External stimuli powerless without an answering internal force A natural internal force directs psychical formation New pedagogy provides nourishment for internal needs Organization of knowledge in the child's mind Teacher directs, but does not interrupt phenomena of attention Material offered should correspond to psychical needs CHAPTER VII WILL Its relation to attention Manifested in action and inhibition Opposite activities of the will must combine to form the personality Powers of the will established by exercise, not by subjection Persistence in effort the true foundation of will Decision the highest function of the will Development of will depends on order and clarity of ideas Power of choice, which precedes decision, should be strengthened Need of exercise for the will paralleled with need of muscular exercise Fallacy of educating the child's will by "breaking it" "Character" the result of established will, not of emulation CHAPTER VIII INTELLIGENCE Liberating the child means leaving him to "his own intelligence" How the intelligence of the child differs from the instincts of animals Intelligence the actual means of formation of the inner life Hygiene of intelligence Intelligence awakens and sets in motion the central nervous mechanisms In an age of speed, man has not accelerated himself Swift reactions an external manifestation of intelligence Ability to _distinguish_ and _arrange_ the characteristic sign of intelligence Montessori "sensory exercises" make it possible for the child to distinguish and classify The Montessori child is sensitive to the objects of his environment Educational methods in use do not help the child to distinguish Power of _association_ depends on ability to distinguish dominant characteristics Individuality revealed in association by similarity By means of attention and internal will the intelligence accomplishes the work of association _Judgment_ and _reasoning_ depend on ability to distinguish Activities of association and selection lead to individual habits of thought Importance of acquiring ability to reason for oneself Genius the possession of maximum powers of association by similarity Genius of errors in association and reasoning which have impeded science The consciousness can only accept truths for which it is "expectant" The intelligence has its peculiar perils, from which it should be guarded CHAPTER IX IMAGINATION The creative imagination of science is based upon truth. Imagination based on reality differs from that based on speculation Speculative imagination akin to original sin Education should direct imagination into creative channels Truth is also the basis of artistic imagination. All imagination based on sense impressions Non-seasonal impressions--spiritual truths Education in sense perception strengthens imagination