The argument may be summarized by saying that there is controversy neither as to the ethical character of education, nor as to the abstraction which psychology performs in reducing personality to an object. The teacher is, indeed, a person occupied with other persons. He lives in a social sphere--he is a member and an organ of a social life. His aims are social aims; the development of individuals taking ever more responsible positions in a circle of social activities continually increasing in radius and in complexity. Whatever he as a teacher effectively does, he does as a person; and he does with and toward persons. His methods, like his aims, when actively in operation, are practical, are social, are ethical, are anything you please--save merely _psychical_. In comparison with this, the material and the data, the standpoint and the methods of psychology, are abstract. They transform specific acts and relations of individuals into a flow of processes in consciousness; and these processes can be adequately identified and related only through reference to a biological organism. I do not think there is danger of going too far in asserting the social and teleological nature of the work of the teacher; or in asserting the abstract and partial character of the mechanism into which the psychologist, as a psychologist, transmutes the play of vital values. Does it follow from this that any attempt on the part of the teacher to perform this abstraction, to see the pupil as a mechanism, to define his own relations and that of the study taught in terms of causal influences acting upon this mechanism, is useless and harmful? On the face of it, I cannot understand the logic which says that because mechanism is mechanism, and because acts, aims, values are vital, therefore a statement in terms of one is alien to the comprehension and proper management of the other. Ends are not compromised when referred to the means necessary to realize them. Values do not cease to be values when they are minutely and accurately measured. Acts are not destroyed when their operative machinery is made manifest. The statement of the disparity of mechanism and actual life, be it never so true, solves no problem. It is no distinction that may be used off-hand to decide the question of the relation of psychology to any form of practice. It is a valuable and necessary distinction; but it is only preliminary. The purport of our discussion has, indeed, led us strongly to suspect any ideal which exists purely at large, out of relation to machinery of execution, and equally a machinery that operates in no particular direction.