We believe there are two causes for teachers as a whole failing to profit by the study of psychol ogy: first, they go to it expecting to get some thing that it cannot give, and hence they fail to get what it really can give them; in the second place, they go to the wrong sort of a psychology, or rather they have been furnished by educators with the wrong sort. They have been compelled to study the mechanism of mental contents in adult life, rather than the mechanism of mental functions developing within complex social situa« tions. In other words, the psychology of the most value to the teacher is the psychology of the unfolding of experience that comes from the interaction of mind with mind.