A final exemplification of the required balance between near and far is found in the relation that obtains between the narrower field of experience realized in an individual's own contact with persons and things, and the wider experience of the race that may become his through communication. Instruction always runs the risk of swamping the pupil's own vital, though narrow, experience under masses of communicated material. The instructor ceases and the teacher begins at the point where communicated matter stimulates into fuller and more significant life that which has entered by the strait and narrow gate of sense-perception and motor activity. Genuine communication involves contagion; its name should not be taken in vain by terming communication that which produces no community of thought and purpose between the child and the race of which he is the heir. INDEX Abstract, 135-144 Abstraction, 155 f. Action, activity, activities, 46, 140 f., 157-169, 190 f. Active attitude and the concept, 128 Analysis, 111-115, 152 f.; in education, 112 Apperception, 199; apperceptive masses, 203 Application, 129 f., 212 f. Apprehension, 119 f.; _see_ Understanding. Artist, attitude of, 219 f. Articulation, 3 Authority, 4, 25 Bacon, 22, 25, 33 Bain, 155 Balance, 38 Behavior, 5, 42-4, 54 f.; _see_ Action, Occupations Belief, 1, 3-7; reached indirectly, 18 Central factor in thinking, 7 Children, 42 f. Clifford, 148 Coherence, 3, 80 Comparison, 89 f., 202 Comprehension, 120; _see_ Understanding. Concentration, 40 Concept, conception, 107, 125-9, 213; _see_ Meaning. Conclusion, 3, 5 f., 40, 77, 80 f.; technique of, 87 f. Concrete, 135-44 Congruity, 3, 72 Connection, 7; _see_ Relation. Consecutive, 2, 40, 42 Consequence, consequential, 2; consequences, 5 Consistency, 40 Continuity, 3, 40, 80 Control, 18-28; of deduction, 93-100; of induction, 84-93; of suggestion, 84 f., 93; _see_ Regulation. Corroborate, corroboration, 9, 77 Curiosity, 31 ff., 105 Darwin, 38, 90, 127 Data, 79 f., 95, 103 f., 106 Decision, 107 Deduction, 79, 93-100, 103; control of, 93-100 Definition, 130 f.; definitions, 131-4, 212 Development, of ideas, 83; _see_ Elaboration, Ratiocination, Reasoning. Discipline, 63, 78; formal, 45, 50 Discourse, consecutive, 185 f. Discovery, inductive, 81, 116 Division, 131 Dogmatism, 149, 198 Doing, 139, 190 Doubt, 6, 9, 13, 102; _see_ Perplexity, Uncertainty. Drill, 52, 63 Drudgery, 218 Education, intellectual, 57, 62; aim of, 143 f., 156 Elaboration, of ideas, 75 f., 84, 94 f., 103, 106, 209; _see_ Development, Ratiocination, Reasoning. Emerson, 173 Emotion, 4, 11, 74 Emphasis, 112, 114 f. Empirical thinking, 145-9 End, 11 f. Evidence, 5, 7 f., 27, 103 f.; _see_ Grounds.