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Page 9
Third, those very functions of the mind that do not refer directly to
this world's environment, the ethical utopias, �sthetic visions,
insights into eternal truth, and fanciful logical combinations, could
never be carried on at all by a human individual, unless the mind that
produced them in him were also able to produce more practically useful
products. The latter are thus the more essential, or at least the more
primordial results.
Fourth, the inessential 'unpractical' activities are themselves far more
connected with our behavior and our adaptation to the environment than
at first sight might appear. No truth, however abstract, is ever
perceived, that will not probably at some time influence our earthly
action. You must remember that, when I talk of action here, I mean
action in the widest sense. I mean speech, I mean writing, I mean yeses
and noes, and tendencies 'from' things and tendencies 'toward' things,
and emotional determinations; and I mean them in the future as well as
in the immediate present. As I talk here, and you listen, it might seem
as if no action followed. You might call it a purely theoretic process,
with no practical result. But it _must_ have a practical result. It
cannot take place at all and leave your conduct unaffected. If not
to-day, then on some far future day, you will answer some question
differently by reason of what you are thinking now. Some of you will be
led by my words into new veins of inquiry, into reading special books.
These will develop your opinion, whether for or against. That opinion
will in turn be expressed, will receive criticism from others in your
environment, and will affect your standing in their eyes. We cannot
escape our destiny, which is practical; and even our most theoretic
faculties contribute to its working out.
These few reasons will perhaps smooth the way for you to acquiescence
in my proposal. As teachers, I sincerely think it will be a sufficient
conception for you to adopt of the youthful psychological phenomena
handed over to your inspection if you consider them from the point of
view of their relation to the future conduct of their possessor.
Sufficient at any rate as a first conception and as a main conception.
You should regard your professional task as if it consisted chiefly and
essentially in _training the pupil to behavior_; taking behavior, not in
the narrow sense of his manners, but in the very widest possible sense,
as including every possible sort of fit reaction on the circumstances
into which he may find himself brought by the vicissitudes of life.
The reaction may, indeed, often be a negative reaction. _Not_ to speak,
_not_ to move, is one of the most important of our duties, in certain
practical emergencies. "Thou shalt refrain, renounce, abstain"! This
often requires a great effort of will power, and, physiologically
considered, is just as positive a nerve function as is motor discharge.
IV. EDUCATION AND BEHAVIOR
In our foregoing talk we were led to frame a very simple conception of
what an education means. In the last analysis it consists in the
organizing of _resources_ in the human being, of powers of conduct which
shall fit him to his social and physical world. An 'uneducated' person
is one who is nonplussed by all but the most habitual situations. On the
contrary, one who is educated is able practically to extricate himself,
by means of the examples with which his memory is stored and of the
abstract conceptions which he has acquired, from circumstances in which
he never was placed before. Education, in short, cannot be better
described than by calling it _the organization of acquired habits of
conduct and tendencies to behavior_.
To illustrate. You and I are each and all of us educated, in our several
ways; and we show our education at this present moment by different
conduct. It would be quite impossible for me, with my mind technically
and professionally organized as it is, and with the optical stimulus
which your presence affords, to remain sitting here entirely silent and
inactive. Something tells me that I am expected to speak, and must
speak; something forces me to keep on speaking. My organs of
articulation are continuously innervated by outgoing currents, which the
currents passing inward at my eyes and through my educated brain have
set in motion; and the particular movements which they make have their
form and order determined altogether by the training of all my past
years of lecturing and reading. Your conduct, on the other hand, might
seem at first sight purely receptive and inactive,--leaving out those
among you who happen to be taking notes. But the very listening which
you are carrying on is itself a determinate kind of conduct. All the
muscular tensions of your body are distributed in a peculiar way as you
listen. Your head, your eyes, are fixed characteristically. And, when
the lecture is over, it will inevitably eventuate in some stroke of
behavior, as I said on the previous occasion: you may be guided
differently in some special emergency in the schoolroom by words
which I now let fall.--So it is with the impressions you will make
there on your pupil. You should get into the habit of regarding them
all as leading to the acquisition by him of capacities for
behavior,--emotional, social, bodily, vocal, technical, or what not.
And, this being the case, you ought to feel willing, in a general way,
and without hair-splitting or farther ado, to take up for the purposes
of these lectures with the biological conception of the mind, as of
something given us for practical use. That conception will certainly
cover the greater part of your own educational work.
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