Here also was a pre-established harmony between educational practice and psychological theory. Knowledge in the schools was isolated and made an end in itself. Facts, laws, information have been the staple of the curriculum. The controversy in educational theory and practice was between those who relied more upon the sense element in knowledge, upon contact with things, upon object-lessons, etc., and those who emphasized abstract ideas, generalizations, etc.—reason, so called, but in reality other people’s ideas as formulated in books. In neither case was there any attempt to connect either the sense training or the logical operations with the problems and interests of the life of practice. Here again an educational transformation is indicated if we are to suppose that our psychological theories stand for any truths of life. The third point of contrast lies in the modern conception of the mind as essentially a process—a process of growth, not a fixed thing. According to the older view mind was mind, and that was the whole story. Mind was the same throughout, because fitted out with the same assortment of faculties whether in child or adult. If any difference was made it was simply that some of these ready-made faculties—such as memory—came into play at an earlier time, while others, such as judging and inferring, made their appearance only after the child, through memorizing drills, had been reduced to complete dependence upon the thought of others. The only important difference that was recognized was one of quantity, of amount. The boy was a little man and his mind was a little mind—in everything but the size the same as that of the adult, having its own ready-furnished equipment of faculties of attention, memory, etc. Now we believe in the mind as a growing affair, and hence as essentially changing, presenting distinctive phases of capacity and interest at different periods. These are all one and the same in the sense of continuity of life, but all different, in that each has its own distinctive claims and offices. “First the blade, then the ear, and then the full corn in the ear.”