Besides this contribution to general psychology, I think we may safely offer one to pedagogical science. At least some of our results possess considerable pedagogical interest. The fundamental form of intellection, the association-process in animals, is one, we decided, which requires the personal experience of the animal in all its elements. The association cannot be taught by putting the animal through it or giving it a chance to imitate. Now every observant teacher realizes how often the cleverest explanation and the best models for imitation fail. Yet often, in such cases, a pupil, if somehow enticed to do the thing, even without comprehension of what it means, even without any real knowledge of what he is doing, will finally get hold of it. So, also, in very many kinds of knowledge, the pupil who does anything from imitation, or who does anything from being put through it, fails to get a real and permanent mastery of the thing. I am sure that with a certain type of mind the only way to teach fractions in algebra, for example, is to get the pupil to do, do, do. I am inclined to think that in many individuals certain things cannot be learned save by actual performance. And I think it is often a fair question, when explanation, imitation and actual performance are all possible methods, which is the best. We are here alongside the foundations of mental life, and this hitherto unsuspected law of animal mind may prevail in human mind to an extent hitherto unknown. The best way with children may often be, in the pompous words of an animal trainer, ‘to arrange everything in connection with the trick so that the animal will be compelled by the laws of his own nature to perform it.’ This does not at all imply that I think, as a present school of scientists seem to, that because a certain thing _has been_ in phylogeny we ought to repeat it in ontogeny. Heaven knows that Dame Nature herself in ontogeny abbreviates and skips and distorts the order of the appearance of organs and functions, and for the best of reasons. We ought to make an effort, as she does, to omit the useless and antiquated and get to the best and most useful as soon as possible; we ought to change what _is_ to what _ought to be_, as far as we can. And I would not advocate this animal-like method of learning in place of the later ones unless it does the same work better. I simply suggest that in many cases where at present its use is never dreamed of, it may be a good method. As the fundamental form of intellection, every student of _theoretical_ pedagogy ought to take it into account.