r OLOO o IT" ^.Bo ;ne %. fy Sf. Digitized by the Internet Archive in 2008 with funding from Microsoft Corporation http://www.archive.orQ/details/elementsofpsychoOOhewerich CcUiAAA- Af* y/&4U*£ti> ECLECTIC EDUCATIONAL SB,r\e& j ELEMENTS OF PSYCHOLOGY DESIGNED ESPECIALLY FOR YOUNG TEACHERS EDWIN C. HEWETT, LL.D. President of the Illinois State Normal University XLbc Bclectfc ipress VAN ANTWERP, BRAGG, AND COMPANY CINCINNATI AND NEW YORK n5 Copyright, 1889, by Van Antwerp, Bragg, & Co. EDUCATION DEPF« The author's aim in this little book is to set before the reader, in a simple and compact form, some of the lead- ing facts of the human mind, — its power and capabilities, the laws that govern its working and growth, — and some truths concerning ways of strengthening and cultivating its powers. He has not been ambitious to make a large book. On the contrary, it has been his constant purpose to use the fewest words that would enable him to make his thought clear. He has tried to say just enough to set forth the leading points of his subject, and to pave the way for a more extended pursuit of the study. In short, the aim has been to make a text-book, that is, a book of texts. The book is written, not for philosophers, learned men, or controversialists, but for young people of moderate ac- quirements, who are likely to need the facts of Psy- chology as a guide to the practical work of the teacher. It is hoped, moreover, that they will be induced to read deeper and more pretentious books on the subject, as well as to continue the study by means of their own observa- tion and introspection. And the author hopes that this book may assist in preparing them for future study. One of the reasons why many books on Psychology are hard to understand, is the lack of sharp, formal defi- 544365 w VI PREFACE nitions. It has been a purpose of the author to supply this lack. He does not expect that all his definitions will be accepted ; but he believes they are tolerably clear, and he hopes that where they are defective, they may start inquiries which will result in something better. He holds that Pyschology is an inductive science ; but in this book he has not made the least attempt to develop it inductively. Yet he most earnestly urges all who study the book to test its statements for themselves. In a science that is derived by induction from the study of facts, no one can speak with any authority other than the authority of a witness. The author has put his state- ments in a dogmatic form for the sake of clearness and brevity, and because he believes them to be true. But he cheerfully invites his readers to test their truth. He lays claim to no originality in the book. In the course of many years of teaching he has given much attention to the study of mind ; he has also read some of the many books that have been written on the subject. In this book he has stated as well as he could, some of the most important facts of mind just as they now appear to him. He has not hesitated to take from any author any statement that commended itself to his judgment. When the form of the statement has been retained, he has used quotation marks; but it has not seemed worth the while to give the name of the author in every case, for, as was said before, nothing in Psychology rests upon authority. Such as the book is, it is submitted to the public with the fond hope that it may be found of some use, especi- ally to young teachers. Edwin C. Hewett. Illinois State Normal University, Normal, June 4, 1889. I. Definitions, and General Statements - - 9 II. The Nature of Mind - ■ - 19 III. General Powers, — Consciousness - - 29 IV. General Powers, — Attention and Conception - 36 V. The Intellect, — Definitions and First Principles 47 VI. The Presentative Powers, or the Senses - 54 VII. The Presentative Powers, Concluded - - 63 VIII. The Representative Powers, — Memory - 75 IX. Memory, Concluded - - 86 X. Imagination, and Constructive Conception - 96 XL The Reflective Power, — Concepts and Terms 108 XII. Judgment, Proposition, and Reasoning - 118 XIII. Reasoning, Concluded - - - - 126 XIV. The Sensibility,— General Statements - - 137 XV. Specific Feelings ... - 146 XVI. Conscience and Morality - - - 157 XVII. The Will 165 XVIII. Conclusion .... - - 176 (vii) ELEMENTS OF PSYCHOLOGY CHAPTER I DEFINITIONS AND GENERAL STATEMENTS HAT is Mental Philosophy? — Philos- ophy literally means love of wisdom. But, as the term is commonly used, it means the explanation of things, or giving the reasons for them ; for in- stance, to give the philosophy of a pump is to show in what way it produces its results. By Mental Philosophy, we mean an explanation of the action and growth of the human mind ; it in- cludes a knowledge of the facts of the mind, — that is, of its powers of knowing, feeling, and willing, — and a statement of the laws according to which it acts and grows. A text-book on Mental Philosophy should state these facts and laws exactly, clearly, and concisely. Psychology. — This word is derived from two Greek words, one of which means the soul, or mind, and the other means a discourse, or science. Hence, Psy- chology, the science of the soul, is a good name for Mental Philosophy. (9) ''' IO ' ' ELEMENTS OF PSYCHOLOGY , ' ' *' Several' bther words are sometimes used to designate this science; among them are Anthropology and Metaphysics.* But Anthropology includes much more than the philosophy of the mind; "and Metaphysics is used in several senses, some- times meaning more than Psychology, and sometimes less. What is a Science? — A Science is the body of knowledge concerning some subject, systematically- arranged in accordance with general principles or laws. Two Kinds of Science. — In some cases, the gen- eral principles, or laws, are first laid down, and then the science is derived from them; such a science is termed a deductive science. Geometry is a good example of a deductive science; a few general principles, viz., the definitions and axioms, are given, and the science is built up from them. Other sciences are formed by first collecting a large number of facts, and then deriving the laws and general principles from a study of these facts. Such a science is termed an inductive science. Botany is a good example. How Developed? — In developing an inductive sci- ence, we may recognize four steps: First, The collection of a large number of facts. Second, A comparison of the facts, noting resem- blances and differences, and an arrangement of them in classes accordingly. Third, A discovery of laws, or uniformities. Fourth, Careful, formal statements concerning these facts and laws, or uniformities. *Let the student consult the Unabridged Dictionary, and study carefully the etymological meaning of these words, and difficult or scientific terms. DEFINITIONS AND GENERAL STATEMENTS I I By the word "law," in Science, is meant simply A uniformity. It is a law of plant-life that every plant must have root, stem, and leaf. But to write this law, is only another way of saying that every plant does have root, stem, and leaf. Psychology, an Inductive Science. — We class Psychology among the Inductive Sciences, because its facts are gathered by observation, and its laws are discovered by a careful study of the facts after they have been scanned and classified. Thus, Psy- chology conforms to our definition of an Inductive Science ; and it is built up in the same way as other inductive sciences are. It may be claimed that there are some facts and laws in Psychology which may be reached by deduc- tion ; but the same thing is true of the other induct- ive sciences. And these exceptions do not invalidate the statement that the general truths of the science are established mainly by induction. For the reasons given above, we claim that Psychology is an Inductive Science. And, unless we deny that Mind is a part of Nature, we must allow that it is an Inductive Natural Science. But, in general, the term Natural is confined to those sciences which treat chiefly or entirely of matter. How are Facts in Science Obtained? — Facts in science are learned by observation ; but this observa- tion is of two kinds. Every careful student of sci- ence knows some facts of his science from personal observation ; some he learns from the observation of others, reported to him orally, or by writing or print- ing. Hence, it may be said that his knowledge rests upon two foundations, viz., observation and testimony — the term observation being confined usually to per- sonal observation or experience. 12 ELEMENTS OF PSYCHOLOGY Facts in Psychology are learned in both these ways ; careful observation of the gestures and actions of others will reveal much respecting the operations of their minds, while their words, written or spoken, will reveal much that is additional. A Striking Peculiarity. — The field of observa- tion in all the sciences excepting those that relate to sentient man, is wholly external to the observer him- self. But, in Psychology, by far the most important field of observation for any student, is his own mind. The mental phenomena shown by his own mind, re- vealed to him by his own consciousness, claim his most careful attention. Here is a field of observation quite different from any found in most of the other sciences; and knowledge gained in this field rests upon experience alone. No other than the observer himself can aid him here, save only as he may be di- rected in making his observations. A student of Psychology- should test every statement made in a text-book, or by a teacher, comparing it with what he knows of his own mental operations. If he finds that his own experience does not attest the truth of the statement, he may conclude that the statement is false entirely, or that it is true of some minds only, and not of mind in general — provided he is qualified to exercise sound judgment in the case. In fact, a little reflection will convince us that we can know absolutely nothing of other minds, except through what we know of our own minds. All expressions of countenance, all gestures, all words, in so far as they reveal to us anything of the operations of other minds, reach this result through the interpretation which we give to them in the tight of our own mental experiences. Let no student of Psychology lose sight of the truth here stated. Psychology, a Noble Science. — One way of de- DEFINITIONS AND GENERAL STATEMENTS 13 termining the rank of a science is found by determin- ing the rank of the subject to which it relates. Min- eralogy has to do with dead matter; Botany deals with plant life ; Zoology has for its subject, animal life; Physiology treats of physical man. Here we have an ascending series of subjects of scientific study. But Psychology has to do with man as an intellectual, rational, and moral being. Judged on this basis, then, Psychology must be regarded as a very noble science. Again, mind is the organizer of all the sciences; and of some of the deductive sciences, like geometry, it may be said to be the creator. Surely, we must accord a very high rank to that science which has mind itself for its subject. Sciences differ greatly in rank, according to their value in aiding to make human life successful and happy. From this practical point of view, we think it can be shown that Psychology should be given a very high place. Relation to Personal Interests. — The success and happiness of every one depend largely upon the wisdom of his thinking, the right control of his ap- petites, impulses, and emotions, and the character of his purposes and actions. The better he understands his mind, its powers, capabilities, limitations, and the laws which govern its action, the more able he is to control himself rightly in all the respects just named. Some sciences, like Astronomy, are very interesting, but they have little to do with the affairs of one's every-day life. We may watch the movements of the heavenly bodies with an in- terest similar to that with which a spectator, standing on the 14 ELEMENTS OF PSYCHOLOGY shore, would watch the movement of ships far out on the ocean. But, if he were a passenger on one of those ships, — moreover, if he were responsible for the safe navigation of the ship on which he was sailing, — his interest would be of quite another kind. It would be an interest similar to that which we should have in Psychology, when its practical relation to our life and destiny is duly appreciated. SPECIAL VALUE TO DIFFERENT PROFESSIONS The Clergyman. — One's Theology, his ideas and beliefs respecting God, are largely determined by his system of Psychology. The qualities of the Divine Mind, as we conceive them, are qualities of human minds refined and enlarged in our conception. This aspect of Theology is sometimes criticised ; but there seems to be no alternative, unless we boldly assume that we can know nothing about God. Further- more, if we accept the ideas of God which the Bible gives us, this view of God is the correct one. But the clergyman must have a theory of human duty and human responsibility. This theory will be determined by his theory concerning human thought, and the relation of the human will to life and con- duct. For instance, if man has no power to direct his thoughts and feelings, if he has no liberty of choice and action, has he any duty or responsibility at all in respect to his life and character? These questions clearly belong to Psychology. Again, it is an important part of the clergyman's business to influence the thinking and action of men. His success will depend largely upon his knowledge of the laws of human thought, and of the use of ar- guments and motives. DEFINITIONS AND GENERAL STATEMENTS 15 The Teacher. — It is the teacher's special work to lead his pupils to know, and to train them into right habits of thought and action. How can he do this, unless he understands the processes by which the mind comes to know, and the processes by which growth in right habits is secured ? To suppose that one will be a good teacher simply because he knows well the subjects which he is to teach, is very shal- low, and it is the cause of a great deal of poor work in the school-room. Some one has compared such a teacher to a per- son who should attempt to play a piano, knowing only the tunes he is to play, but entirely unacquainted with the instrument. The illustration is good as far as it goes, but it is very inade- quate. To reach the case of such a teacher in an ordinary school, we must suppose the musician to attempt to play on thirty or forty instruments at the same time. Nay, we must suppose that these thirty or forty instruments, no two of which are quite alike at the start, are daily growing, each into some- thing a little different from what it was the day before. The Physician. — The relation between mind and body is such that a physician can hardly hope to deal successfully with bodily weakness and disease, if he is ignorant of mental phenomena, and of the influence of the mind on the body. The Lawyer. — No man needs to know more clearly than the lawyer, the movements of the human mind, and the way in which men are led to different opin- ions and courses of action. How, otherwise, can he unravel his "cases," or how can he bring judge or jury to decide in his favor? The Orator. — The orator's success in arousing, con- vincing, and persuading those who hear him, must be determined by his ability to play on that most won- derful of all instruments, the human soul. 1 6 ELEMENTS OF PSYCHOLOGY To Men, in General. — The success of any man in dealing with his fellows will depend largely upon his "knowledge of human nature." But three fourths of one's knowledge of human nature is a knowledge of the capabilities and modes of activity of the hu- man mind. A Mental Discipline. — Few studies are better calculated to give good mental discipline than Psy- chology. This study demands: (i) Close observa- tion; (2) Careful reflection; (3) The making of fine and critical distinctions; (4) Precision, and exactness in the use of terms and in the making of statements. These are the exercises that are especially calculated to sharpen and strengthen the intellectual powers. Common and Scientific Knowledge. — It must not be inferred from what has been said, that no one but those who have studied formal Psychology in school or college can possess any of the advantages that we have claimed for this study. Here, as in Botany, Zoology, and every other science, one may have a great deal of knowledge "picked up" in a hap-hazard way, crude and unorganized, but which may be very useful so far as it goes. In every field of human thought, the difference between scientific knowledge and common knowledge is not a difference of kind, but of precision, order, and efficiency. Neglect of Psychology. — Notwithstanding all that is claimed for Psychology, it must be confessed that, as a general thing, it is not a very popular study in the schools, nor among studious men who conduct their studies in private. Nor does it offer DEFINITIONS AND GENERAL STATEMENTS 17 much that is attractive to the great multitude who are not students. It may be said that one reason for this is that the subject is usually presented in a dry and unattractive way. While this may explain the fact in part, there seem to be several other rea- sons. Why Neglected. — First, The practical value of Psychology, its relation to the common affairs of life, is not seen so readily as in the case of some other studies. Arithmetic teaches how to compute inter- est, Geography aids in trade and travel, Chemistry teaches how to deal with soils, medicines, and ex- plosives, Physics has to do with the making and us- ing of machinery, etc. But the value of Psychology does not so readily show itself in the outward and visible. Second, This science can make no show of speci- mens and apparatus, like some of those mentioned, and others that might be mentioned. An appeal to the senses has a wonderfully attractive power to most minds. Third, Psychology is a very old science; much that is most valuable in it has come down from the old Greeks, or from remoter sources. This science has little of the charm of novelty — nor is there much hope of making any new discoveries here. In Geol- ogy, Botany, Chemistry, Electricity, etc., astonishing discoveries and inventions are often made, and men's names are sent down to posterity in connection with them. But who expects to discover a new mental power, or to invent a new process of thinking? Fourth, In a new country like ours, the pursuits Psy — 2. 18 ELEMENTS OF PSYCHOLOGY that have to do with taming and controlling nature, with furnishing food, clothing, and shelter, may al- ways be expected to receive the largest share of at- tention. But, as better provision is made for sup- plying the most urgent needs of our bodily existence, it is to be expected that men who are willing to think at all, will turn their thoughts more and more to those subjects which are more intimately connected with man's inner life and well-being, although they appeal less strikingly to the senses. Among those who are teaching and guiding in the work of our schools, there is an increasing interest in questions of Psychology. This is one of the most cheering facts in the whole field of public education. CHAPTER II THE NATURE OF MIND IND and Matter. — Man is curiously made up of mind and matter, so won- derfully blended that no one can tell exactly how they live and work to- gether. Of the real nature of both mind and matter, we are profoundly ignorant. No one can tell what either is; we can study their phe- nomena only. Man has a body, and he has a mind; he has, also, powers that belong to the body, and others that belong to the mind. Power is the ability to do something. For distinction, we may call the powers that pertain especially to the body, as the muscular powers, phys- ical; and we may call those powers that pertain es- pecially to the mind, as the power to remember, the power to love, etc., psychical powers. To be sure, the mind's powers do not show themselves wholly independent of the body; all mental activity is prob- ably attended by movements among the molecules of the brain. The truth seems to be that, in some way not fully understood, the mind uses the brain as its instrument. (*9) 20 ELEMENTS OF PSYCHOLOGY Our best philosophers teach us that the mind itself is one indivisible thing; it does not possess organs, as the body does, nor is it a bundle of powers; but it has many powers, which it can exercise in various ways. When we love, it is the entire mind that loves, and not part of it, although it may work with more or less force in the act. The same is true when we re- member, when we will, etc. Grand Divisions of Mental Power. — The pow- ers of the mind are numerous, but they may all be arranged in three classes ; viz. , intellect, sensibility, will. Writers on Psychology differ greatly on many questions ; and their discussions about some of them are very fierce. But, on the division of mental pow- ers into three groups, as here given, there is almost complete unanimity among all modern writers. Definitions. — The Intellect comprises those pow- ers by which we are able to know. The Sensibility, or the Emotions, is that group of powers by which we feel. The Will is the power to choose and execute. In speaking of the psychical powers of man and their phenom- ena, we are obliged to borrow our terms from the body and its phenomena. This is somewhat unfortunate, as the terms thus borrowed are likely to be misunderstood. The word feel, which we have just used, is an example of such a term. When one speaks of feeling sorrow, he means something very different from that which he means when he speaks of feeling the table with his finger. In the latter case, he means an affection of the mind through the nerves of the body. This is perception, or an exercise of one of the knowing powers. In the former case, he means an affection of the mind independent of the nerves, as when he feels sorrow for the loss of a friend. This is an exercise of sensibility. Illustration. — The action of the three grand classes THE NATURE OF MIND 21 of mental powers may be illustrated in the following way : You take up a newspaper and read of the floods in the lower Mississippi valley. You are able to un- derstand what the writer says — to think his thoughts after him — and his thoughts awaken new thoughts of your own. Thus, you see that you have the power to know, to think, — or, you have Intellect. As you read of the sufferings the floods cause the people, you begin to pity them, and to desire to relieve their suffering. You thus see that you have the power to feel, — or, you possess Sensibility. You learn that others are sending money to aid these poor people; moved by your feelings, you determine to join in the contribution; and you do contribute. Thus, you see that you have the power to choose, to determine, and to execute, — or, you have Will. Order of Action. — These are the three grand classes of mental powers; nor is there any mental faculty that can not be properly grouped under one of the three classes. Moreover, these classes of men- tal powers always act in the order here given. It is inconceivable that we should have feeling in regard to any matter until we know something about it, or think we do. Nor do we ever put forth any activity of the will till We are prompted to it by some feeling. This is illustrated in the case of the "prodigal son." He "came to himself," and thought; he felt, in respect to his wretched condition, and the plenty at his father's house ; he then resolved to arise and go to his father. A wise writer, or orator, or teacher, who wants to lead men up to a resolution, always observes this order. He strives first to awaken thought, — to make people 22 ELEMENTS OF PSYCHOLOGY' know something about the matter in hand. He then seeks to arouse their feelings in view of what they know and think. It is only after both these results are reached that he hopes to bring them to any res- olution, or choice, or action, respecting the matter. Division of the Powers. — By the earlier philos- ophers, the mind's powers were divided into two classes instead of three. They were termed the con- templative and active, or the cognitive and motive ; that is, powers exercised in knozving, or the Intellect, as we now say, and powers concerned in action or in motives to action, including what we now call both the Emotions and the Will. Observations. — We give a few general observations con- cerning the three Grand Classes of mental powers. The Intellect. — A writer says: "The infant soul contains implicitly all the faculties of developed intelligence ; reason is there with all its essential characteristics, but it is there only in its intuitive form." He says again: "Each faculty has a primitive state corre- sponding to its spontaneous development. Primitive judgments form the basis of all our knowledge." A " primitive judgment" is denned by another as the "judgment of a relation between the conscious subject and the immediate object of conscious- ness." An act of sense-perception is such a judgment; a child can make it long before he can make the formal judgment called a thought, — that is, a judgment of agreement or non- agreement between two concepts. Again, it is well said, "That our intellectual faculties may exist in two distinct states of development, seems to have been overlooked by teachers, as well as by educational writers. We have no hesitation in saying that the higher faculties, in their first or simpler forms, may be healthfully exercised at an early age. A child of seven years readily forms simple abstractions, and reasons clearly about concrete things." THE NATURE OF MIND 23 The Emotions. — Another able writer says: "We demand that we feel towards objects in proportion to their rank and worth. To be interested solely in physical goods, is the mark of an animal life. To be enthusiastic over the insignificant, is a form of folly that finds its perfection in the fool. To be cold and indifferent towards the highest, indicates either an atrophy, or a distortion, of the emotional nature. The indifferent must be treated with indifference ; the commonplace must not be ex- alted; enthusiasm and devotion belong only to noble objects ; and wrath must be reserved for injustice, baseness, and degra- dation." The Will. — Of the will, another keen writer says: "When exercised only in the gratification of animal appetites, it is brute-will ; when fulfilling the ends of free, spontaneous (vol- untary) thinking, it is the scientific will ; and when executing the imperatives of the reason, it is the spiritual will in liberty." Nature of Mind. — Although we claim to know nothing of the real nature of mind, or of matter, still it is important that we have certain clear, fundamental conceptions regarding each, and regarding their rela- tions to each other. Mind, a Unit. — We should think of the mind as one indivisible thing, neither made up of parts, nor an aggregate of powers or capabilities. And yet it has the power of acting in various ways ; and to these several ways of acting, we find it necessary to give names. Hence, we speak of the mind's Powers or Faculties ; but we must not think of these powers as things in themselves, nor as being parts of the mind. For instance, the mind has the power to remember, which we call Memory. But Memory is not a part of the mind ; it is the ability of the mind to do a spe- cific act. An act of memory is an act of the whole mind, in accomplishing a certain result. 24 ELEMENTS OF PSYCHOLOGY Mind, an Entity. — We believe that the mind is a real thing, and that it will live after the body is dead. Although we know nothing of human minds discon- nected from bodies, we see no reason to doubt that a soul may be thus disconnected without any essential change in its nature or function. Even Mr. Bain says : "For anything we can see, the body might have its bodily functions without the soul, and the soul might have its psychical functions in some other connection than our present bodies." Differences of Mind and Matter. — There are good reasons for denying that mind and matter are the same thing viewed from two different stand-points, or that mind is a product of matter. (i.) Matter manifests itself only by its qualities; mind manifests itself only by its acts. (2.) The characteristic quality of matter is its occu- pation of space; it is impossible, perhaps, even to conceive of mind as occupying space. (3.) The law of matter is Inertia, — it never moves unless some force moves it; we are sure that mind has the power to originate its own activity. (4.) The characteristic of mind is consciousness; wherever there is consciousness there is mental activ- ity, or mind. But there is no evidence that con- sciousness is ever found in dead matter. (5.) Mind has the power to know its own acts; only mind knows the qualities of matter. Mind, a Product of Matter? — There are philoso- phers who teach that mind is the product of molec- ular movements in the brain, — that a "little agitation of the brain" is thought, — that the "brain secretes THE NATURE OF MIND 2 5 thought as the liver secretes bile." But to suppose that matter in any way produces mind involves the absurdity of supposing that something totally inert and unconscious can produce that which is both con- scious and self-active. Can anything be greater than its maker? Can any effect exceed its cause? Mind and Body Closely Related. — But, while we believe that mind and body are not the same thing, nor one the product of the other, yet in the living human being they are very closely related. A keen writer says : ' ' Body and mind are so closely connected that it may be doubted whether anything ever takes place in the one without being registered in the other." We all know how intense thought shows itself in the bowed head, the contracted brow, or the clenched hand ; it may even make one unconscious of physical discomfort. Strong emotion, as anger, joy, or fear, will not only show itself by involuntary movements of the muscles, but will seriously interfere with the vital functions of the stomach, the heart, etc.; nay, will sometimes even cause death. The action of a strong will shows itself in the whole bodily attitude and movement. Almost every form of mental activ- ity has its appropriate outward bodily manifestation; in this fact lies the significance of gestures. On the other hand, causes that belong in the body alone, have much influence on mental states and activ- ities. Who can think well, or be perfectly calm and serene, when suffering from toothache? Whose mind is clear when his stomach is struggling with an over- load of indigestible food? And a mental state, or Psy.-3. 26 ELEMENTS OF PSYCHOLOGY form of mental activity, may often be induced by the performance of the appropriate bodily act. Mind and Brain. — While there is a close connec- tion between the mind and the whole body, the con- nection is most intimate between the mind, and the brain and nervous system. The brain seems to be the mind's instrument; probably there is never any mental activity that is not accompanied by move- ments and changes in the brain. A description of the brain and nervous system be- longs to physiology. But all teachers should feel the importance of having the brain nourished with good blood ; this is impossible without good food, good air, and exercise. Nor should they forget that the brain always demands rest after labor. Especially is this true of the brains of children, for the child's brain, like his muscle, has not the power of endurance that belongs to the adult. The best rest for the brain is sound sleep. It is well-known that the muscles of children can not, with- out damage, be put to the hard work which the muscles of a man can safely perform. But physiologists tell us that the child's brain grows more rapidly, proportionately, than his mus- cles ; is there not, therefore, much greater danger of overtaxing the child's brain than of overtaxing his muscles ? Culture of the Mind's Powers. — The specific work of the teacher is the cultivation of the minds of his pupils, — not simply giving them knowledge to be memorized. And even the knowledge acquired, useful as it may be, should confer a greater benefit upon the pupil by the mental culture it gives than by the practical ends it may serve. THE NATURE OF MIND 2J TEN PRECEPTS OF MENTAL CULTURE * 1. The object of mental culture is the fullest de- velopment and highest right activity of the faculties of the mind. 2. One of the primary conditions of mental culture is a well organized and healthy brain. 3. The mind is cultivated by the right activity of its faculties. 4. The mind requires objective realities for it to act upon. 5. Each faculty of the mind requires a culture adapted to itself. 6. The culture of the mind should be adapted to the order of the development of its faculties. 7. The culture of the mind should aim at a har- monious development of all the faculties. 8. The culture of the mind should be modified to suit the different tastes and talents of the pupils. 9. The culture of the mind is not creative in its character; its object is to develop existing possibili- ties into realities. 10. The ultimate end of mental culture is the at- tainment of the threefold result — learning, develop- ment, and efficiency. -These ten precepts of Mental Culture have been taken from Dr. Ed- ward Brooks, and slightly changed in phraseology. iff Consciousness. \ 2. Attention, y j. Conception. 0) V i- "5 I 9* oo a C/3CU < ooo >> ■n d o 8 B a> §.2 c T3 a; 3. i > s. y ■/? a 6 lAvd t^oo ds 6 >-C - — 77 Resistance, sense of 56 " Retention," meaning of. 78 Reverence 155 Scheme Science, deductive, defined inductive ... 28 10 10 10 facts in, how gained. ... II how developed 10 Seeing, sense of 55 Self-consciousness 35 Selfishness 149 Sensation, and cognition.. 60 defined 57 Sensations, organic and vi- tal 65 Sense-perception, defined.. 56, 65 Senses 54 cultivation of 74 deceptions of 70 to be trusted 69 Sense, what each gives.... 57 Sensibilities, analysis not complete 146 classification of 146 motives to action 141 related to the body.... 142 Sensibility, begins how?.. 139 expressing and repressing. 143 importance of, to teacher. 148 its relation to intellect. . 143 not definable 138 of two kinds 139 painful or pleasant 140 source of joy or sorrow. . 141 Sentimentalism 173 Sight, questions about.... 61 Smelling, sense of 56, 65 Soul, the 180 Sound, defined 64 Sounds, natural and arti- ficial 64 192 ELEMENTS OF PSYCHOLOGY PAGE Sounds, varieties of. 63 Spontaneity, is not will... 167 Suggestion, laws of 81 Syllogism, deductive 124 defined 1 23 inductive 124, 128 laws of 126 two kinds 123 Sympathy 155 Synthesis 109 Tasting, sense of 56, 65 Teaching, a fine art .. 99 principles of 183 Temperaments 144 Terms,absolute and relative 1 13 comprehension and ex- tension of. 113 distribution of. 114 division of. 114 logical analysis of 114 notative 1 13 relation of. 1 14 Testimony, as to fact and inference 134 value of 133 Theories of sense-percep- tion 71 PAGE Thought, expressed by sounds 64 Touch, sense of 55, 59 Truth, kinds of 131 Truths, necessary, self-evi- dent 48 Unconscious cerebration.. 32 Unit, man is a 19, 137^ 181 Unity and diversity in minds 178 Uses of imagination 99 Varieties of sounds 63 Volition 169 What each sense gives.. 57 What we know 34 Will, cultivation of 174 defined 165 free 168, 173 its power over mental action 38 relation to habit 173 relation to motives 171 two elements 169 makes responsible 166 not desire 167 not spontaneity 167 VB 35035 54 4365 UNIVERSITY OF CAUFORNIA LIBRARY