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Rh sion of thought" conveys only a half-truth, and a half-truth that is likely to result in positive error. Language does express thought, but not primarily, nor, at first, even consciously. The primary motive for language is to influence (through the expression of desire, emotion, and thought) the activity of others; its secondary use is to enter into more intimate sociable relations with them; its employment as a conscious vehicle of thought and knowledge is a tertiary, and relatively late, formation. The contrast is well brought out by the statement of John Locke that words have a double use,—"civil" and "philosophical." "By their civil use, I mean such a communication of thoughts and ideas by words as may serve for the upholding of common conversation and commerce about the ordinary affairs and conveniences of civil life By the philosophical use of words, I mean such a use of them as may serve to convey the precise notions of things, and to express in general propositions certain and undoubted truths."

This distinction of the practical and social from the intellectual use of language throws much light on the problem of the school in respect to speech. That problem is to direct pupils' oral and written speech, used primarily for practical and social ends, so that gradually it shall become a conscious tool of conveying knowledge and assisting thought. How without checking the spontaneous, natural motives—motives to which language owes its vitality, force, vividness, and variety—are we to modify speech habits so as to render them accurate and flexible intellectual instruments? It is comparatively easy to encourage the original spontaneous flow and not make language over into a servant of reflective thought; it is comparatively easy to check and