between these symbols. God has given us this power of judgment for that purpose. Let us endeavor to find the subtle but essential ties that connect what may at first seem separate and distinct facts of knowledge. Thus we amass a healthy, a vigorous, a vital activity in the soul. To join words into sentences, to erect concepts and percepts into judgments, is to give the soul the freer sweep, the wider view, the more Godlike power. How may this power of judgment be cultivated? QUESTIONS AND SUGGESTIONS. For testing one's grasp of the subject, and What four forms of knowledge are defined in this article? Define each. Take a subject, say, Gettysburg, Valley Forge, Moses, or Paul, and discuss it, first clearly, then distinctly, then adequately, and, if you can, exhaustively. In what ways should the pupil know a subject? Why should the teacher's knowledge be different in kind from that of the pupil? Discuss the value of analytic knowledge for the teacher, of distinct knowledge for the pupil. Which form of knowing corresponds to apperception? Why? What aids should the teacher use in the class? How does good teaching differ from ordinary teaching? Discuss the value of margins in equipment. Why is it proper to say that our pupils are not all normal in their unfolding? What is judgment? Form a group of judgments relating to the words sheep, shepherd, love, kindness, John, John Baptist, and teaching. How does a negative judgment arise? How does a positive judgment arise? J XII FACTS ABOUT JUDGMENT 66 ESUS declares to his followers that with 66 what judgment ye judge, ye shall be judged." This is an eminently fair proposition. We have no right to demand, or even to expect, from others, what we are not willing to accord to them. The same central idea is in the proverb, "People that live in glass houses should not throw stones." It is also found in the saying, "Chickens come home to roost." It is a general judgment, universally accepted, that in the game of life we should play fair." We are all too willing to form opinions; that is, to formulate judgment upon almost every matter of moment that arises. This is especially true of matters of education and of religion. In some range of knowledge we like to think our judgment best. We usually select the ranges in which exact determinations are least likely to be thrust forward. A Fair I saw a teacher once take a group of children out for an afternoon of what she called nature study. She made the children walk behind her with their hands behind their backs, quietly, in perfect line, and occasionally she would stop and pick up a flower, or a leaf, or a bug, and, beckoning to the children, say, "Form a circle around. me." Then she would say, "Children, here is a flower which I have just discovered growing amidst the grass. Notice its One Way color, notice its odor, notice the shape of the petals. Now, come on." And so, again and again, this monotonous thing was repeated until every child was sick of the so-called lesson in nature study. I saw another teacher with a group of children on a similar mission. The teacher walked behind, and the children ran in every direction, happy, free, active, unrestrained; and the moment their bright eyes lighted upon a flower, or a leaf, or a bug, or any other object that interested them and caught their attention, they ran with their find to the teacher. The teacher smilingly said, "Tell me about it. Where did you find it? What was it doing?" And some one would start with a most interesting and enthusiastic statement of all the facts which they were able A Better to gather concerning the object. Then the teacher, with wise questions and helpful suggestions and prudent guidance, led the child, step by step, to discover all that in its haste and immaturity it had failed Way |