=The Best Thought is Common Thought.=—Let us consider now some three or four of the psychologies which have the most widespread influence to-day. But we do not presume to do this as critics, rather as inheritors of other men’s labour, who take stock of our possessions in order that we may use them to the most advantage. For the best thought of any age is common thought; the men who write it down do but give expression to what is working in the minds of the rest. But we must bear in mind that truth behaves like a country gate allowed to ‘swing to’ after a push. Now it swings a long way to this side and now a long way to that, and at last after shorter and shorter oscillations the latch settles. The reformer, the investigator, works towards one aspect of truth, which is the whole truth to him, and which he advances out of line with the rest. The next reformer works at a tangent, apparently in opposition, but he is bringing up another front of truth. Then there is work for us, the people of average mind. We consider all sides, balance what has been done, and find truth, perhaps in the mean, perhaps as a side issue which did not make itself plain to original thinkers of either school. But we do not scorn the bridge that has borne us. =Locke’s ‘States of Consciousness.’=—We need not go further back than Locke, who represents the traditional educational notions in the homes of the upper middle classes. People who bring up their children by ‘common sense,’ according to ‘the way of our family,’ do so more often than they know because their great-great-grandfathers read Locke. He did not concern himself with the _mind_, or _soul_, of man, but with ‘_states of consciousness_.’ Ideas, images, were for him to be got only through the senses; and a man could know nothing but what he got hold of through his own senses and assimilated by his own understanding. As for choice and selection in these ideas and images, Locke gives a comprehensive counsel—‘What it becomes a gentleman to know’ is the proper subject-matter for education. The mind (_i.e._ the man?) appears to have little colour or character of its own, but has certain powers and activities for the employment of the ideas it receives; and to account for these, Locke invented the pestilent fallacy which has, perhaps, been more injurious than any other to the cause of education—the fallacy of the ‘faculties of the mind.’