thet he should have passed to Will under such and such a circumstance. Probably
teamwork to John will now mean pass the ball to Will. As he passes to Will the
next time, perhaps an opponent is standing by Will and secures the ball and the
bewildered John is now told that it was not sood teamwork to pass to Will, that

he should have passed to James; that would have been good teamwork under these
circumstances. At first he is as confused as the baby with the dogs, but eventu-
ally as enough situations arise having in them this common element of cooperation
and teamwork, it dawns upon John what 'teamwork' is. Perhaps, he could give a
fair definition of it in his om terms. In such ways as this, different situations
are utilized to press upon the consciousness of the individual what this thing
means; to convey to him the ideational pattern that goes with a relatively com-
plex concept. In the terms of the currect educational psychology one wants to

use the principle of analogy and the principle of partial activity to cause those
prepotent elements of the situations to stand out and to be associated with satis-
factions in such a way as to cause them to become active connections in his mental
functioning.

The question will arise, does not this sort of thing happen to the indi-
vidual in any case? Does he not generalize from his experiences and has he not
been having this sort of experience all his life? The difference it would seem
to me lies in that while he has undoubtedly been having many experiences yet
these have not in most cases been tied up to verbal expressions in the nature of
generalizations and intellectualizations but have simply happened as isolated
things. It will be the more intelligent individual who will generalize upon the
common elements. In the process here outlined the teacher plans to have such
generalizations and intellectualizations going forward systematically, pointing
towards a desired goal.

The next step, and one which goes on concurrently with the development
of the concept, is the forming of the emotional organization or drive centered
around the idea so that it becomes a goal to be desired. The teacher, in the
process of teaching what the concept is, is at the same time utilizing the laws
and principles of learning in such ways as to cause the individual at the same
time or immediately after he forms the concept to decide that it is a desirable
type of conduct in which to engage habitually. The next step is that of forming
the habit of constantly acting in this way. This, which is the culmination of
this educational PRggess, is the forming of ideo-motor connections that result
in conduct habits.'°! I shall not discuss here the psychology of habit formation
for that is discussed in almost any good textbook on psychology.

Expressed in another way these last three elements are habits of thinking,
feeling, and acting in the way desired by the educator. Hence, these three
elements must all be stressed and inter-related with the individual as ideo-ideal
connections, ideo-motor connections, and ideal motor connections.

May we stress at this.point the fact that such a character education
scheme as here proposed will only function where the teacher has his objectives
in mind and is constantly endeavoring to utilize situations that arise to mold
the concepts, the ideals and the action habits of his pupils. It must be an
individual emphasis, not just teaching something to a class. He will have to
allow for individual differences in interest, in previous conditioning, and in
generally determined mind set. Some individuals learn a thing more quickly than
others. Some are easily interested in certain objectives, others are not. The
teacher must learn to adapt to these individual differences,

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