The physician, for instance, is never in doubt that it is his
purpose to bring about the normal functioning of the bod-
ily organs, and yet he needs a whole array of sciences to
find the proper means to that end. For the educator the
end is not at all such a matter of course as for the physi-
cian; we had to reject all kinds of pseudo-aims which sug-
gest themselves and we had to go a long way through ethics
to find our pedagogical purpose. But again, just as for the
physician, it holds true that all the scientific knowledge of
the day must be made serviceable to us in selecting our
means and tools and methods as soon as the aim is recog-
nized.
Here, to be sure, psychology has the right to the first
place. Education, we saw, must prepare the child for
service to the world of values. That service is a work of
the soul, a work of intellect and judgment, of knowledge
and emotion, of character and will. Accordingly, the most
immediate material for the teacher's effort is the mind of

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PSYCHOLOGY AND THE TEACHER

the pupil to be molded. In this demand for psychological
studies all theories of education may agree.
Yet not a few diiBSculties meet us at the threshold.
