In short, an understanding of the phenomena of individual
life, (the acts of persons) of society, and of history, is based upon a
knowledge of our own feelings and mental acts, and upon the accuracy
with which we have observed and interpreted similar things in other
persons. We have already seen that a right appreciation of companions,
biographies, social life, and history, is the strongest of
psychological forces in its formative influence upon character. For
this reason, also, history includes the first and most important body
of school studies. But object lessons drawn from physical nature do
not measurably qualify us for a better appreciation of individual and
social life and action. The fundamental illustrative materials for
history are drawn from another source, from the depth of the heart and
inner experience of each person. Many words in our own school books
can be illustrated and explained by objects and activities in physical
nature, but a large part of the words in common use in our readers and
school books can be explained by no external objects. They depend for
their interpretation upon the child's own feelings, desires, joys,
griefs, etc.
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