The psychology of the elementary school subjects is concerned with the connections whereby a child is able to respond to the sight of printed words by thoughts of their meanings, to the thought of "six and eight" by thinking "fourteen," to certain sorts of stories, poems, songs, and pictures by appreciation thereof, to certain situations by acts of skill, to certain others by acts of courtesy and justice, and so on and on through the series of situations and responses which are provided by the systematic training of the school subjects and the less systematic training of school life during their study. The aims of elementary education, when fully defined, will be found to be the production of changes in human nature represented by an almost countless list of connections or bonds whereby the pupil thinks or feels or acts in certain ways in response to the situations the school has organized and is influenced to think and feel and act similarly to similar situations when life outside of school confronts him with them. We are not at present able to define the work of the elementary school in detail as the formation of such and such bonds between certain detached situations and certain specified responses. As elsewhere in human learning, we are at present forced to think somewhat vaguely in terms of mental functions, like "ability to read the vernacular," "ability to spell common words," "ability to add, subtract, multiply, and divide with integers," "knowledge of the history of the United States," "honesty in examinations," and "appreciation of good music," defined by some general results obtained rather than by the elementary bonds which constitute them. The psychology of the school subjects begins where our common sense knowledge of these functions leaves off and tries to define the knowledge, interest, power, skill, or ideal in question more adequately, to measure improvement in it, to analyze it into its constituent bonds, to decide what bonds need to be formed and in what order as means to the most economical attainment of the desired improvement, to survey the original tendencies and the tendencies already acquired before entrance to school which help or hinder progress in the elementary school subjects, to examine the motives that are or may be used to make the desired connections satisfying, to examine any other special conditions of improvement, and to note any facts concerning individual differences that are of special importance to the conduct of elementary school work. Put in terms of problems, the task of the psychology of the elementary school subjects is, in each case:-- (1) _What is the function?_ For example, just what is "ability to read"? Just what does "the understanding of decimal notation" mean? Just what are "the moral effects to be sought from the teaching of literature"?