Talks to Teachers on Psychology

I need not recapitulate here what I said awhile back about the superiority of the objective and experimental methods. They occupy the pupil in a way most congruous with the spontaneous interests of his age. They absorb him, and leave impressions durable and profound. Compared with the youth taught by these methods, one brought up exclusively by books carries through life a certain remoteness from reality: he stands, as it were, out of the pale, and feels that he stands so; and often suffers a kind of melancholy from which he might have been rescued by a more real education. There are other impulses, such as love of approbation or vanity, shyness and secretiveness, of which a word might be said; but they are too familiar to need it. You can easily pursue the subject by your own reflection. There is one general law, however, that relates to many of our instinctive tendencies, and that has no little importance in education; and I must refer to it briefly before I leave the subject. It has been called the law of transitoriness in instincts. Many of our impulsive tendencies ripen at a certain period; and, if the appropriate objects be then and there provided, habits of conduct toward them are acquired which last. But, if the objects be not forthcoming then, the impulse may die out before a habit is formed; and later it may be hard to teach the creature to react appropriately in those directions. The sucking instincts in mammals, the following instinct in certain birds and quadrupeds, are examples of this: they fade away shortly after birth.