education, and what not, that do their part to make him what he is. A system of psychology which gives us man in this sort of relation to educational forces should become common property at once, because this is what every mother of a family and teacher of a school, every sort of director of men and women, knows about. =The Evolution of the Individual.=—Next we demand of education that it should _make for the evolution of the individual_; should not only put the person in the first place, but should have for its sole aim the making the very most of that person, intellectually, morally, physically. We do not desire any dead accretions of mere knowledge, or externals of mere accomplishment. We desire an education that shall be assimilated; shall become part and parcel of the person; and the psychology which shall show us how to educate our children in this vital way will meet our demands. The doctrine of evolution has brought about a greater _bouleversement_ in philosophy than perhaps we are aware of, and we shall find by-and-by that ‘education’ means nothing less than the evolution of the human being at all points; and that the acquisition of mere learning is not necessarily education at all. =The Solidarity of the Race.=—One other idea that appears to be at work in the world for the elevation of mankind is that of _the solidarity of the race_. The American poet, Walt Whitman, expresses one side of this intuition when he tells us how _he_ conquers with every triumphant general, bleeds with every wounded soldier, shares the spring morning and the open road and the pride of the horses with every jolly waggoner—in fact, lives in all other lives that touch him anywhere, even in imagination. This is something more than the brotherhood of man; that belongs to the present; but our sense of the oneness of humanity reaches into the remotest past, making us regard with tender reverence every relic of the antiquity of our own people or of any other; and, with a sort of jubilant hope, every prognostic of science or philanthropy which appears to us to be the promise of the centuries to come. Is it too much to expect that psychology shall take cognisance of this great educational force as well as of the two others I have indicated? I do not say that these three are the only, so to speak, _motor_ ideas of our age; but I think they are the three of which we are all most aware, and I think, too, that any system of psychology which takes no cognisance of either, or of all of them, does not afford that basis for our educational theory and practice of which we are in search.