"Since the mind is a unit and the faculties are simply phases or manifestations of its activity, whatever strengthens one faculty indirectly strengthens all the others. The _verbal_ memory seems to be an exception to this statement, however, for it may be abnormally cultivated without involving to any profitable extent the other faculties. But only things that are rightly perceived and rightly understood can be _rightly_ remembered. Hence whatever develops the acquisitive and assimilative powers will also strengthen memory; and, conversely, rightly strengthening the memory necessitates the developing and training of the other powers." (R.N. Roark, Method in Education, p. 27.) "It is as a means of training the faculties of perception and generalization that the study of such a language as Latin in comparison with English is so valuable." (C.L. Morgan, Psychology for Teachers, p. 186.) "Arithmetic, if judiciously taught, forms in the pupil habits of mental attention, argumentative sequence, absolute accuracy, and satisfaction in truth as a result, that do not seem to spring equally from the study of any other subject suitable to this elementary stage of instruction." (Joseph Payne, Lectures on Education, Vol. I, p. 260.) "By means of experimental and observational work in science, not only will his attention be excited, the power of observation, previously awakened, much strengthened, and the senses exercised and disciplined, but the very important habit of doing homage to the authority of facts rather than to the authority of men, be initiated." (_Ibid_., p. 261.) The view maintained by these writers is that the mind is made up of certain elemental powers such as attention, reasoning, observation, imagination, and the like, each of which acts as a unit. Training any one of these powers means simply its exercise irrespective of the material used. The facility gained through this exercise may then be transferred to other subjects or situations, which are quite different. The present point of view with regard to this question is very different, as is shown by the following quotations: "We may conclude, then, that there is something which may be called formal discipline, and that it may be more or less general in character. It consists in the establishment of habitual reactions that correspond to the form of situations. These reactions foster adjustments, attitudes, and ideas that favor the successful dealing with the emergencies that arouse them. On the other hand, both the form that we can learn to deal with more effectively, and the reactions that we associate with it, are definite. There is no general training of the powers or faculties, so far as we can determine." (Henderson, 10, p. 307 f.)