I went to church, but I did not hear the Neidlinger Carol sung. The group of sounds that makes the music fits in with other sensations, that, all together, make the duration of yesterday, sensations, any part of which I recognize or recall as belonging to yesterday.

In five days it will be New Year's Day. The ideas that make that day do not fit in with any that have made an outer order in the past, therefore I judge that it will be in the future.

The actual present, the meeting-place between the past and the future, has no duration. We know an event as present, in the same way that we know the past and the future, from the relations of ideas.

All our knowledge of time relations, that is, time, rhythm, frequency, rate is a matter of the association of ideas.

V. Thus we see that only a small part of our so-called knowledge of the outer world is direct perception. Following primary sensations there flash into our minds associations about space and time relations as well as a bewildering multiplicity of identifying associations that make the primary sensations usable by us.

APPLICATION STEP.-I. Watch the experience of a child in learning distances and shapes, that is, in establishing associations among groups of colors, touches, arm's lengths, paces, and words.

I know a child who cried for the moon. She really thought it was against the window. Certain colors had been in her mind before with the ten-paces-distant window, so that a visual image of these colors again was followed by the inference that the moon was in the window.

A man told me that when he was a little chap he lived where he could see railway trains cross a river bridge at

some distance from his home. These trains, of course, looked small to him though they did not seem far away. They later passed his home, but he could not see where the tracks turned, and so did not know that they, the cars, were the same.

He often wondered, he said, why those little trains that he saw on the bridge, trains like the toy-cars he dragged around the yard after him, never came by his house. You see he had not associated the distance of six city blocks with the sight complexes that made the trains on the bridge.

Try to realize by constant concrete observation how complex a composite the space relations of your outer world that you have built up hour by hour since childhood-try to realize how complex a composite these relations are.

II. What advantage would it be to us to be more accurate and adequate in our associations of space measurements? to estimate, for example, at a glance the size of the park as seventy acres; to be able to imagine how an animal five feet high would look; a fall of water two hundred feet high; a mountain 5000 feet high, a bird four inches long.

III. As we grow up and grow older the function of primary sensations becomes more and more merely to "touch off" the complexes. Only a few elements of our experience are of the outer order; the rest of a group is supplied from the inner order.

A good example of this fact is our experience in reading: Cover the lower half of a line of print and read it. Then cover the upper half of another line and read it.

Which of the two did you read more readily? Unless your experience differs from that of others, you will have read the first more easily.

In hasty reading we form the habit of making only the tops of the letters as of the outer order and supplying the rest as secondary, though we are not conscious of this fact

till attention is called to it. Most adults would say that they see the whole word on the page. Because they so rarely do, children make better proof-readers than adults.

IV. It is thought that in early mental evolution consciousness was primary, all outer. As experience grew, secondary ideas appeared, and as they were found useful to supplement the primary experience their store increased. Lastly, as language developed, the mere symbol came to take the place of the group of sensations.

And as we grow older our stream of thought comes to be in some instances almost entirely in the terms of language. V. Though ordinarily we make our inner and our outer order without confusion and with apparent truth, we are sometimes inadequate to our outer world. As we occasionally fill out the rest of a word or a sentence in reading incorrectly, so we make mistakes now and then in filling out other groups.

A young lady recently entered a room where she saw a small parcel done up in oiled paper. After a few minutes she said, "I smell violets. How sweet they are!" The flowers in the paper were odorless mountain daisies. There was perhaps about them some little fragrance of the green house, and Miss S. had completed the few outer elementsby secondary elements, so that she smelled violets distinctly.

VI. This odor was an illusion, and the experience may be taken as a type of illusions. It is probable that there are always some few sensations that touch off the complex, and perhaps far oftener than we realize, our perceptions are filled out in the wrong way.

Make a study of the extent to which emotions, desires, moods, the fixedness of an idea, and prepossessions influence our illusions.

VII. "The whole world of reality, as well as that of knowledge, may be considered as one system, embracing

within the unity of its totality all the various systems with their complicated parts. From this point of view everything bears relations to everything else in the universe."

"Inference (in higher thought) consists in interpreting the implications of the system to which the given in consciousness belongs."

"He only sees well who sees the whole in the parts and the parts in the whole.

A child at first sees only immediate relations. His chief business is the collection of material in which he feels only the more necessary and obvious connections. With advancing maturity he is able to feel relations more and more remote. "It is therefore the well-furnished mind which sees things as most widely related, and discerns the potential as well as the actual manifestation, which will prove the most fertile in accurate inference, in prophetic suggestion, and in inventive resource." (J. G. Hibben, "Inductive Logic.)

CHAPER IV

MEMORIES

LESSON I

RETENTION

PREPARATION STEP.-I. Recall a face that you saw yesterday on the street; image it vividly. Recall the sounds of a band that you heard last summer; the smell and flavor of the coffee that you drank for breakfast; the touch and pressure of fur that you wore at some particular time last winter; the temperature and organic sensations of the last over-heated room you entered; the sensations of a burn, an electric shock, a headache.

Recall at your leisure definite scenes and experiences in the terms of as many senses as possible from each year of your life as far back as you can remember. Take time to get a definite idea in each case and image each one vividly.

II. Notice that the secondary image of the face that you saw yesterday on the street, (as well as all the other secondary images recalled above) is a group of sensations definitely arranged, and that it has the definite time, space, and other relations to other groups that the primary image had.

One face, for example, that I recall having seen is that of a young woman: the flesh tints, a definite group of color sensations, are surrounded by the grays of her prematurely white hair; I recall that she wore a black suit; I saw her against the background of a shop window; the time was in the morning and so on,-I may reproduce a large number of relations in which this particular visual image was set.