Education and the Philosophical Ideal by Horatio W. Dresser - Read the Complete Text for free at NewThoughtLibrary.com

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Horatio W. Dresser's

Education and the Philosophical Ideal

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Preface - Introduction - The New Point of View - Educational Ideals - Equanimity - The Subconscious Mind - The Spiritual Ideal in Childhood - An Experiment in Education - The Expression of the Spirit - An Ideal Summer Conference - The Ministry of the Spirit - The Mystery of Pain and Evil - The Philosophical Ideal - The Criteria of Truth - Organic Perfection - Immortality - Index - p. 247

We know very well from experience that we make no headway in precise thinking while the attention wanders. We must concentrate, put all ideas out of mind except the one central thought, the apex of the pyramid of consciousness, whose broadest relationships we propose to master.

Looked at from the negative side, it is a decided limitation that the mind can give entire attention to but one idea at a time. From the positive point of view, definiteness of comprehension would be possible under no other condition. The entire process of mental development is the gathering at a central point of all our conscious powers, that the mind may grasp and retain a single concept, a particular or a general principle. And the conscious mind as an organ is supplemented by the subconscious, which when well trained amply compensates for the limitations of active consciousness.

Every distinct idea is a point of view from which we regard our experience for the time being. For example, we study the operation of natural forces and learn that all are ruled by law. We touch a hot substance and the hand is burned. Thereupon the mind, summoning all its wisdom from the subconscious, momentarily rises to the plane of universal vision, seizes the great concept of uniform world law, and concludes that everywhere under similar conditions similar effects would follow. The mind then deduces from this great principle, inductively perceived, certain applications for use in daily life. It declares that, since action and reaction are equal,

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