1
i
Digitized by the Internet Archive
in 2007 with funding from
IVIicrosoft Corporation
http://www.archive.org/details/elementarypsychoOObalduoft
EDITED BY
WILLIAM T. HARRIS, A.M., LL.D.
Volume VL
I
i
INTEENATIONAL EDUCATION SEKIES.
Edited by W. T. Harris.
It is proposed to publish, under the above title, a library for teachers
and school managers, and text-books for normal classes. The aim will
be to provide works of a useful practical character in the broadest sense.
The following conspectus will show the ground to be covered by the
series :
I,— History of Education, (a.) Original systems as ex-
pounded by their founders, (b.) Critical histories which set forth the
customs of the past and point out their advantages and defects, explain-
ing the grounds of their adoption, and also of their final disuse.
II. — ^Educational Criticism, (a.) The noteworthy arraign-
ments which educational reformers have put forth against existing sys-
tems : these compose the classics of pedagogy, (b.) The critical histories
above mentioned.
m.— Systematic Treatises on the Theory of Edu-
cation, (a.) Works written from the historical standpoint; these,
for the most part, show a tendency to Justify the traditional course of
study and to defend the prevailing methods of instruction, (n.) Works
written from critical standpoints, and to a greater or less degree revolu-
tionary in their tendency.
IV.— The Art of Education, (a.) Works on instruction
and discipline, and the practical details of the school-room, (n.) Works
on the organization and supervision of schools.
Practical insight into the educational methods in vogue can not be
attained without a knowledge of the process by which they have come to
be established. For this reason it is proposed to give special prominence
to the history of the systems that have prevailed.
Again, since history is incompetent to furnish the ideal of the future,
it is ncc<;ssary to devote large space to works of educational criticism.
Criticism is the purifying process by which ideals are rendered clear aud
potent, so that progress becomes possible.
History and criticism combined make possible a theory of the whole.
For, with an ideal toward which the entire movement tends, and an ac-
count of the phases that have appeared in time, the connected develop-
ment of the whole can be shown, and all united into one system.
Lastly, after the science, comes the practice. The art of education is
treated in special works devoted to the devices and technical details use-
ful in the school-room.
It is believed that the teacher does not need authority so much as in-
sight in matters of education. When he understands the theory of edu-
cation and the history of its growth, and has matured his own point
of view by careful study of the critical literature of education, then he is
competent to select or invent such practical devices as are best adapted •
to his own wants.
The series will contain works from European as well as American
authors, and will be under the editorship of "W. T. Harris, A. M., LL. D.
The price for the volumes of the series will be $1.50 for the larger
volumes, 75 cents for the smaller ones.
Vol. I. The Pliilosophy of Education. By Johann Karl
Friedrich Roscnkranz.
Vol. II. A History of Education, By P. of. F. V. N. Painter,
of Roanoke, Virginia.
Vol. m. The Rise and Early Constitution of Univer-
sities. With a Survey of Mediaeval Education. By S. S. Laurie,
LL. D., Professor of the Institutes and History of Education in the
University of Edinburgh.
Vol IV. The Ventilation and "Warming of School
Building's. By Gilbert B. Morrison, Teacher of Physics and
Chemistry in Kansas City High-School.
Vol. V. The Education of Man. By Friedrich Froebel.
Translated from the German and annotated by W. N. Ilailmann,
Superintendent of Public Schools at La Porte, Indiana.
Vol. VI. Elementary Psychology and Education. By
Joseph Baldwin, Principal of the Sam Houston State Normal
School, Huntsville, Texas.
INTERNATIONAL EDUCATION SERIES
ELEMENTARY PSYCHOLOGY
AND EDUCATION
A TEXT-BOOK FOR HIGH SCHOOLS,
NOMAL SCHOOLS, XORMAL INSTITUTES, AND READING CIRCLES,
AND A MANUAL FOR TEACHERS
BY
JOSEPH BALDWIN
PRINCIPAL OF THK SAM HOUSTON STATE NORMAL SCHOOL, HtTNTSVILLE, TEXAG ;
AUTHOR OF "art OF SCHOOL MANAGEMENT"
NEW YORK
D. APPLETON AND COMPANY
1888
Copyright, 1887,
By D. APPLETON AND COMPANY.
ii
A
^1
ELECTRONIC vuniiOw
AVAILABLE
DEDICATED
TO THE
GREAT BROTHERHOOD OF TEACHERS.
' Elementary
Psychology
AND
Education.
Volume I.
(Volume VI.,
Int. Ed. Ser.)
The Art of
School
Management.
Volume II.
Applied
Psychology
AND
Teaching.
Volume III.
(In prepara-
tion.)
I. — Attention, Instinct, Sensation.
II. — The Perceptive Powers.
III. — The Representative Powers.
IV.— The Thought-Powers.
V. — The Emotions.
VI.— The Will-Powers.
I. — Educational Instrumentalities.
II. — School Organization.
III. — School Government.
IV. — Courses of Study and Programmes.
V. — Study and Teaching.
VI. — Class Management.
VII. — Examinations, Records, and Gradua-
tion.
VIII. — Professional Education.
IX. — System and Progress in Education.
X. — Graded Schools.
I. — Education of the Perceptive Powers.
II. — Education of the Representative Pow-
ers.
III. — Education of the Thought-Powers.
IV.— Education of the Emotions.
v.— Education of the Will-Powers.
VI.— Art of Teaching.
EDITOE'S PREFACE.
It is often said that the teacher needs to know psy-
chology because it is his business to educate the mind.
" He ought to understand the nature of the being that
he is trying to unfold and perfect."
This position seems so obvious that all assent to it,
and yet it must be admitted that teachers, as a class, are
not specially devoted to the study of psychology. It
is true, however, that they are constantly occupied
with a critical observation of the mind in a few of its
aspects ; for this is necessary in order to manage a
school successfully. The teacher must observe the
pupil's grasp of the topic of his lesson. He must in-
terpret the pupil's conduct by such knowledge as he
can attain of his disposition and the spirit of his inten-
tions. He must assign lessons of a length suited to the
mental capacities which he knows his pupils to possess ;
he must grade them in classes according to his knowl-
edge of those capacities. He must arrange a course of
study in accordance with the laws of mental development.
If the teacher knows nothing of psychology as a
science he must copy in detail the methods of others,
and rely on his general knowledge of human nature
viii EDITOR'S PREFACE.
derived from experience. Like all uneducated work-
men he may succeed, after a sort, by following tradi-
tion, unaided by science ; but he will not develop be-
yond a narrow degree of perfection in details. He will
have no insight into the general relations of his work.
He can not safely deviate from routine, nor venture to
criticise his own work or the work of others. If he has
learned good models he may pass for a good teacher ; if
he has learned bad ones he is unable to perceive their
defects. Possessing no scientific knowledge of the
mind, he can not lift himseK above the details of his art
to the principles which govern them, and become him-
self an original source of directive energy.
Some knowledge of the mind every successful
teacher must have, although in so many cases it is
unsystematic and consequently unscientific. Ordinary
experience differs from science through its lack of com-
pleteness and consistency. It is fragmentary and dis-
connected. Science compensates the inequalities of
individual experience by re-enforcing it with the aggre-
gate of all other experience,
y Psychology aims to inventory the facts of mind and
to arrange them systematically, so that each fact may
help to explain all other facts, and in its turn be ex-
plained by all.
It is confessed that psychology has hitherto borne
the reputation of being the dry est and least interesting
of all the sciences. This is partly due to the circum-
stance that an inventory of facts of consciousness con-
tains only what is already familiar to us in the frag-
mentary form of experience. It seems a waste of time,
to go over and collect with so much painstaking what
EDITOR'S PREFACE. ix
is already kIlo^vn. Other sciences collect fresli and in-
teresting facts. Psychology "by introspection seems to
the beginner to be a sterile occupation, dealing mth
what is trite and stale. But this is not found to be so
by the adept.
Introspection begins with this dull process of in-
ventorying the already familiar facts of mind, but it
forthwith proceeds to the second and higher process of
reflecting on the general form of our mental processes.
It then begins to enter a field of generalization entirely
unknown to ordinary consciousness and full of astonish-
ing results. By reflecting on the forms of mental ac-
tivity we come, for the first time, to see the real nature
of mind. We begin to discern those most important
of all fruits of human knowledge — the truths that sit
supreme as directive powers on the throne of life — the
truths of God, Freedom, and Immortality.
But we are met here by an objection. We are re-
minded that there are two hostile schools of psychology.
There is one founded upon physiology which attempts
to explain mind, as a function of the body. It con-
demns introspection, and teaches that the soul has no
subsistence apart from the body. All individuality is
corporeal. The other school, founded on introspection,
contends that true individuality is not corporeal by any
possibility. The corporeal io moved by external forces,
and is divisible, changeable, and perishable, while self-
active energy which is the substance of mind is incor-
poreal and the owner of all individuality. It denies,
moreover, that any really psychical facts may be discov-
ered by external observation — by taste, smell, touch,
hearing, or seeing.
X • EDITOR'S PREFACE.
Here we must take notice of the broad distinction
that exists between external and internal observation.
There are two distinct and stronglj-marked attitudes of
mind. The first is directed outward to the facts in
space, and may be called objective perception dr sense-
perception. Its characteristic is found in the circum-
stance that it always sees things as related to environ-
ments : To it all things are dependent and relative.
The other attitude of mind is directed within, and
beholds the self-activities of the mind itself. Self-ac-
tivity is essentially different from relative and depend-
ent being, because it does not receive its determinations
from its environment, but onginates them itself, in the
form of feelings, volitions, and thoughts. All objects
of introspection belong to one of these three classes,
and every possible feeling, idea, or volition, is a deter-
mination of an activity which is, so to speak, polarized
into subject and object. Each feeling, idea, or volition,
is the product of an energy which is both subject and
object. It is said to be self-determined. While exter-
nal observation sees its object as separated into thing
and environment, or effect and cause, internal observa-
tion sees its object as a unity containing both effect
and cause in one. It is what Spinoza called causa suL
This is true individuality— called by Aristotle " entelc-
chy," and by. Leibnitz the " Monad."
Be this as it may, all must concede that no form of
external experience applies or can apply to internal ex-
perience ; our apparatus for observing material objects
can not perceive feelings or thoughts. This being so,
it is evident that physiological psychology can make no
progress whatever without introspection. It is limited
EDITOR'S PREFACE. xi
to noting tho relation of concomitance and succession
between two orders of observation — ^tbe objects of tlie
one being movements and changes of organic matter,
and the objects of the other being feelings, ideas, and
volition:-. The progress of this science will be marked
by a continually approximating accuracy in locating and
defining physiological functions.
There has been recognized from the first an intercon-
nection between mind and the body. Decapitation has
always been recognized as a means of disconnecting the
mind from the body. Alcohol, tobacco, coffee, opium,
and many other drugs have been used since prehistoric
times for their supposed mental eUects — effects nega-
tive rather than positive, as they dull the action of the
nerves of sensation, or diminish the mental control over
the nerves of motion, and thereby allay the pain of weari-
ness, or the worry that arises from a vivid consciousness
of the body and the outer world. Physiology is engaged
in determming more precisely tho location of these ef-
fects and their extent. Although it will not discover
how the corporeal becomes mental, or how the external
becomes internal, for the reason that objective experience
can never perceive thoughts and feelings ; yet it will
yield rich results in all departments wherein the mind
uses the body as an instrument to gain knowledge, or to
execute its volitions. Insanity, idiocy, the use and abuse
of the five organs of sense, all that relates to the proper
care of the body; the influence of age, sex, climate,
race ; the phenomena of sleep, dreams, somnambulism,
catalepsy; whatever relates to these and the like im-
portant topics, will receive elucidation. The negative
conditions of mental unfolding wdll be defined. Eut
xii EDITOPw'S PREFACE.
that which is an original energy can not be explained
by its environment, because it is independent. Nor is
it strictly speaking correlated to the body, although it
uses it in sense-perception and in volition as an instru-
ment of communication with the outer world.
This work of Professor Baldwin is intended by its
author expressly for elementary classes. It seeks to
aid them, by many happy devices, in making an inven-
tory of the mental processes and in arranging the items
methodically. It aims to familiarize those commencing
the study with the technical nomenclature and useful
discriminations used by writers of our day in treating
this theme. Above all, it expects to teach the pupil
how to attain the second order of observation ; how to
pass from the attitude of mind, which observes external
things, to that attitude of mind which observes internal
activities. To make this transition is to acquire a most
important power of thought. To think things and en-
vironments is to think the phenomenal, the transient,
and variable; to think self -activity is to think the
noumenal, the true individuality, and what is divine in
human nature.
Although the author has purposely omitted from this
work the subtle and profound discussions which arise in
advanced psychology, he has done it in the intei*est of
the beginners for w^hom the book is made. The author
is weU assured that, once drawn into the study of mind
and well disciplined in the habit of internal observation,
it is only a matter of time with the pupil when he shall
arrive at all the precious arcana of psychology.
W. T. Hakris. ■
Concord, Auf/usi, 1887.
AUTHOE'S PEEFAOE.
Subject-lessons, or mind-lessons, are as necessary
as object-lessons. Object-lessons give a direct knowl-
edge of the matter-world, wMle subject-lessons give a
direct knowledge of the mind-world. A knowledge of
self is more important than a knowledge of things.
Youth is the time for subject-lessons, A youth
who can learn algebra and physiology and rhetoric is
ready for Elementary Psychology. The third year of
the high-school course and the second year of the nor-
mal-school course are considered pre-eminently fitting
periods for subject-lessons.
A subject-lesson text-booTc is needed. Our literature
is rich in psychologies adapted to colleges and to senior
classes in our normal schools, but is destitute of a text-
book suitable for our high- schools and for the lower
classes in our normal schools. The want of such a text-
book is widely felt. The author has given the best
years of his life to the effort to prepare such a text-
book, and thus meet this want. Each lesson here sub-
mitted has been given scores of times to large classes,
with highly satisfactory results. While it is true that
subject-lessons, like object-lessons, must be largely oral,
yet a suitable text-book is deemed indispensable.
An Elementary Psychology deals wi^h-the j^lain
xiv AUTHOR'S PREFACE.
facts of mind. The advanced student wishes to know
what Locke and Eeid thought, what Kant and Hamil-
ton taught, and what McCosh and Wundt said ; but tlie
discussion of these conflicting views, which constitutes
so large a part of our text-books on psychology, only
confuses and discourages beginners. An incomparably
better plan, it is thought, is to lead the learner to look
into his own mind, to analyze his own mental acts, to
discover for himself the capabilities of the soul. The
subject-lessons are thus made the counterpart of object-
lessons. The author believes that the time has come
when we can make our text-books for beginners in men-
tal science just as we make our elementary arithmetics
and chemistries, without reference to the history of the
science or the peculiar views of authors.
A simjple and exhaustive nomenclature is a desidera-
tum in mental science. The time has come, it is be-
lieved, to reject the pedantic and misleading terms of a
crude and antiquated psychology. Fortunately, few
unfamiliar terms are now necessary. Every one has
some knowledge of mind. However illiterate, each man
has his own crude psychology. So far as correct, the
language of the people is best. By using the language
of hterature and life. Sully, Hopkins, Porter, McCosh,
and others have done much to popularize mental sci-
ence. ' It seems fitting in an elementary work to still
further popularize the subject.
The constant effort has heen to present each point
with sunlight clearness. Short sentences, in plain
Anglo-Saxon, is the rule. Object-lessons, bold type, out-
lines, study-hints, examples to work out, original analy-'
ses, original definitions, original applications, and helpful
AUTHOR'S PREFACE. XV
illustrations are called into constant requisition. Men-
tal science, it is claimed, may be as fully illustrated as
physical science. The student is taught to observe and
analyze the operations of his own mind ; to look within
and describe what he sees going on. Thus he becomes
an observer, an oiiginal investigator. He brings to the
study of the soul the same methods that Agassiz apphed
with such wonderful effect to the study of the natural
sciences. When this is done the student is interested,
and the study of Psychology becomes as easy and fas-
cinating as that of Botany or Zoology.
Leading the learner to huild on his own ea^erience
is the fundamental idea in this work. He is led to ob-
serve the w^orkings of his own mind, to analyze his own
mental acts, and to compare the recorded or observed
mental acts of others with his o^vn. Thus he is enabled
to make definitions, to discover laws, and to apply prin-
ciples.
The facts of mind are our common heritage. The
ways of presenting these facts are individual. It gives
the author special pleasure to acknowledge his indebt-
edness to the many excellent works on mental science
and education. "Wherever possible, acknowledgment is
made in the body of the work ; but, in numerous cases,
this has been impracticable. For a third of a century
the matter of the volume has been presented in lectures
to normal classes and normal institates. The endeavor
to completely adapt the matter and the method to the
wants of beginners, has led to many changes in the lan-
guage, so that authors, even in direct quotations, must
not be held strictly responsible for the form in which
their thoughts here appear.
xvi AUTHOR'S PREFACE.
Allied Fsychology and teaching. The original
purpose was to combine Elementary and Applied Psy-
chology, but it is now thought best to present Applied
Psychology in a separate volume. Two reasons led to
tliis change: 1. The combined volume would have
been inconveniently large. Brief outlines are excellent
for reviews, but are useless for beginners. 2. Many
students will wish to study Elementary Psychology who
will not care to study Applied Psychology. Then, in
normal schools. Elementary Psychology is studied
during the second year, while Applied Psychology is
not taken up before the third or fourth years. Besides,
it became evident that the latter subject could be
treated far more satisfactorily in a separate volume.
The lest, rather than the mnginal, has heen the aim'.
Each true workman builds on the achievements of the
race, and merely adds his mite. A science is the prod-
uct of innumerable minds. The plan of these lessons,
however, may be claimed as in some degree original ; in
fact, a new departure, both in plan and execution, was
found to be a necessity in order to adapt psychology
to the wants of beginners.
Sulject-lessons jprepare the student for advanced
worTc, As object-lessons are needful to prepare the
learner to study natural science, so subject-lessons are
necessary to prepare the student to understand advanced
psychologies, and to read with profit advanced educa-
tional works. As an introductory work, this volume is
submitted. The author earnestly hopes that these les-
sons will prove a real help to many teachers, and an in-
spiration to many young people.
CONTENTS.
PART I.
INTRODUCTORY LESSONS.
CnAPTEK PAOn
I. — Attention 4
II. — Instinct . . . . . . . • 15
III.— Important Terms examined .... 25
IV.— The Sensorium 35
v.— Sensation 44
PART 11.
THE PERCEPTIVE POWERS.
VI.— Sense-Perception, or Sense-Intuition . . 59
VII. — Conscious Perception, or Self-Consciousness . 71
VIII. — Noumenal Perception, or Noumenal Intuition 85
IX. — Perceptive Knowing — General View . . 100
PART III.
THE REPRESENTATIVE POWERS.
X.— Memory 108
XI.— Phantasy 124
XII. — Imagination 133
XIII. — Representation — General View . . . 146
xviii CONTENTS.
PART IV.
THE THOUGHT POWERS.
CnAPTEE PAGE
XIV. — Conception 155
XV.— Judgment 171
XVI.— Reason 180
XVII. — Thought-Knowing — General View . . . 195
PART V.
THE FEELINGS.
XVIII.— The Instincts 15,206
XIX. — The Physical Feelings — The Appetites . . 44,207
XX. — The Emotions — Egoistic Emotions . . . 215
XXI.— The Emotions— Altruistic Emotions . . 222
XXII.— The Emotions— Truth Emotions ... 231
XXIII. — The Emotions — JSsthetic Emotions . . . 234
XXrV.— The Emotions— Ethical Emotions . . . 240
XXV.— The Emotions— General View . . , . 252
PART VI.
THE WILL-POWERS.
XXVI.— Attention 2G4
XXVII.— Action 266
XXVIII.— Choice 273
XXIX,— The Will- Powers— General View ... 285
SUGGESTIONS TO THE PKIYATE STUDENT.
Many young people, teachers of common scliools and others,
greatly desire to study the mind, but are compelled to struggle
upward without the aid of the living teacher. Each line of this
work was written in view of helping this large and deserving
class. These hints, though given directly to teachers, apply
equally to others.
1. Looh within. What object-lessons are to children, sub-
ject-lessons are to you. Observe the workings of your own
mind, and verify each statement by your own experience.
2. Study the child. You have the key, for the child knows,
feels, and wills, just as you do. Put yourself in its place. Study
intently child-effort. These subject- object lessons will be in-
valuable to you as well as to your pupils.
3. Hasten leisurely. You can well afford to devote a week
to each chapter. Gradually the wonders of the soul-world will
open to you. Select some interested friend with whom you can
talk the lesson over.
4. Worh out your own definitions and illustrations. This is
essential. Build on your own experience. Work out everything
for yourself, just as you do in arithmetic and algebra.
5. Write the letters. Select an appreciative friend who will
respond. Try to make each subject clear to this friend. . Above
all, tell just how the subject looks to you. Writing these letters
will greatly benefit you.
6. You will worJc in the light. You are painfully aware
that you are now liable to blunder at every step because you are
ignorant of child-mind and of the laws of child-growth. As you
advance, all will become clear, and you will begin to feel the
inspiration of the artist. To rightly direct the development of
an immortal soul is the grandest of all work.
TEACHING ELE3IENTARY PSYCHOLOGY.
The experienced teacher needs no suggestions, but a page
from the book of experience may assist one who teaches psychol-
ogy for the first time :
1. Oral lessons. I have found it necessary to give one or
more oral lessons on each subject to prepare the student to study
the lesson in the book. Then, the text needs to be supplemented
by much oral work. Illustrate from students' daily work.
2. Clearness. It is marvelous how crude and confused are
the psychological and educational notions of most of the persons
we meet. But our stupid methods of teaching this subject are
largely to blame. Here and everywhere we must build on per-
sonal experience, and manage to have the student grasp fully the
elementary facts of mind. The suggestions to the private student
may benefit all students.
3. Eevi&ws. Each lesson should in some way involve all the
previous lessons. "No other branch requires such constant reitera-
tion and review. All possible combinations of the facts of mind
must be woven into the warp and woof of the learner's mental
economy.
4. Troublesome questions. Psychology touches and to some
extent underlies all other departments of knowledge. Questions
involving philosophy and theology and sociology can not be ig-
nored. I have found it best to frankly answer these questions
as best I could, avoiding alike all semblance of either dogmatism
or mysticism. But no time or energy must be wasted in discuss-
ing these questions. Young people will understand that such dis-
cussions belong in the advanced work.
5. Short lessons. The student enters a new field of inquiry.
The terms, as well as the ideas, are new. Then the learner has
to learn the new art of introspection. Usually it will be best
to give about three pages for a lesson. The work can thus be
completed in twenty weeks. I have not been able to secure
satisfactory results in a shorter period. Short book-lessons and
long oral lessons is the true policy.
6. Eeference lools. A few choice volumes are indispensable.
PART I.
INTRODUCTORY LESSONS.
CHAPTER I.— Attention.
II. — Instinct.
III. — Important Terms Examined.
IV. — The Sensorium.
V. — ^Sensation.
WAYS OF STUDYING MIND.
<^^
^^^I'^^'yi^j^
<• I
sciehceX 5 l^g!?^^";?
OF 1 52. "a « 5 5^2,
The true psychology gathers up from every source the estab-
lished facts of mind. The old, or metaphysical psychology, inclined
to ignore the body ; the new, or physiological psychology, inclines
to ignore the soul; the true psychology finds in the brain and nerves
the bridge between mind and matter. The theories and metaphysi-
cal speculations of both the old and the new psychology disappear ;
but all the established facts of mind reappear in the true psy-
chology.
FIRST PART.
INTRODUCTORY LESSONS.
MIND-STUDY AND EDUCATION.
By this is meant becoming acquainted with our-
selves and developing our powers. Self-knowledge is
the most valuable. " Know thyself " is the key to wis-
dom and success.
Our earlier years are largely devoted to the mastery
of the material world. The study of Nature interests
and educates the child, but does not satisfy the youth.
He begins to realize that the mind- world is even more
wonderful than the matter-world. What am I ? What
can I do ? How can I make the most of myself ? These
questions now obtrude themselves, and must be an-
swered. " Elementary Psychology and Education" will
seek answers to these questions, or, rather, will try to
lead you to find out the answers for yourself.
In your study of physical science you began with
physical phenomena and worked up to physical laws.
Each step forward was based on your own experience.
You thus gained the keys to the accumulated experi-
ence of the race. To you physical science has become
an open book. You can now read with delight the
works of the great scientists.
4 ELEMENTARY PSYCHOLOGY AND EDUCATION.
In your study of mectal science you will bagin witli
mental phenomena and work up to mental laws. Here,
too, each step will be based on your own experience.
You will thus gain the keys to the treasured wisdom of
the race. Mental science will become to you an open
book, and you will be able to commune with the great
thinkers of all ages.
As attention is the condition of knowledge, it is
fitting that you should begin the study of mind with
the examination of this capability.
CHAPTEK I.
ATTENTION.
The art of learning, as well as the art of . teaching,
is based on the power of attention. Few problems are
too difiicult for the student who can concentrate upon
them all his energies. Right study and true teaching
develop the power and the habit of complete attention.
Analysis of Acts of Attention. — Attention ! Examine
these crystals. You tell me that each is a cube, that
some have beveled corners, and that the mineral is lead.
Now examiae tJiese. You turn away from the lead crys-
tals, and fix your mind on these new forms. You tell me
that each is a hexagon, and that the mineral is graphite.
You find that you can direct your own efforts. You
can place your mind on one object, can examine it for
a time, and can turn to something else. The capability
of self thus to direct his efforts is called Attention.
ATTENTION 5
Office of Attention. — The special work of a capabil-
ity of the mind is called its office ; as, the office of
memory is recalling. Self-direction, or concentration,
is the office of attention. Your analysis gives you
three forms of attention :
1. Self^ as attention, concentrates his efforts. Ex-
amine the word attend {ad, to ; tendo, I stretch). Yon
get the idea of turning to something and fixing all
your energies upon it. You throw your powers of
body and mind into the work. As the burning-glass
concentrates all the rays of the sun upon a single point,
so you concentrate all your powers upon the matter
in hand.
2. Self, as attention, prolongs his efforts. The prob-
lem can not be solved in a moment. You bend all
your energies to its mastery ; you drive out other
thoughts ; you refuse to be interrupted ; you hold
yourself to the work. After hours of mighty effort,
you exclaim, " I have found it ! " This is study.
Dreamers do not learn. Truth opens her doors to
those only who knock hard and long.
3. Self, as attention, changes his efforts. Frequent
change is a physical necessity. Great mental efforts
exhaust the portion of the brain most used. After two
hours devoted to mathematics, and a rest of twenty
minutes, you turn with fresh vigor to natural science.
Versatility is as necessary as concentration.
"Were the mind a ship, Attention would be the captain ; were
the mind an army, Attention would be the general ; were the mind
a school, Attention would be the teacher. In figures such as theso
the comparison must be limited to the capability of self to concen-
trate, prolong, and change his efforts. Attention is one species of
self-direction. Self -direction includes much more than attention.
6 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Characteristics of Attention. — -Attention is distin-
guished from other mental powers by two marked
chai'acteristics :
1. Attention is the power to concentrate effort. Take
away this power and the soul would merely drift, and
life would be one long revery. Man would be an idle
dreamer. Attention is our ability to concentrate our
efforts. We thus gain mastery.
2. Attention accompanies all mental activity. Like
memory and consciousness, attention in some degree is
present in all knowing and feeling and willing. It
enters as an essential element into all effective mental
operations. There can be no distinct thinking, no vivid
feeling, no deliberate action, without attention. It en-
ergizes and quickens mental effort.
Attention defined. — You are now prepared to define
attention :
1. Attention is the capahility to concentrate^ prolong^
and change effort. Mind is both self-acting and self-
directing. Thinking is self-activity ; but I also direct
my thoughts. Attention is clearly a power of self-
direction.
2. Original. Write a brief definition embodying
your own conception of attention.. The definitions
given are suggestive. Your definition must be worked
out and polished, then treasured in memory.
Various Definitions. — 1. Porter : Attention is our power to
concentrate effort. 3. Sully: Attention is the power of active
self-direction. 3. Bascom : Attention is our capability to direct
and handle our faculties. 4. Rosenkranz : Attention is the power
to adjust self to the object. 5. Trumbull : Attention is the ener-
getic application of the mind to any object. 6. Schuyler : Atten-
tion is the concentration of the thoughts upon a given phenomenon.
ATTENTION. 7
"Attention is self -activity. It is the ^vill acting on
the intellect. Attention selects one special field and
refuses to be diverted from it. It neglects all else, and
returns again and again to the object of special atten-
tion. Attention isolates one object from others, and
concentrates effort upon it to the exclusion of all other
objects. Isaac l^ewton ascribed his superiority to other
men in intellectual power simply to his greater power
of attention." *
Kinds of Attention. — I give attention to the rose.
I observe its color, its odor, and its structure. I find
that I can direct my energies to the mastery of the
outer world. We may call this Outer Attention.
1. Outer attention is self attending to external things.
Outer attention looks to the world of sense. When the
teacher says " Attention ! " she usually means " Listen "
or "Look." Objective attention, external attention,
and outer attention, are synonymous and simply mean
se^f attending to the external world. As the outer
world is called the objective world, the self-direction of
the mind to outer things is called Objective Attention.
2. Inner attention is self attending to what is going
on within. I concentrate my powers upon a problem,
upon a composition, upon a desire, upon a choice. This
is inner attention. We mean by inner attention, self
attending to the inner world. As the inner world is
called the subjective world, inner attention is called
Subjective Attention.
3. Ohjective and subjective atiention. We fix our minds upon
the rainbow. We observe the primary and secondary colors. This
is objective attention. Now we study the rehitions of colors, the
* Dr. W. T. Harris.
8 ELEMENTARY PSYCHOLOGY AND EDUCATION.
laws of combinations, etc. We fix our minds upon our acquisitions
and try to discover relations. Self attends to his own products and
processes. This is subjective attention.
Physiology of Attention. — The brain and nerves are
the physical organism in connection with which the soul
works. Instinctively man and brute turn the sense-
organ toward the object, the sound, the odor. Pro-
longed attention exhausts the physical organism. It is
physically impossible for children to give close atten-
tion for a long period. As tlie years advance, attention
may be prolonged more and more.
Attracted and Purposed Attention. — A loud sound,
a brilliant object, or a strong odor excites the sensor
organs and attracts attention. Brute attention is chiefly
of this nature. The teacher finds it necessary to attract
the attention of her young pupils. She finds that new
objects, sudden changes, and striking movements arrest
attention. But the child soon develops the power of
purposed attention. Attracted attention is merely the
sensuous arrest of attention. Sensor affections occasion
attention.
Reflex and vohintary attention. Reflex action is destitute of
will-power. Attention means power of self-direction. Clearly, the
expressions, reflex attention and involuntary attention, are unmean-
ing and misleading.
Growth of Attention. — The idiot is incapable of self-
direction. Bc<?ause he can not attend, he can not learn.
The attracted attention which he seems to give is not
concentrated mental effort. Brutes can give a degree of
attention, and hence can learn some things. The child
begins to notice attractive objects. This is the germ of
voluntary attention. We can not fix the period when
ATTENTION.
9
mi
■
1
ui 1
]
d
C3
o
UJ
Im
O
_l
.c
X
-J
(N
z
O
<
o
1
2
J
;;
o
1
1
X
tol
s [
X
C3
1
-
X
H
-I- ^ \
s -
u
\
1
^
Q
5
1
H
O
O
UJ
CN 1
X
5
< f ""
>.
oc
r
o
1-
1
OQ
2
1
I
Lo-.
o 1
o
>
1
X
DC
<
1
^-
5
oc
03 1
---
Q.
°
1 ^'L^-..-.
Q
(0
O
O
X
Q
_l
LU
^
k«
X
1-
DC
ii 1 r
o
<
El I
CD
11 1 Hi
en
III i 1
u
1 1 j
jliL-
><:
f
tlie infant begins to attend.
When a few weeks old, it
recognizes its nurse. When
a few months old, it recog-
nizes many objects, but can
hardly be said to attend be-
fore the fifth or sixth month.
The child learns slowly be-
cause he attends feebly and
but for a very short time.
The boy can learn more
rapidly, as he can attend
more closely and for a
longer time. The well-
trained youth can throw his
energies into his work for
several hours, and hence
can do much more than the
boy. The educated man can
do vastly more than the
youth because he can con-
centrate his entire energies
for many hours. At twenty,
attention is fully active, but
may grow more and more
vigorous up to the meridian
of Hfe.
These familiar facts in-
dicate the slow but gradual
growth of attention, as well
as its relation to achieve-
ment.
10 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Education of Attention.* — Teaching is the art of pro-
moting human growth. The mother lays the founda-
tion on which the teacher builds. She supplies her
little Kindergarten with attractive objects. In a thous-
and ingenious ways she manages to draw and hold the
attention of her budding loved ones. The teacher con-
tinues the same line of w^ork. She will spare no effort
to win the interested attention of her young pupils.
Each exercise will be so conducted as to develop the
power and the habit of attention.
"Well-directed effort in concentrating the mind upon
the work in hand develops the power of attention. Yon
try to give your entire attention for a short time daily
to some subject. In a few months you find that you
can attend more closely and for a longer time. When
you can attend completely, your power of attention is
educated.
Attention and learning. — The drill will not pene-
trate the granite unless kept to the work hour after
hour. Tlie mind will not penetrate the secrets of science
unless held long and vigorously to the work in hand.
Agassiz insisted on a radical reform in all our systems
of education. His students came to him so deficient in
the power of penetrating observation that they could
not learn science until educated to observe. This great
naturalist considered the development of attention as
paramount in education. Dickens considered his power
of attention the secret of all his achievements. Hard
work fosters genius ; but only well-directed and persist-
ent effort counts. The sun's rays bum only when con-
centrated. SeK achieves mastery only when he hurls all
* See "Applied Psychology" ; also, Sully's "Psychology."
ATTENTION. H
Ms forces upon one point. " Scatter-brained " rough-
ly characterizes the large class of half-idiots who can not
learn because they can not give close and continued at-
tention. Who has sinned — these stupid pupils, or their
more stupid teachers ?
Attention and Retention. — Good memory means
close and continued attention. You become intensely
interested in your history lesson; you bend all your
powers to its mastery. You close your eyes and think
it over. You ^x your mind on the facts in their rela-
tions. You in this way deeply impress the lesson upon
your memory, and you will be able to recall it read-
ily. When there is sHght attention, as in revery or
half-study, the slight impressions speedily fade away.
Attending is woj^Jc. Lazy persons have poor memo-
ries because they are too indolent to give attention.
As a rule, interested attention and good memory go
together.
Attention and Power.* — No element of personal
power is greater or more potent than specialization. JS'o
man can be so much of a man, in any one direction,
as when he is a whole man in that direction. He who
can concentrate his whole being, all his energies and all
his capabilities, for the compassing of the one thing on
which his mind is fixed for the time being, is obviously
more potent in behalf of that object of his endeavor
than Vv'ould be possible were his energies divided, and
were only a portion of himself given up to that for
which he is striving. And this power of concentration
it is, that makes the man of pre-eminent practical effi-
ciency in any and every sphere of human endeavor —
* TrumbuU.
12 ELEMENTARY PSYCHOLOGY AND EDUCATION.
material, mental, and spiritual — from tlie lowest plane
to the highest.
Educational Laws. — The great truths relating to human growth
and development are called educational laws or principles. Thus
early you have discovered some of these fundamental truths. Far-
ther on these laws will be examined and applied.
1. Self-effort educates. The soul is self-acting. Spontaneously
we put forth effort. All development comes from self -effort.
3. Strenuous effort, well directed, educates. This is the condi-
tion of all improvement. Directed endeavor develops power.
3. Attention energizes mental effort. It gives vividness and
vigor. The inattentive mind drifts but does not achieve.
4. Achievement is in the ratio of concentration. Effective effort
is concentrated effort. The narrower the field of attention the
greater is the penetrating power of the mind. "One thing at a
time"; " Concentrate all your energies " ; " Give your entire atten-
tion " ; " Do with all your might " ; are some of the excellent rules
deduced from this law.
5. Pleasure sustains attention. Gentle pleasure, present and
prospective, fixes and holds attention. Painful study repels and
dissipates energy ; pleasurable study attracts and sustains atteufion.
SUGGESTIVE STUDY-HINTS.
What do yon do when yon give attention ? Wiite
an analysis of an act of attention. What do you mean
by the office of a faculty ? What is the office of the
heart in the physical organism ? Of the memory in the
mental economy? What single word expresses the
office of attention ? Give the etymology of attention.
Give two examples of concentration. Give an exam-
ple of prolonged attention. Give two examples of
change of effort.
How do you distinguish attention from memory?
Give two characteristics of attention. Give examples.
ATTENTION. 13
Give tlie author's definition of attention ; give yours ;
give Porter's.
Give the distinction between outer attention and
inner attention. Ilhistrate. Give your reasons for using
also the terms objective attention and subjective atten-
tion. Give five^ examples of each.
"Why should prolonged attention not be required of
children? Why does forced attention fail to benefit
the pupil ?
"Why can not an idiot learn? "Why can the boy
learn more than the child ? Tell what you know
about the growth of attention. What do you mean
by growth ?
What is teaching ? Describe the work of the moth-
er and of the primary teacher.
Why did Agassiz find it so difficult to teach science
to his students? What do you mean by "scatter-
brained " ? What did Dickens consider the secret of
his success ? Is inattention the fault of the pupil or of
the teacher ?
Why have inattentive people poor memories ? "What
do you remember best? What do you do when you
give attention ? Why can you readily recall the things
to which you give great attention ? How can you culti-
vate your power of attention ?
Letter.* — I venture to ask you to write a letter to
some friend, telling what you know about attention.
Give your own thoughts in your own way. Nothing
* In a long experience I have secured the most satisfactory results by
having each pupil write a letter to some interested friend, giving his notions
about the faculty discussed. As far as possible I have these letters read in
class and criticised.
14
ELEMENTARY PSYCHOLOGY AND EDUCATION.
will help you more. You may be called upon to read
the letter. Send witli your letter to your friend a top-
ical outline showing your analysis of this chapter.
Topical Analysis of Chapter I. — Attention.
Subjective Attention.
Change of effort.
Sundry definitions.
Attracted and Purposed.
L Acts of Attention analyzed
Objective Attention.
n. Office of Attention.
Concentration of effort.
Prolongation of effort.
IIL Characteristics of Attention.
Power of self -concentration.
Active self-direction energizes all mental action,
TV. Attention defined.
Author's definition.
Original definition.
V. Kinds of Attention.
Objective and Subjective.
VI. Physiology of Attention.
Physical limits of Attention.
Vigorous health and Attention.
Rest and Attention.
VII. Growth of Attention.
Attention in childhood.
Attention in boyhood.
VIII. Education of Attention.
Teaching and Attention.
Attention and Learning.
IX. Educational Laws.
Self -effort educates.
Strenuous effort, well directed, educates.
Attention energizes mental effort.
Achievement is in tlie ratio of concentration.
Pleasure sustains attention.
Attention in youth.
Attention in manhood.
Attention and Retention.
Attention and Power.
INSTINCT. 15
CHAPTER 11.
msTmcT.
By this is meant the capability of animals to do
blindly the best for themselves. A mind is capable
of knowing, feeling, and willing. What a mind can
do is called a mental power. The simplest of the men-
tal powers are the guiding impulses, called instincts. It
is deemed best to begin the study of mental phenomena
wdth the lowest and least complex manifestation of mind.
Instinctive Acts analyzed. — We are wonderfully fa-
miliar with brute-life. The cat, the dog, the bird, and
the horse are our intimate companions. From infancy
to age, brute-life interests us. Even Solomon and Aris-
totle intently studied animal life. We see brutes doing
blindly what man, with ages of experience, can scarcely
do. The bee builds a perfect cell without having stud-
ied mathematics, and compounds delicious honey with-
out having studied chemistry. Birds migrate thousands
of miles by land and sea without chart or compass.
The animal, without knowing why, does what is best
for itself. The blind feelings which lead animals to
act for their best interests are called instincts. Observe
the sitting hen : at regular intervals she turns her eggs.
Why? It took a thousand years for man to answer
this question. The hen, without knowing why, does
the right thing. The blind impulse which moves the
hen to thus act is termed instinct.
Office of Instinct. — Each organ of the body and each
capability of the mind has a specific purpose, called its
16 ELEMENTARY PSYCnOLOGY AND EDUCATION.
office. The office of the stomacli is digestion. The
office of attention is self-direction. The office of in-
stinct is to move and guide animals to wise ends, where
it is impossible that intellect should act.
1. Instincts tend to the jphysical wellrbeing of the
individual. Spontaneously the young animal seeks its
proper food. Without knowing why, squirrels and bees
lay up stores for the future. Without a knowledge of
geography or climate, birds and beasts migrate with the
season. Inborn feelings move and guide the animal to
its own good.
^. Instincts tend to the well-heing of the race. The
salmon leaves the sea and ascends the river to spawn
safely in shallow water. The bird conceals her nest.
Even lions and eagles mate. Strong impulses move
auimals to act so as to preserve the race. These blind
impulses are termed instincts.
3. Instincts move hrutes to fulfill tlie purposes of
their creation. Its instincts move the silk-worm to spin
its cocoon. The bee is moved to sip sweets from every
flower. Its instincts move the coral to build islands.
Marvelous chapter, this, in the book of J^ature !
Characteristics of Instinct. — The pecuHarities that
distinguish one endowment from others are called its
characteristics. How may we know instinct ?
1. Instincts are Hind hut guiding impulses. Bees
and ants organize republics, build cities, and lay up
stores. Without knowing the principles of government
or architecture or political economy, they wisely adapt
means to ends. Blind feelings, implanted by Infinite
Wisdom, guide as well as move them. Instincts are the
only guiding impulses.
INSTINCT. 17
2. Instinct is a jperfect guide. An instinct is in-
nate and perfect from the first. Intellect hesitates and
blunders ; instinct advances to its end with mechanical
certainty. Intellect improves ; instinct is practically
stationary.
3. Instinct is conscious activity. The bird is aware
of its nest-building impulses. However dim in the
lower orders of animals, consciousness may be safely
inferred wherever instinct is manifested. Instincts,
therefore, are now classed as mental ; wherever we find
instinct we find mind. The plant has life, but not
mind. The brute has life and mind, but not self-con-
scious personality.
4. Instinct is limited to johysical activity. Instincts
are mental impulses leading to physical acts and phys-
ical ends. The mother-impulse in the bird to care for
her young is mental ; the act of securing food and feed-
ing her birdlings is physical. All instincts seem con-
nected with the perpetuation of organic Kfe.
To speak of moral instincts or religious instincts is clearly in-
eorrect. Intellect guides beings capable of moral acts.
Instinct defined. — Instinct is feeling. Like all feel-
ings, instinct is blind; but, unlike all other feelings,
instinct guides. Instincts are blind feelings implanted
by Infinite Wisdom to move and guide animals where
intellect can not act.
1. Instinct is Mind impulse guiding to wise ends.
Instincts are blind impulses to adapt means to ends
without knowing why. Without either knowledge or
experience, the young bee constructs a perfect cell. In-
stincts are blind feelings moving and guiding to wise
ends.
18 ELEMENTARY PSYCHOLOGY AND # EDUCATION.
2. Original. Write a definition containing your
view of instinct. What does instinct mean to you ?
3. Various Definitions. — 1. White : Instincts are impulses which
prompt and direct appropriate action in the absence of intelligence.
2. Romanes : Instincts are adaptive impulses. 3. Hopkins : Instinct
is regulative impulse. 4. Hamilton: Instinct is a blind tendency
to intelligent ends. 5. Von HarTxMAnn : An instinctive act is one
conformed to an end of which the actor is not conscious.
Reflex Action and Instinct. — The clock marks time,
but its organism and action are wholly mechanical. The
sensitive-plant responds to the touch, but its organism
and action are wholly vegetable. The animal perspires
and respires, but the organism and action are wholly
vital. The order of the various forces is: mechan-
ical forces, chemical forces, vital forces. Keflex action
is a vital force. Like the sensitive-j)lant, the lower
nerve-centers respond to stimuli and cause motion.
Where the stimuli lie within the body, reflex action is
called automatic action.
1. Reflex action is unconscious action. Bound up
in the animal are forces which regulate nutrition, cir-
culation, respiration, and non-voluntary motion. But
mind is wanting in such acts. These actions are in-
trusted to ganglia and nerves and tissues which re-
spond to stimuli. Reflex action is devoid of will-power
and is wholly physical. Animals of the lowest orders
are little more than reflex machines — they are nearly
destitute of instinct as well as of intellect.
2. Instinctive action is conscious action. Keflex
action is the highest physical force ; instinct is the low-
est mental energy. The action of the new-bom infant
in sucking is reflex action ; but the act of the young
INSTINCT. 19
animal in seeking food is instinctive action. Instinct
moves the spider to spin lier web to capture her prey ;
but the act of spinning is reflex. Below instinct, no
indication of mind appears. To some degree the ani-
mal seems to be aware of its instinctive acts, but is
utterly unconscious of its reflex acts. Here we may
venture to draw the line between the physical and the
mental. Reflex action and all the lower forces are
wholly physical Instinctive action appears to be spon-
taneous as well as conscious action, and hence belongs
to the realm of mind.
Instinct and Intellect. — Instinct is blind impulse
w^hich directs animal action in a way beneficial to the
individual and the race. Intellect adapts means to
ends and guides the feelings. Bnites and men are en-
dowed with intellect as well as with instinct. Intellect
enables its possessor to find out and act from knowl-
edge ; instinct moves the possessor to adapt means to
ends without Imowing why. Instinct guides the mi-
grating bird ; intellect guides the mariner. Instinct
guides the bee in constructing a cell ; but intellect
guides the engineer in constructing a bridge.
1. As intellect increases^ instinct decreases. Mol-
lusks and still lower forms of animal life exhibit in-
stinct and even infinitesimal intellect. But they are
little more than creatures of reflex action. In fact,
many orders are scarcely more than automatons. The
bee, the ant, and the spider seem most gifted with
instinct. They also exhibit some intellect. In birds,
beavers, dogs, and elephants we find instinct decreasing
and intellect increasing.
2. As instinct increases, intellect decreases. The
20
ELEMENTARY PSYCHOLOGY AND EDUCATION.
INSTINCT.
elephant, the horse, and the dog manifest considerable
intellect, but much less instinct than spiders, bees,
and ants. As we go down the
scale we find instinct increases
just as intellect decreases.
3. Man stands alone. Intel-
lect vastly predominates in man ;
instinct in brutes. The gap here
between the lowest man and the
highest brute is immense. There
appear to be many missing links.
In the accompanying dia-
gram the relations of instinct
and intellect are roughly indi-
cated.
Man was created in the rational and
moral image of God. Physically, he is
separated, by a great gap, from all the
animals nearest to him ; and, even if we
admit the doctrine, as yet unproved, of
the derivation of one species from another, in the case of the low-
er animals, we are unable to supply the "missing links" which
would be required to connect man with any group of inferior ani-
mals. Mentally, the gap between man and the brute is practically
infinite. Those who deny this must adopt one of two alternatives.
Either they must refuse to admit. the evidence in man of any nature
higher than that of brutes — a conclusion which common sense, as
well as mental science, must always refuse to admit — or they must
attempt to bridge over the " chasm," as it has been called, which
separates the instinctive nature of the animal from the rational and
moral nature of man — an effort confessedly futile.*
The Instincts. — Instinct is a simple mental energy,
as gravity is a simple physical force. It is ever the
* Principal Sir J. Winiara Dawsou, CM. G., LL. D., F.R.S., Presi-
dent of the British Association.
INTELLECT.
INSTINCT. 21
same blind impulse moving to wise ends, and notliing
more. But the instincts — the promptings of the in-
stinctive energy — are numerous. These may be classed
as strictly brute instincts, as instincts common to brute
and man, and as strictly human instincts.
1. The hrute instincts. The honey-making instinct
of the bee, the web-weaving instinct of the spider, the
nest-building instinct of the bird, the dam-building in-
stinct of the beaver, the migratory instinct of many
animals, are familiar examples of strictly brute instincts.
The list of this class of instincts may be extended with-
out limit. Are these specific brute instincts endow-
ments or developments ?
2. Instincts corainon to hrute and man. These also
are numerous. Sex-instincts, mother-instincts, danger-
instincts, food-instincts, etc., are common to brute and
man.
3. Ilunian instincts. Instinct in man, as in the brute,
is ever the same blind feeling, guiding actions to bene-
ficial ends. In the domain of instinct, the brute stands
vastly higher than man. The human infant is the most
helpless and dependent of all young animals. It takes
long years for us to learn to do intellectually what the
brute does instinctively. Man is poor in instincts.
Crying, smiling, frowning, etc., appear very darly in in-
fancy, and are strictly human instincts. The student is
left here to find out other human instincts.
Origin of the Instincts. — Few questions now engage
more thought. The following conclusions are believed
to be safe :
1. Each instinct is an original endowment. In-
stincts are innate. Evolution modifies but does not
22 ELEMENTARY PSYCHOLOGY AND EDUCATION.
create. All organic forces, all vital forces, all mental
energies,' are inborn endowments. Instinct uniformly
tends to wise ends ; bnt the wisdom is back of the law,
back of the energy. The brute, without knowing why,
adapts means to ends. This blind impulse to wise ac-
tion is implanted by Creative Wisdom.
2. Instiricts are transmitted. However far back,
the instinct-germ, in some degree, is regarded as an en-
dowment. That instincts may be greatly modified,
and that modified instincts may be transmitted, is now
science. The pigeon is endowed with the homing in-
stinct, but centm-ies of training were necessary to give
us the carrier-pigeon. The pointer-dog is one of many
good illustrations. The striking modifications in the
instincts of domesticated animals is the most familiar
proof. While it is an established law of heredity that
like tends to produce like, we know that environment
works striking modifications. Man trains animals on
the line of native instincts. This is the only imjDrove-
ment of which brutes are capable. But no amount of
training or change of environment can ])roduce a honey-
making quadruped ; something can not be evolved from
nothing. Given instinct-germs as endowments, and the
laws of heredity and evolution may account for all modi-
fications of instincts and all phases of instinctive action.
Eeferences. — For fuller accounts of instinct the reader
is referred to " Instinct in Brute and Man," Chadboume ;
"Mental Evolution in Animals," Romanes ; "Mind in
the Lower Animals," Lindsay,
INSTINCT.
SUGGESTIVE STUDY-HINTS.
Review. — Give the three offices of attention. Give your defi-
nition of attention. What distinction do you make betvreen outer
attention and inner attention ? Why is it so difficult to teach inat-
tentive pupils? Why can the youth do more than the child f
Etc., etc.
Give an example of instinct that you have observed. Why does
the hen turn her eggs ? Analyze the nest-building instinct of the
bird, and the dam-building instinct of the beaver.
Give a distinction between the office of attention and the office
of instinct. What do you mean by the office of a faculty ? Give
the three special offices of instinct. Illustrate each by cases you
have observed.
What do you understand by the characteristics of a faculty?
Give the four characteristics of instinct. Give examples.
Give your definition of instinct. Why do you prefer it to the
other definitions ?
What do you mean by reflex action? by automatic action!
Give distinctions between gravity and reflex action ; reflex action
and instinct. Give examples of each. What do you understand by
unconscious action ? by conscious action ? by self-conscious action ?
How do instinct and intellect differ ? Give five examples. Ex-
plain the diagram showing the relations of instinct and intellect.
Why does man stand alone ?
Name the three classes of instincts. Give five strictly brute
instincts ; five common to man and brute ; five strictly human.
Give the distinction between an endowment and an evolution.
Is the honey-making instinct an endowment, or the hereditary ex-
perience of the race? May instincts be modified by experience?
Illustrate by domesticated animals. Are modified instincts trans-
mitted ? Like tends to reproduce like, is the great law of heredity :
does this law extend to mind ?
letter. — You may now write a letter to your friend, telling him
what you know about instinct. Try your best to make clear to him
the nature of this wonderful endowment. Above all, give him your
own thoughts and your own illustrations in your own way. Writing
such a letter will lead you to study instinct with the greatest care.
Inclose with your letter your analysis of this chapter.
24 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Topical Analysis of Chaptee II. — Instinct.
I. Analysis of Instinctive Acts*
Beaver building his dam. lien turning herj^ggs.
IL Office of Instinct.
Individual good. Cosmic good.
Eace good.
III. Characteristics of Instincts
Guiding impulses. Conscious activity.
Limited to physical activity. Unerring guide.
IV. Definitions of Instinct.
Author's definition. Various definitions.
Original definition.
V. Reflex Action and Instinct.
Reflex action — physical. Instinct — mental,
VI. Instinct and Intellect.
Instinct decreases as Intellect increases.
Intellect decreases as Instinct increases.
Instinct predominates in tlie brute.
Intellect predominates in man.
VII. Classes of Instincts.
Strictly brute Instincts. Strictly human Instincts,
Common Instincts.
VIII. Origin of Instincts.
Not organized habits.
Not inherited experiences.
Instincts are endowments.
Instinct is modified by experience and natural selection.
Modified Instincts are transmitted.
IMPORTANT TERMS EXAMINED. 25
CHAPTEE III.
niPOETANT TEEMS EXAMINED.
Science, in our times, must be presented in the lan-
guage of the people. * But new ideas need to be era-
bodied in new terms. In your study of the matter-
world, you have found it necessary to learn new terms
to express your new acquisitions. As you explore the
mind-world, you will at every step discover ideas new
to you. For their expression some unfamiliar terms
must be used. Easy and familiar teims, when they
express the ideas exactly, are the best ; but precision
must be secured, though at the cost of thoughtful re-
search. The effort will be to lead you to form clear-cut
ideas, and to give, in your own words, clear-cut defini-
tions. When quarried and pohshed, you will treasure
your definitions. You will find them more precious
than diamonds.
In order that you may begin to build on the rock,
you will find it best at the outset to master a few lead-
ing terms. In each case, work up to the idea before
attempting a definition. A good dictionary is indis-
pensable. Study the etymology and history of the
word. Notice its uses. Endeavor to grasp its full
meaning. Write in your own language a brief defini-
tion. Apply the definition by giving your own expla-
nation and illustration. Consider as suggestive these
brief hints. Ks> in mathematics, work out everything
for yourself. Mastery characterizes each successful
educational step. Only weaklings cower and turn back
26 ELEMENTARY TSYCHOLOGY AND EDUCATION.
in the face of difficulties. Strenuous and persistent
effort educates.
T .„,' ( Physical Phenomena,
I. Pnenomena. — i ^^ ^ i T^r
i Mental Phenomena.
The word phenomenon means an appearance, and
the plural, phenomena, appearances. The rose appears
red, sweet-smelling, soft. I appear to myself cheerful,
thankful, hopeful. Whatever appears to us is termed
phenomena.
1. Physical Phenomena. — The ap]3le appears white,
soft, and delicious. The cnbe appears to have length,
breadth, and thickness. Gold appears yellow, heavy,
and malleable. All appearances coming to us through
the senses are termed physical phenomena. Whatever
of matter ajpjpears is- called physical jphenomena,
2. Mental Phenomena. — 1 perceive the beautiful lily.
I remember the cheering song. I discern that the sum
of the three angles of a triangle is equal to two right
angles. I grieve over the loved and lost. I deter-
mine to study psychology. I perceive myself remem-
bering, thinking, feeling, and choosing. I am aware
of my various mental acts ; they appear to me, and
hence are termed mental phenomena, or psychical phe-
nomena. Whatever of mind appears is called mental
phenomena.
^ , ( Matter.
Substances, I -^.^^^
II. Noumena.'^" — -! and
Necessary Relations. "
* Sec "Noumcnal-Perception," chap. viii.
f Time,
Space,
Causation,
etc.
IMPOHTANT TERMS EXAMINED. 27
"We mean by noumera the enduring realities wliicli
underlie and make possibTe phenomena. Noumena
condition phenomena. We class as noumena substances
and necessary relations. Appearances are phenomena ;
the realities of which we affirm phenomena, or which
make phenomena possible, are noumena.
1. Substances. — The enduring entities which under-
lie phenomena are called substances. As there are two
kinds of phenomena, so there are two substances.
(1.) Matter. Glass is brittle, hard, transparent.
These properties of glass are termed physical phenom-
ena. The material substance of which we affirm brittle,
hard, transparent, is called matter. In the matter-
world we find extension, weight, impenetrability. Mat-
ter is the enduring noumenon of which we assert ex-
tension, weight, impenetrability. The nouraenon^ or
reality of which loe assert jphysical jphenomena^ is
called matter.
(2.) Mind. You remember the multiplication-table.
You write essays. You hate lying. You choose truth.
Whatever it is that does these things is called a mind, a
spirit, a soul. The enduring self, the Ego, the nou-
menon that thinks, is called a mind. I am, therefore I
think. The self of which ice assert mental lyhenomena
is called a mind.
2. Necessary Relations. — That substances and phe-
nomena may be, time and space and causation must
be. As these and such like relations are necessary and
enduring realities, they are classed as noumena.
r Physical Energies, or Forces.
III. Energies. — ■< Soul-Energies.
( Divine Energies.
28 ELEMENTARY rSYCHOLOGY AND EDUCATION.
We try to understand the dynamics of the universe.
We learn to call the energies which produce clianges,
causes. " Force, energy, and cause are not identical or
equivalent, though they are synonymous. Force is
used to signify an energy that requires another energy
outside of it to incite it to action, and still another to
guide it. But the energies of the soul are self -incited
and self -directed. Self-related force is not thought of
when we speak of force, and hence force is a bad term
to express soul-energies."
PYRAMID OF ENERGIES.
/
ft-
RENEWING.
PRESERVING.
CREATING.
THE WILL POWERS.
THE EMOTIONS.
THE INTELLECTUAL FACULTIES.
THE PHYSICAL FEELINGS.
THE INSTINCTS.
CO-ORDINATING' FORCES— LfFE FORCES
{VEGETABLE AND ANIMAL.)
AGGREGATING FORCES— COHESION AND CHEMISM.
COSMIC FORCES— GRAVITATION, LIGHT, HEAT, ELECTRICITY^ ETC.
It is extremely diificult to arrange the soul-encr<?io3 from the stand-
point of caase. Self acts spontaneously. Strictly, no mental act is caused.
Sensor excitations occasion sensations, sensations occasion perception, ideas
occasion emotions, emotions occasion choice, choice occasions action ; but '
the series is of conditions and not causes. Each rational mental act is self-
IMPORTANT TERMS EXAMINED. 29
caused. Then the marvelous interaction of knowing, feeling, and willing
makes the task doubly difficult. Feelings not illuminated by intellect arc
blind and brutal. Intellect not moved by feeling and directed by will is
effortless and aimless. Choice not guided by intellect is irrational. At
best the arrangement of our mental powers must be in the order of de-
pendence ; and of this each one judges for himself and varies the arrange-
ment accordingly.
1. Physical Forces. — Bound up in matter are tlie stu-
pendous energies wMch cause perpetual change. We
dwell amid wliispering breezes, rippling brooks, heaving
oceans, and revolving worlds. The energies which
cause jphysical changes are called physical forces.
2. Soul-Energies. — ^Minds are endowed with the mar-
velous energies which change infant Newtons into phi-
losophers, and savage tribes into enlightened nations.
A mind is self-acting and is a self-cause. Soul-energies
are self -incited and self -directed. The energies which
cause mental changes are called soul-energies.
3. Divine Energies. — Herbert Spencer, in his final
summary, says : " Amid all mysteries, there remains one
absolute certainty: we are ever in the presence of the Infi-
nite and Eternal Energy, from whom all thiugs proceed."
Unity of the TTniverse. — The pyramid of energies may
help us to grasp the unity of the universe. Each lower
energy is involved in the higher. The plant-unit in-
volves cosmic and co-ordinating forces. The brute-unit
involves vegetable life as well as the lower forces. The
human unit involves the animal life-forces as well as
all the lower forces. The matter- world is a unit. All
the physical forces work in harmony and give us the
reign of law. So, too, the mind-world is a unit. All
the mental energies work in harmony and give us men
and women, society, government.
30 ELEMENTARY PSYCHOLOGY AND EDUCATION.
In our times it is not difficult to complete the pyra-
mid bj adding Divine Energies. We thus reach abso-
lute unity. All substances, all forces, all laws are but
expressions of the Infinite Will. The Divine includes
all and unites all. The univei-se is a unit.
{ Physical Laws.
TV. Laws. — •< Mental Laws.
( Moral Laws.
The whole distance through w^hich a body falls in a
given time is equal to the space passed through during
the first second multiplied by the square of the time.
This is a uniform way in which the force of gravity
acts, and is called a law of falling bodies. That, well-
directed effort promotes growth, is called a law of hu-
man development. A uniform way in which an en-
ergy acts is called a law.
1. Physical Laws. — We speak of the reign of law in
the matter-world. We mean that the physical forces
act in certain fixed ways. We observe the fall of the
apple. We find that all material bodies attract each
other in proportion to the mass and inversely as the
square of the distance. We have discovered a law
of gravity, or a uniform way in which the force of
gravity acts. Law reigns in the matter- world. The
modes or ways in which jyhysical forces uniformly a/it
are called jphysical louws.
2. Mental Laws. — We notice that some incident
enables us to recall long-forgotten events. We find
that present ideas tend to suggest past ideas. We have
discovered a law, or a uniform way in which the mem-
ory acts. Law reigns in the mind-world. The uniform
ways in which the mind acts are termed mental laios.
IMPORTANT TERMS EXAMINED. 31
/ Physical Sciences,
Y. Sciences. — < Mental Sciences,
( etc.
Science is more than classified knowledge. Take
botany : the central idea is plant-life ; the field of re-
search is plant-phenomena. We group around the cen-
tral idea the laws of plant- phenomena. Under these
laws we arrange principles, facts, illustrations, applica-
tions. We thus build up the science of botany. The
systematic arrangement of the laws of jphenomena is
called sciejice,
1. Physical Sciences. — The sciences that treat of
physical phenomena are called the physical sciences.
Take zoology : the central idea is animal life ; the phe-
nomena of animal life is the field of inquiry. Around
the central idea we group the laws of animal phenom-
ena. Under these laws we arrange principles, facts,
illustrations, applications. We have created the science
of zoology. The systematic arrangement of the laws
of physical phenomena in a special field of research is
called a physical science.
2. Mental Sciences. — The sciences that treat of men-
tal phenomena are called mental sciences. A mental
science is the systematic arrangement of the laws of
mental phenomena in a special field of inquiry. Take
psychology. Here mental phenomena is the field. The
central idea is mind. We discover the mental powers
and their modes of action. We arrange around the
central idea the laws of mental phenomena. Under the
laws we group principles, facts, illustrations, applica-
tions. We thus form the science of psychology. The
systematic classification of the laws of mental phenoirh-
. 32 ELEMENTARY PSYCHOLOGY AND EDUCATION.
ena is called psychology. Take education. The cen-
tral idea is human development. The field is the phe-
nomena of human growth and human culture. Around
the central idea are grouped systematically the laws of
growth and development. Under the laws are grouped
the principles, the facts, the illustrations, and the ap-
plications. Thus the science of education is created.
The systematic arrangement of the laws of the jphe-
[/ nomena of mental growth and mental develoj[nnent is
called the science of education.
A Mind.
A Soul.
YI. Terms designating Sel£ — i A Spirit.
I An Ego.
I A Self.
We know and feel and will. The self that thinks,
loves, and chooses is called a mind. Mental jphiloso-
phy is a science of the mind. As a human mind is
embodied, it is called a soul. Psychology {psyche,
the soul ; logos, science) is a science of the soul. Psy-
chical means pertaining to the soul. As the mind is a
spirit entity capable of knowing, feeling, and willing,
it is also called the spirit. A mind is sometimes called
a spiritual organism.
*' Is mind an organism ? If it were, could it possibly be im-
mortal ? What is the true definition of organism ? The body is an
organism, but the mind is something above organism. In an organ-
ism there are unity and variety of fun^ions — this is probably the
reason for calling mind an organising; / 53ut life and mind are dis-
tinct ; a plant lives but does not possess mind. Mind includes all
that life includes, and much more. In an organism each part is the
means of realizing every other part, and it is likewise the end for'
lohich every other part exists. Each part is both means and end for
IMPORTANT TERMS EXAMINED. 33
every other part. But mind is whole in each part. It is an indivisi-
ble unit in knowing, in willing, and in feeling."
Mind, soul, and spirit are now used in literature and
science as synonyms. Occasionally we find mind still
used in the sense of intellect. Soul was formerly used
to designate animal life and instincts. Spirit is some-
times used vaguely to designate something, no one
knows what, different from mind. But these distinc-
tions are now practically obsolete.
To the scholar as to the millions, the self that knows,
feels, and wills, is the mind, the soul, the spirit.
sua GESTIVE STUD Y-HINTS.
Review. — Give a distinction between attention and instinct.
Give the office of attention ; of instinct. Give the characteristics of
attention and also of instinct. State the relation between instinct
and intellect, etc.
Why are some hard words necessary ? How do you work out
definitions ? Give the etymology and meaning of phenomena. Write
a definition of physical phenomena ; mental phenomena. Illustrate
each.
Why is the unfamiliar word noume7ia used ? Have we any fa-
miliar word that expresses the idea? Write a definition of sub-
stance; of matter; of mind. Give a distinction between phenom-
ena and noumena; between mind and matter. Are you sure you
grasp the distinction ?
Give the synonyms of energy. Write a definition of energy in
which all occur. Write a definition of physical force; of soul-
energy. What relation do you discover between the lower and the
higher energies ? Is the universe a unit ?
Write a definition of laws ; of physical laws ; of mental laws.
Give a distinction between an energy and a law. What do you
mean by laws of phenomena ?
Why is mere classified knowledge not science ? Write a defini-
tion of science; of physical science; of psychology; of education.
34:
ELEMENTARY PSYCHOLOGY AND EDUCATION.
Give the etymology and meaning of psychology, psychological, psy-
chologist, and psychical.
Define mind ; soul ; spirit ; ego ; self. What do you mean by a
cmisa-sui ? Show that a mind is not an organism. Give distinc-
tions sometimes made between mind, soul, ^nd spirit. Are these
t^rms now generally used as synonyms %
Topical Analysis of Chapter III.
Terms Examined.
-Important
I.
n.
2. Mental Phenomena.
Mind.
3. Cause Relations,
etc., etc.
Phenomena.
1. Physical Phenomena.
Nonmena.
1. Substances.
Matter.
2. Necessary Relations.
1. Space Relations.
2. Time Relations.
Energies.
1. Physical Energies, or Forces.
2. Soul-Energies.
3. Divine Energies.
Laws.
1. Physical Laws.
2. Mental Laws.
V. Sciences.
1. Physical Sciences.
1. Botany.
2. Mental Sciences.
1. Psychology.
3. Etc., etc.
Nonmenon endowed with Sonl-Energies is called-
1. A Mind. 4. A Self.
2. A Soul. 5. An Ego.
3. A Spirit.
Ill
IV.
3. Moral Laws.
4. Etc., etc.
2. Zoology.
2. Education.
VI. A
THE SENSORIUM.
35
CHAPTEE lY.
THE SENSORIUM.
"We see the landscape, hear the song of birds, smell
the rose, taste the orange, touch the paper, press the
hand of friendship. Yibrations caused by light and
sound and odor and flavor and contact excite the organ-
ism. The mind feels the excitation. These feelings
are called sensations. The part of the organism thus
excited is called the sensorium. The sensorium is here
used to include sensor ganglia, sensor nerves, and sen-
sor organs. You have dihgently studied the body, the
organism in which we Jive and work. You will now
re-examine the brain and nerves from the stand-point
of mind. Here you find the bridge that connects mind
and matter.
A Nerve-Cell is a micro-
scopiG clot of granulated
gray matter. Each cell is
inclosed and has one or
more connections. The
cell- substance is granular
and extremely mobile. An
excitant, as odor-waves or
light-waves, causes molec-
ular changes in the cell-
substance. The conscious feeling of the excitation of
sensor nerve-cells is known as sensation. In a human
brain there are estimated to be more than a billion of
these nerve-cells.*
* By permission the above cut is taken from Tracy's "Physiology.
30
ELEMENTARY PSYCHOLOGY AND EDUCATION.
A Ganglion is a group of nerve-cells connected hy
nerve -fibers. Ganglia have nerve - connections with
other ganglia. The gray matter of the brain is organ-
ized into ganglionic groups. " The mind uses the gray
matter in some unknown way to affect the body, or to
gain impressions through the body." Draw a group of
nerve-cells ; connect the cells as you do the cells of a
battery ; inclose by a membrane ; make nerve-connec-
tions with similar groups. You will have a rude pict-
ure of a ganglion, as in the above cut.* Reflex sensor
ganglia are found in the roots of the spinal nerves and
throughout the sympathetic system.
A Nerve is a white connecting cord through which
nerve-currents pass. These nerve-fibers permeate the
system and form the white matter of the brain, the
spinal cord, etc.
1. Structure. A nerve consists of three parts : (1.)
The external sheath, a transparent membrane ; (2.) The
* Taken by permission from Bastian's " Brain the Organ of Mind."
THE SENSORIUM.
37
medullary sheath, a white, fatty substance, isolating and
protecting the nerve-axis; (3.) A thin thread of gray
"iss^sis^is^ssssssms^fs^sg^essm
matter called the axis. The axis is composed of minute
fibrils. Illustrate with a common lead-pencil — the paint
representing the external sheath ; the wood, the medul-
lary sheath ; the lead, the nerve-axis.
2. Office. I^erves transmit vibrations. Their sole
office is to transmit sensor and motor molecular waves.
As the nerve-axis conducts the vibrations, it may be con-
sidered the essential part of the nerve. Like telegraph-
wires, nerves simply carry messages.
3. Classes. Nerves that convey impressions from
sensor organs to sensor ganglia are called sensor nerves ;
as, the optic nerves are the sensor nerves that convey
impressions from the eyes to tbe optic ganglia. Nerves
that convey motor impulses from motor ganglia to mo-
tor organs are called motor nerves.
The following classification of the cerebro-spinal nerves, by Dr.
S. S. Laws, is simple and complete :
Cerebro-Spinal Nerves. —
SENSOEY NERVES IN PAIRS:
MOTOR ]
VERVES IN pairs:
1. Cranial— 1. Olfactory.
1. Cranial-
— 1. Oculomotorius.
2. Optic.
2. Patheticus.
3. Trifacial.
3. Small root of V.
4. Gustatory.
4. Abducens.
5. Auditory.
5. Facial.
6. Glossopharyngeal
G. Spinal accessory.
7. Pneumogastric.
7. Hypoglossal.
2. Spinal— 31 pairs of posterior
2. Spinal— 31 pairs of anterior
roots.
roots.
38 pairs of sensory nerves.
38 pah
s of motor nerves.
38 ELEMExXTARY PSYCHOLOGY AND EDUCATION.
4. Nerve-jihers are continuous. Sensor nerves ex-
tend without break from sensor organs -to sensor gan-
glia. Motor nerves are continuous from motor ganglia
to motor organs. Let silk threads represent sensor
nerves and cotton threads motor nerves. Trace these
threads through all their windings. You will find each
continuous. Nerves do not divide or unite.
Nerve - Currents. — Touch a warm surface. The
stimuhis in some unknown waj starts nerve-currents
which move through tactile nerves to tactile ganglia.
You feel the dangerous warmth. You will the mth-
drawal of jour hand, and thus start currents in the mo-
tor ganglia. The motor currents move through motor
nei ves to muscles. The muscles contract and thus with-
draw your hand. The nature of the change produced
in nerve-fiber by stimulus is quite unknown. How
matter affects mind or mind matter must be classed
with the many unsolved problems of science. But sci-
ence now claims to have demonstrated that (1) sensor
nerve-currents move at the rate of 140 to 150 feet per
second, and motor nerve-currents about 100 feet per
second. (2) Stimuli excite vibratory nerve- currents.
A wave of molecular movement passes through the
nerve. These nerve-currents are the only media of
communication between the mind and the outer world.
(3) Sensation takes place only in the sensor ganglia
found in the gray matter of the cerebrum.
A Sensor Organ is a mtal mechanism capable of re-
ceiving and transmitting sensor mhrations. Each sen-
sor organ is connected by sensor nerves with its sensor
ganglia in the surface of the brain. Take, for example,
the optic apparatus :
THE SENSORIUM. 39
Obiectivo World - Q + ) Zt \ + j Gan^gl ( " Mini
Striking the retina of the eye, light-vibrations in some
unknown way excite sensor vibrations, whicli move in
molecular waves through the optic nerves to the optic
ganglia. The nerve-currents agitate the optic ganglia,
and the mind feels and interprets the vibratory signals
— sees the rising sun. The ear does not change sound-
waves into sensor waves, but in the ear sound-waves ex-
cite sensor waves.
A Special Sense receives extra organic messages.
The world of color and form comes to us through the
eye ; the world of sound through the ear ; the world of
odor through the nose ; the world of flavor through the
mouth ; the world of touch through the skin. As each
of these senses opens to us a special world, they are
called the five special senses.
A General Sense transmits organic sensations. Con-
ditions of the organs of the body come to us through
the general senses. Sensations of indigestion are mes-
sages from the stomach. Toothache is a message from
a nerve. Pain and comfort, hunger and satisfaction,
temperature, and so forth, are some of the messages re-
ceived through the fifteen general senses.
The Brain. — Organism reaches its climax in the hu-
man brain. A human brain, it is estimated, embraces
not less than one billion nerve-cells, nor less than five
billion nerve-fibers. To produce an imperfect brain-
map has required ages of toil. Much remains for other
ages to discover. The brain and its connections must
c<^mtinue to be the most absorbing field of scientific
40 ELEMENTARY PSYCHOLOGY AND EDUCATION.
research. The brain includes the lower, middle, and
higher nerve-centers. The cuts on pages 40, 42, and
46 give different views of the brain.
The lower nerve-centers are the medulla oblongata
and the cerebellum. Like the spinal cord, these are
reflex and distributing centers. Some claim that the
cerebellum is a relay-battery to enforce nerve-currents.
Others claim that it is connected with the co-ordination
of movements. The following cut represents a perpen-
dicular section of the brain on the median line.*
The middle nerve-centers are the pons Varolii, the
cerebral peduncles, tlie corpora quadrigemina^ the optic
thalami, the corpora striata, etc. These ganglia are
geographically central, and, as all messages between the
outer and inner worlds seem to pass through these cen-
* The above cut is taken by permission from Bastian, p. 452.
THE SENSORIUM. 41
ters, they may be considered telegraphic headquarters.
Who can tell what changes take place in these myste-
rious centers ? Destroy these centers, and you render
sensation as well as voluntary action impossible. Sever
the nerve-connections between the tubercula quadri-
gemina and the cerebrum, and vision is wholly reflex.
The animal is utterly unconscious of seeing.
Eemarks. — The spinal cord, the lower nerve-centers, and the
middle nerve-centers, with their nerve-connections, make a wonder-
ful organism for reflex action ; but it is only a machine. When
stimulus falls upon the appropriate sensor surface, a wave of molec-
ular movement is sent up the attached sensor nerves to a nerve-
center, which thereupon issues another wave of molecular movement
down a motor nerve to the group of muscles over whose action it
presides. When tlie muscles receive this wave of nervous influence,
they contract. This kind of response to stimuli is purely mechani-
cal, or non-mental, and is termed reflex action. Thus far we fail to
find mind. Eemove the cerebrum : the animal may still show re-
flex action, but all traces of mind will have disappeared. All ac-
tivity below the cerebrum is unconscious activity, is non-mental.*
The higher nerce-centers are the cerebral hemi-
spheres. Here is the border-land where mind and mat-
ter meet. The soul is embodied; it dwells in and
works in connection with a physical organism. In man
the cerebrum is so large that it completely fills the arch
of the skull as far do^m as the level of the eyebrows.
The two hemispheres of which it consists meet face to
face in the middle line of the skull, which runs from
the top of the nose backward. The cerebrum is com-
posed of two conspicuously distinct parts, called re-
spectively the gray matter and the white matter. The
gray matter is external, enveloping the white matter
* Ilolbrook.
42
ELEMENTARY PSYCHOLOGY AND EDUCATION.
like a skull-cap, and is composed of a vast number of
nerve-cells connected together by nerve-fibers, and
forming many ganglia.
Under surface of the "brain, showinar the great complexity of its structure.
At the lower part of the cut is the cerebellum.*
The Cerebral Ganglia. — The locations of some of the
ganglia are known, but the construction of a reliable
cerebral map is the work of the future. A classification
of cerebral
:lia with reference to ofiice is all that
* Taken by permission from " Anatomy, Physiology, and Hygiene,"
Tracy, Fig. 5S, p. 105,
THE SENSORIUM. 43
is here attempted. Such a classification is considered suf-
ficient both for psychological and educational j)urposes :
1. The sensor ganglia are the portions of the cere-
brum agitated by sensor waves. In some unknown way
the mind feels these excitations. These feelings are
called sensations.
2. The intellective ganglia are the portions of the
cerebrum connected with knowing ; as, when we per-
ceive, remember, think. In some unknown way the
mind uses these ganglia in perceiving, remembering,
and reasoning.
3. The emotive ganglia are the portions of the
cerebrum called into activity in feehng; as when we
love or rejoice.
4. The motor ganglia are the portions of the cere-
brum excited by volition. A mind is a creative first
cause, and originates motion. Self, as will, starts motor
nerve-currents — in some unknown way excites motor
ganglia and thus originates motion.
Remarks. — 1. The cerebral hemispheres are duplicates. Each
is complete in itself. In case one is paralyzed, the soul in all its
powers works through the other. The right hemisphere is connected
with the left half of the body, and the left hemisphere with the right
half of the body.
2. The cerebral ganglia are interconnected by nerve-fibers so as
to form an organic unit. Each ganglion supplements all other
ganglia. Thus may be seen the imity and harmony of the brain and
local brain-centers.
3. Specific mental activities occur in connection with specific
ganglionic areas. Thus, just behind the forehead, on either side, we
find the language ganglia. Injure these, and we are unable to ex-
press ideas in words. The location of the special sensor ganglia by
Ferrier and others seems to be now accepted.
4. The cerebrum dominates. Orders issued from headquarters
5
44 ELEMENTARY PSYCHOLOGY AND EDUCATION.
take precedence. Reflex action becomes the servant of volition.
Walking is ordinarily reflex action ; but, when we meet obstructions,
action becomes intelligent and voluntary. Mental life is connected
with the action of the higher nerve-centers. Only when the cerebrum
is called to take part is there any distinct mental accompaniment.
The cerebrum thus stands in relation to the lower centers somewhat
as the head of an office stands in relation to his subordinates. The
mechanical routine of the office is carried on by them. He is called
on to interfere only when some unusual action has to be carried out,
and reflection and decision are needed. Moreover, just as the prin-
cipal of an office is able to hand over work to his subordinates when
it ceases to be unusual, and becomes methodized and reduced to rule,
so we find that the brain, or certain portions of it, are able to with-
draw from actions when they have grown thoroughly familiar.
5. Cerehration is merely brain-action in knowing, feeling, and
willing. The mind perceives, thinks, acts ; but it works in connec-
tion with the ganglia. The brain produces no thoughts. Uncon-
scious cerebration means unconscious mental activity. The cere-
bral ganglia are merely the instruments of mind.
6. Ganglia performing different offices may be near together, as
in the spinal cord ; while ganglia performing similar offices may be
far apart. The difficulty of constructing a cerebral map is apparent.
7. We do not understand the precise nature of the relation of
the body and the soul. In some unknown way the mind uses the
gray matter of the brain to affect the body, or to gain impressions
through the body.
CHAPTER Y.
SENSATION.
By this is meant tlie capability to feel sensor excita-
tion, as in seeing, hearing, and smelling.
Luminous bodies cause vibrations of luminiferous
ether. Light-waves strike against the retina of the eye,-
these sensor nerve-currents, in
SENSATIOX.
45
molecular waves, flasli through the optic nerves, passing
through the optic thalamus, and the tubercula quadri-
gemina to the optic ganglia. The sensor light-waves
excite, agitate, or affect the optic ganglia of the cere-
brum. The mind feels the agitation and is aware of
the feeling. This conscious feeling of sensor excitation
is called sensation.
Eeflex Sensor Action. — The mind in sensation is
conscious of feeling the excitation. Sensor currents
sent back from reflex centers are not felt — do not oc-
casion sensation. Even agitations of the cerebral sen-
sor ganglia do not necessarily occasion sensations. The
clock struck ten, but I did not hear it, because I was
absorbed in m j work.
" What sees is mind.
What heai's is mind ;
The ear and eye
Are deaf and blind."
SENSORITJM AND MOTORIUM.
SENSOR
GANGLIA.
K
INTELLECTIVE
GANGLIA.
K
EMOTIVE
GANGLIA.
"K
MOTOR
GANGLIA.
SENSOR
NERVES.
MOTOR
NERVES
H
SENSOR
ORGANS.
SPECIAL. GENERAL,
EYES,
EARS,
NOSE,
MOUTH,
SKIN,
MUSCLES,
STOMACH
LUNGS,
HEART,
ETC.
ZK
MOTOR
ORGANS.
46 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Diagram of the sensori-motor processes of cerebral activity. 1, optic
thalamus with its centci's and gaDglioiiic cells. 2, corpns striatum.
3, course of the propagation of acoustic impressions : these arrive in
the corresponding center (4), are radiated toward the sensoinum (5),
and reflected at 6 and 6' to the large cells of the corpus striatum, and
thence at 7 and 7' toward the motor regions of the spinal axisi 8,
course of tactile impressions: these are concentrated (at 9) in the
corresponding center, radiated thence into the plexuses of the sevso-
rium (10), reflected to the large cortical cells (11), and thence propa-
gated to the large cells of the corpus striatum, and finally to the dii-
ferent segments of the spinal axis. 13, course of optic impressions :
these are concentrated (at 14) in their corresponding center, then
radiated toward the sensorium (at 15) ; they are reflected toward the
large cells of the corpus striatum, and afterward propagated to the dif-
ferent segments of the spinal axis. — (Luys, " The Brain and its Func-
tions," p. 61. Inseited by permission.)
SENSATIOxNT. 47
The Sensorium and the Motorium. — Self reigDs in the
cerebral ganglia. Here he receives messages and issues
his mandates. Mind is the inner world, is self. All
else, even the sensorium and motorium, is the outer
world, is the not-self.
1. The sensorium is the portion of the nervous or-
ganism which conditions sensation, and in common use
is limited to the cerebral hemispheres. It is here used,
for the sake of brevity, to include the sensor organs,
special and general, the sensor nerves, and the sensor
ganglia. As sense-perception occui-s only in connection
with the cerebral sensor ganglia, these ganglia strictly
constitute the sensorium.
2. The motorium is the portion of the nervous or-
ganism through which self sends messages to the outer
world. It includes the motor ganglia, the motor
nerves, and the motor organs or muscles. As voluntary-
motion begins in the motor gangha, these strictly con-
stitute the motorium.
3. Intellective and emotive ganglia are inserted to
give completeness of outline. These are the cerebral
ganglia, in connection with which knowing and feeling
occur. It is important to note the nerve-connections
between the various ganglia. Though composed of a
billion nerve-cells and five billion nerve-fibers, the brain
is an organic unit. Marvellous structure! Truly our
bodies are fearfully and wonderfully made !
Cerebral Action — Sensor Motor. — The thoughtful stu-
dent will linger over this inside view of brain-activity
in sensation and volition.
Place on the board the diagram on page 45 and the cut on page
46. Let each student trace sensor stimuli through each sensor line
48 ELEMENTARY PSYCHOLOGY AND EDUCATION.
to the mind ; also trace motor stimuli through the motor apparatus
to the outer world. Here patient work will reward effort.
The Five Special Sensor Lines convey impressions
from the outer world to tlie inner world. • They are
called special, because each line opens up to us a new
world. Each sensor line is called a sensor apparatus.
SENSATION. 49
1. The aptio ajpparatus consists of the eyes, the
optic nerves, and the optic ganglia. Luminous bodies
produce vibrations in luminiferous ether. Light-waves
strike the retina, causing sensor hght-currents. Mo-
lecular light-waves move through the optic nerves and
agitate the optic ganglia. The mind feels the excita-
tion, and knows that it feels it. The soul experiences
the sensation of light. The mind, as intellect, inter-
prets these sensations ; perceives colors, forms, sizes.
2. The auditory ajpjparatus embraces the ears, the
auditory nerves, and the auditory ganglia. Vibrations
of sonorous bodies produce sound-waves. The clock
strikes. The sound- vibrations start sensor sound-waves
in the ear. The sensor waves vibrate through the audi-
tory nerves and in the auditory ganglia. Self, as sensa-
tion, feels the excitation — hears the strokes ; self, as in-
tellect, interprets the sensations — perceives nine o'clock.
3. The olfactory apparatus includes the nose, the ol-
factory nerves, and the oKactory ganglia. Odor-waves
caused by odorous bodies start, in the nose, sensor odor-
waves. These waves vibrate through the olfactory-
nerves, and produce changes in the olfactory ganglia.
The soul feels the excitation — experiences the sensa-
tions of odor ; interprets the sensations — perceives
sweet odors.
4. The gustatory ajyparatus consists of the mouth,
the gustatory nerves, and the gustatory ganglia. Contact
of the gustatory organs with articles possessing flavor
excites gustatory nerve-currents. These currents pass in
molecular waves through the gustatory nerves and affect
the gustatory ganglia. The conscious affection of the
gustatory ganglia is the sensation called taste. Self, as
50 ELEMENTARY PSYCHOLOGY AND EDUCATION.
intellect, interprets tliese sensations — perceives sugar as
sweet and grapes as delicious.
5. The tactile apparatus includes the skin, the tactile
nerves, and the tactile ganglia. I touch the paper ; the
contact starts tactile waves which vibrate through the
tactile nei'ves and in the tactile ganglia. The soul is
conscious of the excitation — experiences tactile sensa-
tions. The soul interprets the sensations — perceives
the paper as smooth.
General Sensor Lines. — The fifteen general sensor
lines carry messages from the organs and tissues of the
body. The excitant is within the body. For illustra-
tion we may take the
Muscular line. The muscular apparatus embraces
muscles, muscular nerves, and muscular ganglia. Be-
sides their contractile office, muscles seem to be sensi-
tive to pressure or straining. The nerves which convey
from the muscles to the muscular ganglia the sensor
waves of pressure are called muscular nerves. We feel
sensations of pressure or weight. It is still questioned
whether the muscular should be classed as a special or
a general sense. The student is left to study out and
diagram the general sensor lines.
Comparative Psychology. — You have taken a lively
interest in the study of comparative anatomy and phys-
iology. I trust that you will feel a still deeper inter-
est in comparing human and brute mind. We have
no sense which we do not find in some brute ; and the
senses of brutes, so far as we can judge, are affected in
the same way as ours are, by the same objects. They
may have some of the senses more acute than ours are,
but they differ from ours only in degree, as the senses
SENSATION. 51
of men differ in strength and delicacy. Acuteness of
sensation is a characteristic'of the lower animals. So
far as we know, no brute has a sense that differs from
ours in kind. If we jndge, as we do in every other case,
it must be plain to every observer that brutes have
the same kind of enjoyment and suffering, through the
senses, that men have. To heat and cold, hunger and
thirst, food and poison, sickness, pain, and death they
have the same bodily relations in kind that we have.*
Education of the Senses. — " The senses are all capable of being
educated. Our tastes may become more delicate, and may keep us
from using deleterious food. The sense of smell may be cultivated,
and add to our enjoyments^ and odors, especially by means of
flowers, may be provided to gratify it. Hearing may be improved
and made more sensitive and accurate. Music is a source of, pleas-
ure, which may be enhanced until it becomes elysian. Feeling may
be made very delicate in its perceptions, and capable of distinguish-
ing very nice differences of objects. The senses of pressure and of
weight may be so trained as to give us very accurate measurements.
But the eye is the most intellectual of all our sense-organs, enabling
us at a glance to take in the vast and the minute, the near and the
distant.
" All these should be cultivated by training in the family and at
school. Children should be taught from their earliest years to use
their senses intelligently and habitually. They should be encour-
aged to observe carefully the objects around them, and taught to
describe and report them correctly. It has been said that there are
more false facts than false theories, and this arises from persons
not being trained to notice facts accurately, neither adding to them
nor taking from them, nor gilding them by the fancy, nor detracting
from them to serve an end. Pictures and models are used very ex-
tensively in modem education, and serve a good purpose, as they
call in the senses to minister to the intellect. But the things them-
selves are vastly more instructive than any representation can be.
So children should be taught to use their senses, especially their ears
* "Sec Instinct in Animals and Men," Chadbourne.
52 ELEMENTARY PSYCHOLOGY AND EDUCATION.
and their eyes, in observing the objects around them, and the events
that occur, and storing them up for future reflection. Plants and
animals and stars, men and women and children, fall under our eyes
at all times, and their nature, shapes, and actings should be dili-
gently scanned for practical use and for scientific attainment." *
Physiological Psychology. — Carpenter's " Mental
Physiology," Wundt's "Physiological Psychology," and
Ribot's " Empirical Psychology " are remarkable works.
The latter gives an account of German investigation in
this field. These researches have, for the psychologist,
an intense interest. They throw light upon the con-
scious acts of the mind. They demonstrate the infinite
importance of hygienic living. Even their failures are
invaluable. The true psychology gathers up the facts
of mind established by all schools of investigators.
The investigations of physiologists have thrown much light ori
the manner in which material objects affect the different sense-or-
gans, and also on the excitation and action of the sensorium, and
especially of the brain ; but they necessarily stop with sensorial phe-
nomena. It is impossible to cross the line that divides the physical
and the psychical, and explain physiologically the action of the soul.f
Body and Mind.:}: — " A human being consists of two clearly dis-
tinguishable parts — body and mind, or soul. The body has its dis-
tinctive capacities and powers, and" so has the soul. To the body
belong weight and extension ; to the soul, the powers of knowing,
feeling, and willing. To the question, What is the soul in its es-
sence? we may return the question, What is the body in its essence?
The one question is as easy of solution as the other. The human
mind is forced to assume a substance to which belong the known
properties, or powers, of matter. In like manner it is compelled to
assume a substance, or being, in which exist the powers of the soul.
If, then, the question be returned, What is the soul ? we answer. It
is the part of man that has the powers of knowing, feeling, and
willing."
* McCosh. + White. J Larkin Dunton.
SENSATION. 53
SUGGESTIVE STUDY-HINTS.
Eeview. — Give distinctions between phenomena and noumena ;
force and law; instinct and intellect. Define science, education,
psychology, mind. Etc., etc.
Draw and describe a nerve-cell ; a ganglion ; a nerve. Give the
office of nerves; of sensor nerves; of motor nerves; of afferent
nerves ; of efferent nerves. Show that nerve-fibers are continuous ;
compare to telegraph-wires. Explain the meaning of nerve-cur-
rents.
Give the meaning of sense-organs ; of terminal organs. Show
the office of sense-organs. Give the distinction between the special
and the general senses.
Give the estimated number of nerve-cells and nerve-fibers in a
human brain. Name the lower nerve-centers of the brain ; the
central nerve-centers ; the higher nerve-centers.
Define sensorium; what does it include? Define raotorium;
what does it include ? Give the office of sensor ganglia ; of intel-
lective ganglia ; of emotive ganglia ; of motor ganglia.
Place on the board a diagram of the sensorium and motorium,
and also the cuts on pages 46 and 48. Trace impressions from the
outer to the inner world through each of the special sensor lines.
Describe, give office of, and illustrate the workings of the optic
apparatus ; of the auditory apparatus ; of the olfactory apparatus ;
of the gustatory apparatus ; of the tactile apparatus ; of the muscu-
lar apparatus. Give examples.
Define sensation. Do agitations of the sensorium of which you
are not conscious produce sensation % What is it that hears and
sees % What is refiex action ? automatic action ?
Why should we spare no effort to keep our bodies in the best
possible condition ? Why is it criminal to violate hygienic laws ?
What is meant by comparative psychology ? Plow do brute and
human sensations differ ?
Letter. — Tell your friend some things you know about the sen-
sorium and sensation. Dwell upon the wonders of the organism
in connection with which mind works. Explain in detail and fully
how messages pass between the outer and the inner world. Inclose
your outline of these chapters.
54
ELEMENTARY PSYCHOLOGY AND EDUCATION.
CopiCAL Analysis of Chapters IV and V. —
Seis^satiok.
L
Nerve- Cells.
Nerve-fluid.
Nerve-force.
L
Ganglia.
Eeflex ganglia.
Motor ganglia.
Sensor ganglia.
in.
Nerves.
Structure.
Classification.
Office.
Nerve-currents.
V.
Sense-Organs.
Special.
General.
V.
The Brain.
Lower nerve-centers.
Higher nerve-centers.
Middle nerve-centers.
VL
Cerebral Ganglia.
Sensor ganglia.
Emotive ganglia.
Intellective ganglia.
Motor ganglia.
VII.
Definitions.
Sensoriura.
Sensation.
Motorium.
VIII.
Reflex Sensor Action.
Automatic action.
. Reflex action.
IX.
Sensorinm and Motorium.
Explain sensation.
Explain motion.
X.
Special Sensor Lines.
Optic apparatus.
Gustatory apparatus.
Auditory apparatus.
Tactile apparatus.
Olfactory apparatus.
XL
General Sensor Lines.
Muscular line.
Thirst-line.
Hunger-line.
Digestive line.
Etc., etc.
XII.
Comparative Psychology.
XIII.
Hygiene and Education of the Senses*
PART II.
THE PERCEPTIVE POWERS.
CHAPTER VI,— Sense-Perception, or Sense-Intuition.
VTI. — Conscious Perception, or Self-Consciousness.
VIII.— NouMENAL Perception, or Noumenal Intuition.
IX. — Presentation — General View.
SECOND PAHT.
PERCEPTIVE-KNOWING— THE PERCEPTIVE POWERS.
SOUL-ENERGIES.
Before beginning the study of jour capabilities in
detail, it is important that you take a general view of
your powers. To aid you in this, the soul-energies are
here represented by a tree. " Like all graphic devices,
it represents the facts only approximately.''^ It is earn-
estly hoped, however, that this device will help you to
gain true conceptions of the human soul,
Sonl-Energies.
Knowing.
Perceptive knowing.
1. Sense-perception. 3. Noninenal perception.
2. Conscious perception.
Representative knowing.
4. Memory. 5. Phantasy. G. Imagination.
Thought-knowing.
7. Conception. 8. Judgment. 9. Reason.
Feeling.
Instincts.
Strictly brute instincts. Strictly human instincts.
Instincts common to brute and man.
Physical feelings.
Appetites. General senses. Special senses.
Emotions.
Egoistic emotions. Cosmic emotions.
Altruistic emotions.
Willing.
Attention. Action. Choice.
58 ELEMENTARY PSYCHOLOGY AND EDUCATION.
The one soul is capable of acting in different ways.
These distinct soul-energies are called capabilities, or
powers, or faculties. SeK is an indivisible unit in know-
ing, in feeling, and in wilHng. A faculty is simply a
method in which the mind can act. With the tree on
the opposite page in view, you may examine carefully
the outline of soul-energies.
Keep constantly in mind the central fact that the
mind is one and acts as a unit. Each capability supple-
ments all other capabilities. " The soul feels while it
knows, and determines while it feels." As you study
your individual powers you will recur often to this
connected outhne, and thus learn to view each of your
energies in its relations to your other powders. You
will learn to think of a mental power as merely one of
your capabilities.
The Perceptive Powers. — By these we mean our
powers to know immediately. We know at once that
ice is cold, that we are glad, that things exist and oc-
cupy space. We do not need to reason up to these
ideas. We are endowed with capabilities to know some
things directly. Our powers of direct insight are
known by the following
{The Perceptive Powers.
The Presentative Powers.
The Intuitive Powers.
The Simple Cognitive Powers.
We behold immediately material things having
qualities. We perceive the mountain as lofty and snow--
capped. We perceive ourselves recalling and reasoning.
Our capabilities to make jpresent, or to know immediate-
ly, are called ouv presentative poioei's. As we know di-
SENSE-PERCEPTION. 59
rectlj, or intuitively, we call these faculties our intuitive
powers. As perceptive knowing is the simplest form
of knowing, we term these capabilities the sirrvple cog-
nitive j)ower8. Cognize, to know, cognition, the act of
knowing, and cognitive, the power to know, are valuable
terms in mental science.
i Sense-Perception, or Sense-Intuition.
Conscious Perception, or Consciousness.
Noumenal-Perception, or Noumenal-Intu-
ition.
That he may explore the matter- world, man is en-
dowed with sense-perception. That he may gain self-
knowledge, he is endowed with conscious-jperception.
That he may cognize the world of necessary realities
and thus build on the rock, he is endowed with nou-
menalrperception.
CHAPTER yi.
SENSE-PERCEPTION.
By this is meant the power to perceive directly ma-
terial objects, SeK as sense-perception stands face to
face with physical phenomena. I know at once this
tree as large, green, cone-bearing. This capability is
designated by the following
( Sense-Perception, or Objective-Perception.
Names. — -j Outer-Perception, or External-Perception.
(. Sense-Intuition, or Perception.
Each term embodies the same idea — self endowed
with the capability to know immediately the outer
6
60 ELEMENTARY PSYCHOLOGY AND EDUCATION.
world. Sense-jperception^ tlie power to gain knowledge
through the senses, is most expressive, and is now uni-
versally used. For brevity, perception is often used,
but is indefinite.
Sensation is the power to feel consciously sensor ex-
citations. You speak. Sound-waves vibrate through
the air, in mj ears, through my auditory nerves, in my
auditory ganglia. I feel the excitation ; I hear you
speak. I interpret the sensations; your words are to
me signs of ideas. Self, as sense-perception, interprets
sensations — converts sensations into ideas.
Sensation is the basis of all knowing. Without sensations there
can be no sense-perceptions. Without particular notions there can
be no general notions. In order that sense-perceptions may be, sen-
sations must be. It is a curious fact that all our knowing begins
with blind feelings. Out of these blind feelings we make our sense-
ideas. Sense-perception includes sensation.
Acts of Sense-Perception analyzed. — Notice carefully
yourself perceiving. What do you do when you per-
ceive ? What are the steps in acts of sense-perception ?
What are the products ? Take this object. You press
it ; it is soft. You touch it ; it is smooth. You smell
it; it is fragrant. You drop it; the sound is slight.
You see it ; it is white. You interpret these sensations,
and cognize the object as a rose. In this way you may
profitably examine many aets of perception. You find
in an act of sense-perception four distinct elements:
sensation, recalling, perceiving, and self -perceiving.
1. Sensations are the stuff out of which sense-ideas
are made. The blind see no colors ; the deaf hear no
sounds. The blind gain no percepts of color; the deaf.
gain no percepts of sound.
SENSE-PERCEPTION. 61
2. Recalling other experiences, yoa refer your sen-
sations, immediate and revived, to the object. You
perceive the fragrant white rose.
3. Perceiving, Fusing the sensations, immediate *
and recalled, jou form an idea of the object. You in-
terpret your sensations, and make out of them the no-
tion, this soft, fragrant white rose. This is sense-per-
ceiving.
4. Self -perceiving. You are aware tliat you perceive
the rose. You stand face to face with material objects.
You know directly self perceiving material things.
From your analysis of many acts of sense-perception
you discover the
Office of Sense-Percsption. — The soul is a unit, but
is capable of acting in many ways. The distinct ways
in which the soul can act are called soul-energies, mental
powers, mental faculties, or mental capabilities. Office
is used to designate the special work of a mental power
in the mental economy. Self, as attention, concentrates
effort ; concentration is the office of attention. Self, as
memory, recalls; recollection is the office of memory.
Self, as sense-perception, interprets sensations, or con-
verts sensations into ideas; interpreting sensations is
the office of sense-perception. The mind, as sense-per-
ception, forms sense-ideas, or gains a direct knowledge
of material objects. From your analysis of acts of
sense-perception you discover the
Characteristics of Sense-Perception. — This power of
self is distinguished from all his other capabilities by
marked peculiarities :
1. Self, as sense-perception, hnows intuitively physi-
cal phenomena. I know the board is black because I
62 ELEMENTARY PSYCHOLOGY AND EDUCATION.
see it black. I know the sugar is sweet because I taste
it sweet. So with all seuse-knowing. I look directly
on material phenomena. The soul, as sense-perception,
stands face to face with the outer world. I know im-
mediately objects as extended and resisting. I do not
need to prove to myself that the rose smells sweet ; I
know it intuitively. I know the wall is here, for I see
it extended, and feel it resisting my efforts to pass
through.
2. The mind, as sense-perception, is limited to physi-
cal phenomena. A being endowed merely with sense-
perception would forever remain ignorant of self. Self,
as sense-perception, knows physical phenomena, and
nothing more.
3. The mind, as sense-perception, gains only con-
crete individual notions of material objects. Beings
not endowed with other powers are incapable of forming
class-notions. The brute perceives individual trees, but
is incapable of thinking the many trees into one class.
Definitions of Sense-Perception. — SeK, as sense-per-
ception, explores the outer world. Physical phenomena
come to ns vibrating in our sensoriums. The soul is
aware of its sensor excitations, and assimilates its sensa-
tions, immediate and revived, into notions called sense-
ideas. The capability to convert sensations into ideas
is tenned sense-perception.
1. Sense-perception is the power to hnoio immedi-
ately material objects. Strictly, sense-perception is the
power to know immediately physical phenomena. But
sensations are signs of material things. The mind, as
sense-perception, translates these signs into notions of
things. These concrete individual notions of material
SENSE-rERCEPTION. 63
things are termed sense-ideas. Self stands face to face
with the material world — ^hence knows immediately,
knows intuitively material objects as having properties.
We see the tall tree, not the abstract phenomena, tall.
We perceive noumena as well as phenomena. We gain
a knowledge of things, not of mere abstract impressions.
2. Original, Write your definition of sense-per-
ception. What does it mean to you ? Remember that
what others have thought will prove beneficial to you
only as it leads you to better and clearer thinking.
3. Various Definitions. — 1. Sully : Sense-perception is the power
to integrate sense-impressions, immediate and revived, into percepts.
2. Porter : Sense-perception is the power to gain a knowledge of
material objects through the sensoriiim. 3. Mahan: Sense-percep-
tion is the faculty to apprehend the qualities of material substances.
4. McCosH : Sense-perception is the power to gain a knowledge of
things affecting us, external to ourselves and extended. 5. White :
Sense-perception is the power to know directly present and material
objects.
Some writers seem to teach that self as sense-perception knows
directly the noumena as well as phenomena. To me it is clear that
self as noumenal-intuition perceives substance underlying phenom-
ena, while self as sense-intuition perceives physical phenomena and
nothing more.
Sense - Percepts. — The ideas we gain through the
senses are called sense-ideas, or sense-percepts. A sense-
percept is a product of sense-perception. I see, hear,
touch, smell, arid taste this orange. The idea, this
orange, is a sense-percept. Sense-Percepts are our ideas
of material things,
1. Sense-percepts are concrete notions. Concrete
ideas are ideas of things with qualities. The notion,
red, is abstract ; but the notion, this red rose, is a con-
crete idea— is a sense-percept.
C4: ELEMENTARY PSYCHOLOGY AND EDUCATION.
2. Sense-Percepts are particular notions. Fruit is
a general notion, but this green apple is a particular
notion — is a sense-percept. Sensations, immediate and
remembered, are the materials of wbicli sense-percepts
are made. Sense-percepts are our concrete individual
notions of material things.
3, Re-percepts are remernbered percepts. You ob-
serve the ocean-steamer. The idea thus made present
is a sense-percept. When you recall this idea and thus
make it present again, it is called a re-percept.
Remark. — Some critical thinkers limit the use of sense-percept
to the product of a single sense, and call our ideas of objects sense-
concepts, or individual concepts. But Sully, McCosh, Porter, and
others, term our concrete ideas of external objects sense-percepts.
Percept is used in this sense in literature and life. A concept is
always a class-notion, but a percept is a notion of an individual
thing.
Direct and Indirect Sense-Percepts. — I see, and hear,
and feel, and smell, and taste this red, dull-sounding,
mellow, fragrant, sweet apple. I thus gain a direct
sense-percept. Ideas gained directly from sensations,
immediate and revived, are direct sense-percepts. They
are also called original sense-percepts. But my idea of
the distance across the river involves judgment and
experience, as well as sensation, and is an indirect sense-
percept. I hear sounds in a distant room which I know
are caused by a piano. The blind siibstitute touch and
hearing for sight. We learn by experience to know
the presence of musk by the peculiar odor. By expe-
rience we learn to locate the sense of smell in the nose.
Ideas thus gained indirectly from sensations ai*e indi-
rect sense-percepts.
SENSE-PERCEPTION.
65
^ ^ ^
^ ^ >
-C S o S
c3
'S -^
c |.
« o
s
fl
^H
O Q=.
.2
II
>
cc
-^ b
O
^1
+j a,
^7
5"
1
^ ^
Q
. c
^
b^
fl>*
^
1
11
2
<D
~i^
^
^
O o
QQ
S'g
Ch
•s
Ms
rn
00
^ g
1
fcc'o
e3
(1)
^S
•rt
o ^
S
S
-B^
7J
o
m
•^r
o,
w >-.
^ o
^
.22 S
'^
II
Ul
^
S
il
d.
i^'
1
N
-U
o
c5
a>
"S
Is
.III
fl
fco.S
C bo
bo
;§bb
t£^
P
'^$3
11
03 (V,
11
S o
OQ
P^KrH
COCl^
m'A
Hcc
^^^
c/:5^
c5
c5
li
o
c3
o ^S'
1 § "i
Hi
-is
4^" >:,
2 .ti c
+j c ^
a C ^r
g -M c
o
►^.-ti
5g
.Is 11
g Ci f^
ill 1
3 S1«
;3
Sc^OiP
S5<«
c»SS
&
^^
c5
hS
"«
^'i
bo '^^^
g
o
o <1>
1,5
g
^
(«
t
2^'
1
55
t>
>
ee
p
^
^
03
1
i
1
1
fcc
=3
o
§
o
13
£
3
m
^
O
fe
Gh
o
.
^ '
T
6
-ti
6
^
i
n
1
o
%
O)
§
to
tT
c
^T
c
i
o
o
t-^
<^
o
^
O
Ph
.2
o
1
1
=1
J
3
g
^
-<1
o
-^
H
o
O
^
fcX)
to
to
1—1
to
.2
to
g
"i
a
1
1
1
c3
:c
►^
p^
M
H
^
S
QQ ELEMENTARY PSYCHOLOGY AND EDUCATION.
Growth of Sense-Perception. — As matter is endowed
with the force of gravity, so mind is endowed with the
power of sense-perception. Infants, idiots, and even
the lowest orders of animals give indications of possess-
ing rudimentary sense-perception. Your observation
satisfies you that sense-perceiving is one of your first
mental activities. Until awakened by sensations, the
soul in all its embryonic powers seems dormant. Is it ?
Who can tell? Life is the deepest of all mysteries.
The beginnings of soul-activity are shrouded from mor-
tal view. One fact is now unquestioned : an infant is
endowed with capabilities, but not with ideas. All ideas
are acquired. In early infancy the babe begins to take
notice. Slowly the child gains the power to form ideas
out of sensations. These imperfect early notions grow
more and more distinct, and the little one learns to use
words as the signs of ideas. We usually find children
under two years of age actively exploring the material
world. But sense-perception does not seem to reach
its greatest activity much before the fourteenth year.
Between the ninth and fourteenth years this power
seems to reach its full vigor. In boyhood and girlhood
the sense-world fills the cup of joy to the brim. After
that, sense-perception is kept vigorous by well-directed
activity, but ceases to be the end of effort. It now
becomes a means to higher ends.
Education of Sense-Perception.* — That we may mas-
ter the outer world, we are endowed with sense-percep-
tion. The infant makes feeble efforts; the child be-
comes more and more capable; the boy masters in a
good degree objective nature ; the youth seeks to mas-
* See "Education of Sense-Perception," "Applied Psychology."
SEXSE-PERCEPTION. 67
tcr and classify physical phenomena, and thus becomes
familiar with physical sciences. Development expresses
the change from the feeble infant to the masterly youth.
Further on, this topic is discussed from the stand-point
of the teacher. Here we examine it briefly from the
stand-point of the student.
1. Hygienic conditions/^ Mental achievement de-
pends on the condition of the brain. Nothing is more
certain. High success is impossible to individuals or to
races having inferior brains. Physical elevation under-
Kes mental elevation. Perfect health gives perfect sen-
sations. Perfect sensations condition perfect sense-per-
cepts. Perfect sense-percepts are the basis of clear and
vigorous thinking and efficient acting. Obedience to
hygienic laws is therefore imperative. Brain-culture
underlies mind-culture.
2. Ohjective hasis. All knowing begins with per-
ceiving material objects. Words are signs of ideas
already in the mind. " Blue " is empty sound to the
blind boy; the idea "blue" is not in his mind. At-
tempts to understand words and definitions without ideas
are about as successful as attempts to build railroads on
clouds. Only through the senses do we get elementary
ideas of the world around us. Words, spoken and
written and remembered, represent these ideas. A firm
foundation of sense-knowledge must underlie all mental
achievement. Grasping this truth, modern education
strives to build on the rock of sense-experience.
3. Ohjective teaching. \ "An appeal to children's own observa-
tion is now rightly resorted to as much as possible in every branch
* Sec Baldwin's "Art of School Management," p. 63.
t Sully, " Outlines of Psychology."
68 ELEMENTARY PSYCHOLOGY AND EDUCATION.
of instruction. The teaching of natural science sets out with the
object-lesson, which in its simplest form is a mere exercise of the
pupils' observing powers in noting the properties of a thing. What-
ever the difficulties of the object-lesson, nobody really doubts that
a large amount of valuable knowledge about simple substances, as
chalk and coal, natural forms, as those of plants and animals, as
well as art-products, can be given to a number of children in this
way. This first-hand knowledge of things through personal inspec-
tion is worth far more than any second-hand account of them by
description. While the senses may thus be appealed to in almost
any branch of instruction, they are far more concerned in some
departments than in others. It is now generally admitted that
the careful and thorough study of one or more of the natural
sciences supplies the most efficient means of educating sense-per-
ception."
Comparative Psychology. — The life of the brute is
distinctly one of sensation. Acuteness of sensation
characterizes the brute, but in the proportion that their
sensations are strong are their perceptions weak. Mr.
Darwin says, " Sensations brutes have, but never ideas."
Brutes lack language because they have nothing to say.
The sense-impressions of the bnite are associated and
recalled ; but can we properly call these impressions and
/•^-impressions ideas? Does the brute so discriminate
and assimilate as to gain clear-cut sense-percepts ? "We
can not so think. The brute perceives, but its percepts
are something lower than ideas.
SUGGESTIVE STUDY-HINTS.
Eeview. — In the mental economy, what is the office of atten-
tion ? of instinct ? of sensation ? Give the distinction between sen-
sorium and motorium. Define soul, psychology. Etc.
Give the meaning of sense-perception. What other names are
applied to this faculty % Give the meaning of each name. Why is
sense-perception preferred f
SENSE-PERCEPTION. (59
Give the meaning of sensation. Draw a picture of the auditory-
apparatus and explain auditory sensation. Are sensations the basis
of all knowing 1
Analyze two of your acts of sense-perception, giving the four
facts you discover. Why are these called elements of sense-percep-
tion?
Define faculty. Are power, capability, and faculty synonyms?
What is the office of sense-perception ? How do sensation and sense-
perception differ? What do you call your ideas gained through
sense-perception ?
Name the three characteristics of sense-perception. What do
you mean by characteristics ? by intuitive ? by concrete ?
State and explain the author's definition of sense-perception;
your definition ; Sully's definition ; McCosh's definition.
' What do you mean by sense-percepts? Illustrate. Give and
explain the two peculiarities of a sense-percept. Out of what do
you make sense-percepts ? Turn to diagram and cuts on pages 45,
46, 48, and show how we gain optic percepts, auditory percepts, and
tactile percepts.
Give the distinction between a direct and an indirect sense-per-
cept. What is understood by substitution ? Place the diagram on
the board and explain the mechanism and products of sense-percep-
tion.
Trace the growth of sense-perception. What does development
express? Give hygienic conditions of sense-development. Tell
about the objective basis. What does Sully say about objective
teaching ?
Which of tlie senses seem to involve all the others ?
Which of the senses are active in the dark ?
Do our senses, or our perceptions, give us complete ideas of
things ?
Are our senses reliable ? State your arguments, pro or con.
Does the child generally apply one or more senses to an object ?
Does he exercise the faculty of perception before coming to
school ?
Letter. — You may now give your friend your ideas about sense-
perception. Try hard to make each point clear to him. Present the
plain facts, as you understand them, and illustrate from your own
experience.
70 ELEMENTARY TSYCHOLOGY AND EDUCATION.
Topical Analysis of Chapter VI.— Sense-
perceptio:n^.
I. Xames.
Sense-perception and sense-intuition.
Outer-perception and external-perception.
Objective-perception and perception.
IL Elements of Sense-perceiving.
Sensations. Perceiving.
Recalled experiences. Self-perceiving.
IIL Office of Sense-perception.
To ideate sensations.
IV. Characteristics.
Acts intuitively. Limited to material objects.
Gains concrete ideas.
V. Definitions.
Author's definition. Various definitions.
Original definition.
VI. Kinds of Sense-percepts.
Direct sense-percepts. Substituted sense-percepts.
Indirect sense-percepts.
VII. Education of Sense-perception.
Stages of growth. Objective basis.
Hygienic conditions. Objective teaching.
VIII. Laws of Sense-perception Growth.
A good brain conditions the growth of sense-perception.
Well-directed effort in acquiring sense-knowledge devel-
ops sense-perception.
Objective work educates sense-perception.
IX. Comparative Psychology.
Brutes perceive. Brutes do not have ideas.
CONSCIOUS-PERCEPTION, OR SELF-CONSCIOUSNESS. 71
CHAPTER YII.
CONSCIOUS-PEECEPTION^, OR SELF-CONSCIOUSNESS. '
By this is meant the power to ^perceive self-acting.
We live in a wonder-world. Beneath ns, around us,
above us, are the earth and the heavens with their va-
ried tenantry. From this outer world come to us, vi-
brating through the sensor lines, marvelous messages.
Light flashes along the optic line, and I behold a world of
color, form, and beauty. Sound-waves vibrate through
the auditory line, and I live in a world of speech and
song. Flavor and odor- waves come to me, and I live in a
world of grateful food and sweet odors. Touch moves
his magic wand, and I am gratified by balmy breezes.
Endowed with sense-perception, I stand face to face
with the outer world.
We perceive also an inner world^ and find it like-
wise infinitely wonderful. This new world is called
the world of mind. Self imagines, sympathizes, wills.
The soul perceives itself perceiving, reasoning, choos-
ing. The capability to perceive self acting is called
conscious-perception. Endowed with this power, I
stand face to face with the inner world. This power is
designated by various
Names. — -<
Conscious-Perception.
Conscious-Intuition.
Self-Consciousness.
Consciousness.
Inner-Perception.
Subjective-Perception.
Ap-Perception, or Internal Vision.
72 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Inner-perception and outer-perception, subjective-
perception and objective-perception, are significant and
corresponding terms. As all perceiving is intuitive, we
call the power of immediate insight into the mind-
world conscious-intuition, just as we call the power of
direct insight into the matter-world sense-intuition.
Consciousness and self-consciousness, however, are the
commonly accepted names of this faculty.
Acts of Self-Consciousness analyzed. — We look with-
in and see self at work. I perceive myself observing
the eveni]ig star. I perceive myself grieving over the
loved and lost. I perceive myseK resolving to work
more systematically. The percei ving of seK as beholding,
grieving, resolving, is an act of self-consciousness. In such
acts we discover the elements of an act of consciousness.
1. Mental phenomena. Mind is self-acting and al-
ways acting. As mental acts appear — are perceived by
the soul — they are called mental phenomena. The ex-
pression, mental phenomena, includes all knowing, feel-
ing, and willing of which the soul is conscious. Where
there are no mental acts, there can be no consciousness.
2. SeJf-Gonsciousness. There never can be an ap-
pearance unless some thing appears. Intuitively we
perceive substance underlying phenomena. You taste
the sweet apple, not abstract sweetness. You see the
beautiful picture, not abstract beauty. You perceive
intuitively physical substance having physical powers or
properties. So you perceive yourself thinking ; you do
not perceive abstract thought. You perceive yourself
rejoicing, not abstract joy. Intuitively you perceive
self exerting mental power. As you perceive yourself
acting, you are self-conscious.
COXSCIOUS-PERCEPTION, OR SELF-CONSCIOUSNESS. 73
3. Conscious-percepts. As ideas gained through the
senses are called sense-percepts, so ideas gained through
consciousness are called conscious-percepts. Through
consciousness, directly or indirectly, self gains its ele-
mentary knowledge of the inner world. A being not
endowed with consciousness w^ould have no inner world.
By analyzing your own conscious acts, you will gain an
insight into the mind-world. Of what are you con-
scious ? What is it that is conscious ? What are the
products of consciousness ? How do you know the dis-
tinction between sensation and perception? between de-
sire and will ?
Office of Consciousness. — Mind is self-acting. A fac-
ulty is a mode of self -activity, and is merely a power or
capability of the mind. The office of a faculty is its
function in the mental economy. Function, office, work,
are synonymous terms. SeK as consciousness perceives
Idmself acting ; internal vision is the office of conscious-
ness. The work of this faculty will be better under-
stood by a more minute examination :
1. Self^ as consciousness^ intuitively Icnows his own
acts as his. I know, I feel, I will, and I know that
these are my acts. As outer-perception, self knows im-
mediately the outer world. As inner-perception, seK
knows immediately the inner world.
2. Self, as consciousness, perceives himself Icnowing,
feeling, willing. We behold ourselves choosing, enjoy-
ing, thinking. We gaze directly upon self acting. Con-
sciousness opens to us the inner world.
3. Self, as consciousness, unitizes his experiences.
Inner-perception performs an" office in our mental econ-
omy similar to that of the connective tissue in our
74 ELEMENT A.RY PSYCEOLOGY AND EDUCATION.
physical economy. The one gives unity to our bodies,
the other to our mental acts.* The experiences of a
long and eventful life are woven into one marvelous
web. Consciousness gives unity to mental activity and
mental achievement.
Characteristics of Consciousness. — The soul is en-
dowed with the capacity to perceive itseM remem-
bering, repining, resolving. What peculiar features
mark this marvelous power ? How do we distin-
guish self-consciousness from other mental capabili-
ties?
1. Self^ as consciousness^ heholds himself acting.
Like sense-knowing, conscious-knowing is intuitive. We
have direct insight into the workings of our own minds.
Consciousness is the mind's eye, or, as Wundt terms it,
internal vision.
2. Certainty characterizes conscious-hnowing. I
hnow that I feel disappointed. I know that I intended
to tell the truth. I know that I see the setting sun. I
can not be mistaken. The testimony of consciousness
is final. I hnow ends controversy. Consciousness is in-
falUble.
3. Consciousness attends all our distinct mental acts.
In this particular, consciousness resembles attention and
memory, but differs from all the other faculties. When-
ever a thought, a feeling, or a purpose stirs a soul, con-
sciousness is there. Waking or sleeping, self seems to
be ever acting and ever conscious. Inner-perception, it
is certain, accompanies all distinct mental acts. An act
that does not occur in the field of consciousness is not a
distinct mental act.
* Hopkins.
COXSCrOUS-PEBCEPTION, OR SELF-CO.M-OIOUSNESS. 75
What shall we call the operations that seem to be constantly go-
ing on in the secret laboratory of the mind ? Is it true that the soul
in its secret chambers prepares material for its conscious acts ? Does
the conscious spring from the unconscious ? Is it possible for science
to explore the hidden springs of mental life ?
4, I am GOiucious of actual and ])veseiit Tnental acts
only. I am conscious tliat I now remember my mother's
advice, I am conscious of my present determination to
study geology next year; but I am not conscious of
past or f atm*e experiences, or of ideas not now in my
mind. We are conscious of our representations and
determinations; tliey are present mental acts. I am
conscious of actual and present mental acts only.
Self-Conaciousness defined. — The soul perceives itseK
acting. "We intuitively behold the inner world. AYe
know ourselves loiowing, feeling, and willing. We are
endowed with the power of direct insight into the mind-
world :
1. Self-consciousness is the capability to perceive self
acting. Consciousness is being aware of mental activit}'.
In psychology, con^cimuness is commonly used in the
same sense as self consciousness. Self -consciousness is be-
ing aware of self acting ; the brute is not self-conscious.
2. Oi^inal. Embody your notion of self-conscious-
ness. What does consciousness mean to you? Have
you earnestly watched the workings of your own mind %
Are your notions of self -consciousness clear? Unless
you see for yourself, books and teachers will not avail.
3. Various Definitions. — McCosh : Self-consciousness 'is the jx)wer
to know self in his present state as acting and being acted on.
Hamilton: SeK-consciousness is the power by which we apprehend
the phenomena of the inner world. Porter : Consciousness is the
power by which the soul knows its own acts and states. Schuyler ;
r
76 ELEMENTARY TSYCHOLOGY AND EDUCATION.
Consciousness is the capability of knowing onr psychical acts and
states. Mahan : Consciousness is the faculty by which we perceive
the operajtions and states of the mind itself. White : Consciousness
is the power of the soul to know self acting. Wundt : Conscious-
ness, or inner vision, is the capability that unites all psychical
activity.
ConscioTis-Percepts. — We gain our elementary ideas
immediately; hence we call these ideas intuitions, or
percepts. Self, as sense-perception, gains sense-percepts ;
self, as conscious-perception, gains conscious-percepts.
As sense-perception, we know directly the properties of
matter ; as conscions-perception, we know directly self
acting.
1. Conscioics-jpercepts ai^e concrete notions of mental
acts. I was conscious of seeing Mount Washington. I
am conscious of remembering that I saw Mount Wash-
ington. In this case I perceive self remembering, not
abstract memory. I gain the concrete notion, this
memory, which I term a conscious-percept.
2. Conscious-percejpts are individual notions of
mental acts. 1 am conscious of this feeling, not of
feeling in general ; of this judgment, not of judgment
in general. I am conscious of self performing a single
act. The individual idea thus gained is a conscious-
percept I feel hopeful; the idea, this hoping, is a
conscious-percept. I choose peace ; the idea, this choos-
ing, is a conscious-percept. I judge that man is mortal ;
the idea, this judging, is a consciousrpercept. This list
may be extended without Kmit.
3. A conscious-perce-pt is a concrete notion of an
indimdual mental act. Take away sense-perception,
and th3 outer v/orld would be a blank. Take away
self-consciousness, and even the existence of an inner
CONSCIOUS-PERCEPTiOX, OR SELF-CONSCIOUSXESS. Y7
world would be unkDown. Our simple cognitions of
ourselves knowing, feeling, and willing, are conscious-
percepts. Such knowledge is called self-knowledge.
Attention, Consciousness, Memory. — I attend, am con-
scious, and remember. Self, as attention, concentrates
liis efforts upon the theorem ; self, as thought, discerns
that three points not in the same straight line determine
a circle ; self, as memory, distinctly recalls the theorem ;
and self, as consciousness, perceives himself doing these
things. I am fully conscious when I give complete
attention, and I then remember distinctly. When I
give little attention, I am dimly conscious, and I re-
member indistinctly. Where there is no attention, there
can be no consciousness. Where there is no conscious-
ness, there can be no recollection. You are absorbed in
your work ; the clock strikes. As you were not con-
scious of hearing it strike, you can not remember hear-
ing it strike. Because attention, consciousness, and
memory are thus interdependent, some writers con-
found these faculties. But it would be as reasonable,
in my judgment, to confound the digestive, circula-
tory, and respiratory organs of the body. Ko soul-
energies are more distinct. Self, as attention, concen-
trates his efforts; self, as consciousness, perceives self
acting ; self, as memory, recalls his past experiences.
Growth of Self-Conscionsness. — The child-world is
the outer world. Outer-perception, the power to mas-
ter the outer world, is now most active. Object-lessons
intensely interest the little ones. The child is dimly
conscious. The little one attends feebly, and hence
consciousness and memory are indistinct. As the child
learas to attend more closely, consciousness and memory
78 ELEMEXTARY PSYCHOLOGY AND EDUCATIOX.
increase in distinctness. How early children begin to be
conscious we do not know. During the third year the
child begins to use intelligently /, me^ my. Before the
tif th year few children give conclusive indications of clear
self-consciousness. But boys and girls are very positiv^e
as to objective knowing. John sees the horse black, and
he knows that the horse is black because he sees him
black. In youth, self -consciousness becomes fully active.
Education of Consciousness.* — As consciousness enters
into all our knowing, feehng, and willing, it develops
incidentally as our other powers develop. , The growth
of consciousness, up to fourteen, is promoted chiefly by
incidental effort. Up to this age the outer world, for
the most part, absorbs attention and effort. The inner
world is still a mystic realm. But the youth begins to
feel a longing to explore the mind-world. !Now is tho
time for direct and systematic culture of consciousness.
We do not find it easy at first to examine mental phe-
nomena. In fact, we meet with difficulties at every
step ; but, through patient effort, we learn to conquer.
1. We tread the inner courts alone. Hundreds may
observe the eclipse of the sun. The mistakes of some
may be corrected by the keener scnitiny of others. JS'ot
so in the soul-world. I alone perceive my mental acts.
I need to repeat the act many times, to guard against
erroneous inferences.
2. We are conscious of mental ^phenomena hit for
an insto/nt. Physical phenomena stay with us, and wo
can conquer the material world at our leisure. Mental
phenomena linger but an instant. To avoid mistakes
* Seo "Education of Consciousness," "Applied Psychology and
Teaching."
CONSCIOUS-PERCEPTION, OR SELF-CONSCIOUSNESS. 79
T7e must repeat tlie act, and recall in memory the plie-
nomena.
3. Young persons feel like strangers when they
enter the inner world. Their joimg lives have been
spent in the world of sense. Few have ever lingered
for an hour in soul-land. When they enter, every-
thing seems new, and their inferences are liable to be
far from the truth : " I never was so happy ! " You
are conscious of feeling happy, but the inference may
be false. Often and often you may have felt happier.
You will constantly mix inference and consciousness.
Consciousness, but not inference, is infallible. By in-
specting mental phenomena with the same care that
you have inspected physical phenomena, you will de-
velop your power of inner- vision.
Comparative Psychology. — All beings endowed with
intelligence are endowed with some degree of conscious-
ness. The degree of consciousness increases as intelli-
gence increases. But no brute gives evidence of dis-
tinct self-consciousness. The hor?e, in some degree, is
conscious of knowing, feeling, and acting ; but not of
self as acting. No brute can say, "I am, I think, I
choos?." Only rational beings are self-conscious persons.
Clear Consciousness, Obscure Consciousness, and Non-
Consciousness. — Your consciousness may be clear as the
sunlight, or it may grow dimmer and dimmer until it
is lost in the darkness of unconsciousness. You look
without. You see clearly the lofty pine ; you see more
or less distinctly the trees near it ; but more distant
trees fade into obscurity. You look within. You are
clearly conscious of your deep sorrow. Your grief
stands out in the field of consciousness like the lofty
80 ELEMENTARY PSYCHOLOGY AND EDUCATION.
pine in the forest. Flitting hopes and fears and desires
appear like shadows, and fade into unconsciousness.
1. Clear self -consciousness. Everything appears in
the light. The soul perceives itself thinking, grieving,
determining. The mind intuitively knows itself acting.
This is self-consciousness. In this sense it is used in
psychology and literature as well as in common life.
This is consciousness as you define it, human-conscious-
ness, self -consciousness.
2. Suh-consciousness is ohscure consciousness. It is
by some termed semi-consciousness. However desig-
nated, indistinct consciousness is implied. The orator
is conscious only of the thought he is uttering, but back
in the misty chamber of sub-consciousness are many
thoughts struggling into consciousness. "Webster tells
us that, when he was preparing his reply to Ilayne,
burning thoughts like clusters of stars crowded for utter-
ance. This shadowy region may be called the ante-
chamber of consciousness. But, even in this mystic
chamber, the soul seems to dimly perceive itself working.
3. Unconsciousness is utter hlankness. Imagine self
absolutely dormant — no knowing, no feeling, no will-
ing ; this is unconsciousness. Non-consoiousness means
that phenomena do not appear to the conscious soul. I
am non-conscious of your thoughts or feelings or pur-
poses, or of my own mental operations that are supposed
to occur in the hidden laboratory of thought.
Unconscious Cerebration.—" Nothing could be more grossly un-
scientific than the famous remark of Cabanis, that the brain secretes
thought as the liver secretes bile. It is not even correct to say that
thought goes on in the brain. What goes on in the brain is an
amazingly complex series of molecular movements, with which
thought and feeling are in some unknown way correlated, not as
CONSCIOUS-PERCEPTIOX, OR SELF -CONSCIOUSNESS. 81
effects or as causes, but as concomitants. By no possibility can
thought and feeling be in any sense the products of matter. Un-
conscious cerebration is a fiction of a false theory." * Self may do
work of which he is dimly conscious, but that a material brain
reaches conclusions and makes rational choices is simply inconceiva-
ble. That the mind is self-acting in all its powers is a stupendous
fact. That it is ever consciously active in some degree, 1 do not
doubt; but is the soul distinctly conscious of all its workings? No
one thinks so. Does the mind carry on lines of work of which it is
itself unconscious ? Let Dr. McCosh answer :
TTnconscious Mental Action. — " It was an opinion entertained by
Leibnitz, and held by many since his time, that we are unconscious
of many of our mental operations. They point to acts of mind
which have left effects behind them, but of which we have not the
dimmest recollection. We are sure that we must have issued a
great many Volitions in passing from one place to another, but after
they are over we can not recollect one of them. The question arises,
IIow are we to account for such a phenomenon ? I believe it can
all be explained by the ordinary laws of mind, without our call-
ing in such an anomalous principle as unconscious mental action.
I hold that we were conscious of the acts at the time, but that
they were not retained, as there was nothing to fix them in the
memory."
Here is sunlight clearness. Here is tlie granite.
Some profound thinkers, however, talie a widely diffeiv
ent view. "Wundt is easily the master-mind among
physiological psychologists. His views in brief will
interest even beginners. No one needs to wander off
and lose liimself in the imaginary mystic chambers of
the unconscious. You can afford to leave to daring
speculators the exploration of the mysterious realms of
the unconscious, the hidden springs of mental life, and
the unknown laboratories of the soul. In the following
paragraph, Wundt's ap-perception is McCoeh's self-con-
sciousness and our conscious-perception :
* John Fiske.
g2 ELEMENTARY PSYCHOLOGY AND EDUCATION.
The Unconscious conditions the Conscious.—" Physiological psy-
chology starts with physiological facts and seeks to discover the
psychological facts which are connected with them. It begins with-
out and seeks to penetrate within by varying the external condi-
tions of internal phenomena. A mind is a thing that reasons. A
faculty is a distinct mode of psychical activity. Consciousness is
the faculty of internal vision, and the point of clear consciousness
may be called ap -perception. Ap-perception, or the consciousness
of perceiving external objects, takes place in the frontal regions of
the brain. Ap-perception is the internal activity that unitizes our
experiences. But the agent that is conscious knows only results
worked out in the unknown laboratory of the unconscious. In the
hidden foundations and springs of mental life take place the impor-
tant mental operations which fit things to appear in the field of
consciousness. The conscious is always conditioned upon the un-
conscious."
Self-Conscionsness and Physiological Psychology. — " Phenomena,"
says Lotze, " imply things which appear and a self-conscious being
to whom they appear. The unitizing function of consciousness is
an incontrovertible fact, absolutely inexplicable on any physiological
hypotheses." " The scope of physiological psychology is necessarily
limited to bodily functions and the physical concomitants of mental
actions." " A psychology without a soul," at its best, has " the brain
secreting thought just as the liver secretes bile." From this stand-
point, the existence of a self-conscious soul is a metaphysical assump-
tion, and self-activity is inconceivable. Man is merely a mechanism,
and mind a mode of motion.
The Inner-Sense. — " We have the power," says President Hop-
kins, " of knowing immediately the processes and products of our
own minds. Through this we not only know ourselves but alto our
fellow-men. That this knowledge is immediate all agree. Inner-
sense is the best name for this power, as it corresponds with outer-
sense. But, call this power vfhat you may, v>'e have revealed through
it an inner world more wonderful even than that which is without —
a world of intelligence, of comprehension, of feeling, of will, of per-
sonality, and of moral instead of physical law. It is a world whoso
phenomena we can study and arrange as we do those of the external
world; but, as in the external world, the phenomena themselves
must be immediately given. We must in some way intuitively and
necessarily know them to be."
CONSCIOUS-PERCEPTION, OR SELF-CONSCIOUSNESS. 83
SUGGESTIVE 'STUD Y-HINTS.
Eeview. — Write out a topical analysis of sense-perception. Dis-
cuss by topics. How do messages pass between the outer and the
inner world ? Define mind, faculty, sense-perception. Etc.
What is meant by consciousness ? Tell what comes to us from
the v.'onder- world around us? What do you mean by the inner
world?
What power enables us to look directly into the inner world ?
Explain the meaning of each name given to this faculty. Which
name do you prefer ? Why ?
Analyze two of your acts of consciousness. Give the three great
facts you discover. Look once. more. Are you conscious of abstract
sadness, or of self feeling sad? What do you mean by self-con-
sciousness? What will you call the ideas you gain througli con-
sciousness ?
Give the office of consciousness. What does self perceive?
What does self do with his experiences ? Illustrate by the connect-
ive tissue.
Name the four characteristics of consciousness. Explain
each.
Give the author's definition of consciousness ; your definition :
McCosh's definition ; Wundt's definition.
Define conscious-percepts. Give the marks of a conscious-per-
cept. Give the distinction between a conscious-percept and a sense-
percept. Illustrate.
State as clearly as you can the distinctions between attention,
consciousness, and memory.
Trace the growth of consciousness. Mention some of the diffi-
culties in studying mental phenomena.
What do you mean by clear consciousness? by sub-conscious-
ness ? by unconsciousness ? What does Fiske say about unconscious
cerebration? What does McCosh say about unconscious mental
action ? What does Wundt say about the unconscious ? What do
you say ?
Letter. — You may make a neat analysis of Chapter VII, and in-
clude it in your letter to your friend. It will pay you to " hasten
leisurely " here. Put in your letter what you perceive about your-
self. Mastery here means victory all along the line.
84 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Topical Analysis of Chapter VII.— Self-
consciousness.
L Two Worlds.
Matter-world— Sense-perception.
Mind-world— Conscious-perception,
n. Xames*
Conscious-perception, or conscious-intuition, etc.
in. Analysis of Acts of Consciousness.
Mental phenomena. Self-knowledge.
Self-consciousness.
IV. Office of Self-conscionsnsss.
To gain self-knowledge. To know self acting.
To unitize our experiences.
Y. Characteristics of Self-conscionsness*
Sees self acting. Enters into all knowing.
Gives certainty. Is present knowing.
YI. Definitions of Selfoconscionsness.
Author's definition. McCosh's definition.
YII. Conscious- percepts.
Concrete notions of mental Individual notions,
acts. Definition.
Yin. Attention 9 Consciousness , and Memory.
Office of each. Confusion inexcusable.
Each a disitnct activity.
IX. Growth of Consciousness.
Acts feebly in childhood.
Reaches full activity in youth.
X. Education of Self«consciousness.
Incidental in childhood. Difficulties.
Direct in youth and manhood.
XI. Comparative Psychology.
Brutes are not self-conscious. Man is self-conscious.
XII. Degrees of Consciousness.
Clear self-consciousness. Unconsciousness.
Obscure consciousness.
XIII. Unconscious Cerebration.
Fiske. McCosh. Wundt.
NOUMENAL-PERCEPTIOX, OR NOUMENAL-DsTUITION. 85
CHAPTER YIIL
NOUMENAL-PERCEPTION, OR NOUMENAL-INTUITION.
By this is meant our power to pei'ceixe necessary
realities. The soul is endowed with the capability to
know directly and iin mediately necessary realities. Our
elementary notions of the realities that underlie phe-
nomena ai*e called necessary ideas.
PERCEPTIVE KNOWING.
3. Koumena.
N0UMENAL-P2RCEPTI0N— NOUMENAL-PERCEPTS.
2. Mental Phenomena.
CCNSCIOUS-PERCEPTION-CONSCIOUS-PERCEPTS.
1. Physical Phenomena.
SENSE-PERCEPTION— SENSE-PERCEPTS.
We iind ourselves endowed with three perceptive
faculties giving us direct insight into the three element-
ary worlds. Sense-perception and consciousness are our
powers to gain immediate knowledge of the two phe-
nomenal worlds. !N^oumenal-perception is our power to
intuitively behold the noumenal world. This power is
known by the following and still other
i Noumenal- Percept ion.
Noumcnal-Intuition, or Intuition.
Rational-Perception, or Reason.
Truth-Perception, or Common-Sense.
86 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Noimiena and Phenomena. — Gold is yellow, malle-
able, ductile ; yellow, malleable, ductile, etc., are phe-
uomena, but the enduring substance of wbicli we affirm
the phenomena is called noumenon. I think ; thinking-
is phenomena, but the enduring self v/ho thinks is called
a noumenon. {Noeo^ I perceive ; 'i^ous^ the mind ; nou-
menon, the very essence, tlie endurmg entity, the neces-
sary,) !Noumena, the plural, is now used to include
necessary entities and necessary relationy, as matter,
mind, space, time, causation, existence, right, beauty,
resemblance, truth, number, and infinity. The neces-
sary realities that underlie and condition phenomena,
and endure unchanged thi'ough all change, are termed
noumena. Becaus3 we can find no better expression,
we call the power to perceive these realities noumenal-
perception or noumenal-intuition. Our concrete notions
of these realities are termed necessary ideas, or noume-
nal-percepts.
Necessary Ideas. — The table is here and the stove is
there. What is this in which things exist ? The child
answers, " It's where things are." The philosopher
calls it space. In order tliat things may be, space
Tnust be. Space is a necessary reality. Space endures
— ^is noumenon and not phenomenon. Take this bar of
iron. I find that it pofsesses the phenomena of exten-
sion, divisibility, weight, porosity, compressibility, elas-
ticity. That these properties or phenomena may be, a
substance possessing these properties must be. Mate-
rial substance is a necessary reality underlying physical
phenomena. Material substance endures, is noumenon,
and not phenomenon. In the same way we find that
mind, time, cause, etc., arc noumena and not phenom-
NOUMENAL-PERCEPTIOX, OR NOCilENAL-INTUITIOK 87
ena. Our direct notions of these realities are noumenal-
percepts. Because these ideas underlie and condition
all other ideas, thej are called necessary ideas.
Acts of Noumenal-Perception analyzed. — I turn my
hour-glass. My little girl 23atiently watches till the
last grain of sand has fallen, and says, " Papa, it took a
long time.'' Intuitively the child perceives concrete
time. The capability to know noumena immediately is
called noumenal-perce^tion. In the same way you may
examine space, cause, etc., and discover for yourself the
nature of this marvelous power. You find that you
perceive noumena as well as phenomena. Your analy-
sis gives the
Conditions of knowing Necessary Ideas. — The apple
falls. "What made it fall?" asks the three-year-old
l^ewtoD. The question involves the three conditions of
knowing necessary truths :
1. Ohjectwe reality. Space exists, though you may
Aot perceive it. Space is an objective reality. The
notion, cause, would be impossible but for the object-
ive reality of causes. Gravity is an objective real-
ity. Time is a reality independent of self. Matter and
mind are objective realities. We perceive necessary
realities.
2. PheiiGmena involving necessary realities. The
falling apple involves cause. Phenomenal experience
does not give the idea, this cause, but is necessary to the
perception of it. Seeing the falling apple was neces-
sary in order that I^ewton might perceive gravity. ISTo
one gains the idea, right, until he perceives right acts.
Phenomena condition the perception of noumena.
Without phenomena we can not know noumena.
88 ELEMENTARY PSYCEOLOGY AND EDUCATION.
3. A caj)ability to perceive necessary realities. A
being not endowed with noumenal-perception might
know phenomena but could never cognize noumena.
Even the little child knows at once concrete space and
concrete cause, just as it knows color and sound and
odor. Self, as noumenal-perception, directly beholds
concrete necessary realities. Your analysis gives you
also the
Tests of Necessary Ideas. — How do we know a neces-
sary idea ? There are four safe tests :
1. Self -evidence. Self stands face to face with ne-
cessary realities. Mediate proofs are not only not need-
ed— they are an insult to the mind. Think of attempt-
ing to prove that something made the apple fall ! We
know that we perceive these noiunena. We do not and
can not define our necessary ideas nor prove them.
They are self-evident. Axioms are abstract necessary
truths, elaborated from necessary ideas, and, like these
ideas, are self-evident.
2. Necessity. The mind must start with something.
There must be primary ideas before there can be sec-
ondary ones. I^oumenal ideas must be, in order that
phenomenal ideas may be, just as noumena must be that
phenomena may be. Space must be, in order that ex-
tended objects may be. Mind must be, that thought
may be. I must perceive the necessary reality, concrete
being, before I can say, " He is." We perceive these
foundation ideas to be ultimate and final. We discern
their necessity in all knowing. They are necessary
ideas.
3. Universality. Necessary ideas are accepted by
all. One or more necessary ideas are present in each
NOUMEXAL-rERCEPTIOX, OR NOUMENAL-INTUITIOX. 89
act of the mind. JS^ecessarj ideas are the universal
ideas that underlie and condition all other ideas.
4. Independence, Like a chemical element, a neces-
sary idea is ultimate. A necessary idea can not be de-
rived from other ideas. Each necessary idea is absolute-
ly independent of other necessary ideas. An idea that
is self-evident, necessary, universal, and independent, is
a necessary idea.
Noumenal-Percepts are singular, concrete, necessary
notions. Keep in mind that only our concrete notions
are called percepts. I perceive this large tiger, but I
do not perceive vertebrate. The notion, this tiger, is
a sense-percept. I perceive seK remembering the story
of Tell, but I do not perceive abstract memory. The
idea, this memory, is a conscious-percept. I perceive
that heat causes this water to boil, but I do not perceive
that every effect must have a cause. The idea, this cause,
is a noumenal-percept. Sense-percepts, conscious-per-
cepts, and noumenal-percepts, are individual concrete
notions. We perceive the concrete, not the abstract ;
the individual, not the general. Noumenal-percepts are
concrete notions of necessary reahties.
We 'perceive the individual, not the general. I percciyc this
space, not infinite space ; this cause, not universal cause ; this time,
not eternity; this infinity, not the unlimited. What a world of
confusion would be avoided by heeding this plain psychological
fact ! Noumenal-percepts are concrete notions of necessary entities
and necessary relations. Most of the designations of these ideas are
now merely historic. The following are some of the
Noumenal-Percepts, or Noumenal-Intuitions.
Necessary Ideas, or a priori Ideas.
Names. — ■{ First Truths, or Necessary Truths, or Intuitions.
Categorical Ideas, or Regulative Ideas.
Innate Ideas, or Connate Ideas.
90 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Through the centuries these expressions liavo con-
fused philosophers, but need not now confuse you. You
find that you are endowed with the capability to know
intuitively substances and necessary relations. You call
the concrete ideas thus gained noumenal-percepts, or
noumenal-intuitions, or necessaiy ideas. Perhaps, for
the present, it will be well to disregard the other names.
Later you will be interested in tracing their history.
Necessary judgments, elaborated from necessary ideas,
are called axioms, first truths, and necessary truths.
Necessary Eealities, Necessary Ideas, Necessary Judgments.— You
need to clearly distinguish these expressions. To help you to do
so, this connected view is given :
1. Necessary realities are the realities that make phenomena
possible. Mind, matter, cause, space, time, infinity, tmth, beauty,
right, and a few other realities, are classed as necessary realities
because they must be in nrder that phenomena may be.
2. Necessary ideas are our immediate notions of necessary reali-
ties. My notion, this space, is necessary to ray knowing that the
table is here and the stove there. My idea, this space, is a necessary
idea. Our elementary notions of necessary realities are termed ne-
cessary ideas because they underlie and condition all other ideas.
3. Necessary judgments are truths elaborated from necessary
ideas. Cold causes this water to congeal. My idea, this cause, is a
necessary idea ; but, that every effect must have a cause, is a neces-
sary judgment, a necessary truth. Axioms are necessary truths
elaborated from necessary ideas.
Tree of Necessary Ideas. ^^ — As the tree of life bore
twelve kinds of fruit, so this tree bears twelve kinds of
necessary ideas. These ideas are involved in all know-
ing. Self, as noumenal-perception, immediately knows
these ideas in individual and concrete cases. Self, as
reason, infers general truths from particular truths..
* Bascom's enumeration of necessary ideas is adopted.
NOUMEXAL-PERCEPTION, OR NOUMEXAL-INTDITION. 91
INTUITIVE KNOWING
92 ELEMENTARY PSYCHOLOGY AND EDUCATION".
Axioms are necessary truths generalizod. You will
critically apply the four tests given above, and remove
from the tree spurious fruit.
Build on the Eock. — Truth must be seen with sun-
light clearness. You can aliord to linger here. A few
hours of penetrating thought may save you from a life
of groping.
1. Space. I walk a mile. What is this through
which I walk and in which all things are? The child
perceives the idea, where iJiings ave^ and learns to call
this reality space. As space is not a phenomenon, we
can not gain the idea througli outer or inner-perception.
As space is elementary, we can not infer this idea from
other ideas. Self, as noumenal-perception, knows im-
mediately this space, and this, and this. Let us try the
four tests : (1) I stand face to face with this space. I
know that I perceive this space ; this is self-evidence.
(2) That things may be, space must be. Space is a
necessary reality. (3) I think of things as in space.
Everything is somewhere. The space-idea pervades all
thinking — is universal. (4) I find it impossible to de-
rive this idea from other ideas, just as it is impossible
to derive gold from the baser metals. Space is a ne-
cessary reality, and the space-idea is a necessary idea.
Most of the axioms of geometry are intuitive truths
generalized from space-percepts.
2. Time. I take the train at Philadelphia and go
to New York. I spend from breakfast to dinner with
a friend. What passes ? " Mamma, you stayed a long
time." The child has the idea — time. How did it gain
this idea % You answer that the child intuitively per-
ceives this time, and this, when its experiences involve
NOUMENAL-PERCEPTIOX, OR NOUMENAL-INTUITION. 93
time. You reason as follows : The idea, tliis time, must
be a phenomenal-percept, a specific truth under some
general truth, or a noumenal-percept. It is not a phe-
nomenal truth. 'No one claims that it is a specific idea
under some general idea. We can not avoid the con-
clusion: the idea, this time, is a noumenal-percept.
Apply the four tests of necessary ideas. What kind of
truths are the axioms of algebra ? Is an axiom a neces-
sary idea or a necessary truth ?
3. Existenee, The mountain is — exists. It is is
the only afiirmation applicable to everything. That
existence is a necessary idea will be readily seen. In-
deed, this idea seems to underlie all other ideas. Self,
as noumenal-perception, intuitively knows tilings as
existing. Prove that the notion " concrete existence''
is a necessary idea.
4. Bight The bad boy strikes his mother. His
little sister says to him, " You ought not — wrong ;
naughty." The child reads the story of the good
Samaritan: its "bad Pharisee" and "good Samaritan"
show that the child has the idea of right and wrong-
In fact, whenever the child observes acts involving
right, it at once perceives the idea of right. From
experience and education it finds out what is right, and
soon learns to say, " That is right." Show that the no-
tion " concrete right " is a necessary idea.
5. Beauty. "The babe is beautiful." The child
perceives something pleasing in things. Before it learns
to say " Beautiful bird ! " it knows concrete beauty.
Self, as sense-perception, sees the yellow primrose, and,
as noumenal-perception, knows it as beautiful. Apply
to beauty the tests of necessary ideas.
9i ELEMENTARY PSYCHOLOGY AND EDUCATION.
G. Truth. The blood circulates. The earth is
spherical. These are statements of truths, for they
assert realities. Arnold was a traitor. This is true — it
asserts a fact. Washington was a traitor. This is not
true — ^it asserts a falsehood. The child intuitively be-
holds the truth-idea in individual truths.
7. Matter. I press the table ; it resists me. I see
that it has extension. I find that I can move it. I
place it on the scales ; it has weight. The enduring
thing having tliese attributes I learn to call matter.
Self, as sense-perception, knows immediately physical
phenomena. Self, as noumenal-perception, knows im-
mediately matter — things having properties. It is self-
evident that the substance sugar onust be, in order that
the property sweet may be. We know things as hav-
ing attributes. I see the tree. This mental act involves
sense-perception, for I intuitively cognize the tree as
tall and green. It involves seK-consciousness, for I
cognize self perceiving the tall, green tree. It also in-
volves noumenal-perception, for I intuitively cognize the
entity, which is tall and green, as a material substance.
8. Miiid. I think, I admire, I decide. I am con-
scious of thinking, feeling, willing. That mental acts
QYiay be, a mental entity must be.
" I think we are not whoUy brain,
Magnetic mockeries ; casts in clay ;
Let science prove we are, and then
What matters science unto men ? "
I know by direct insight that the noumenon underlies
the phenomenon. The spirit entity that thinks, I in-
tuitively know as self. I perceive seK thinking, feel-
ing, and willing. I am conscious of noumonal-intuition
NOUMExVAL-PERCEPTION, OR NOUMENAL-INTUITION. 95
just as I am conscious of sense-intuition. " I am, there-
fore I think," is the true psychology. "The mind,"
says "Wundt, " is the entity that reasons."
9. Cause. Why does the ball fall ? The child says,
" Cause." Why does the clock tick 'I " Cause." The
child notices changes, and asks you, " What makes the
changes?" You answer, "Cause." That effects may
be, cause must be. Causation is a necessary idea. We
perceive concrete cause, and think the general : "Every
effect must have a cause." The idea, this cause, is in-
tuitive. As mind originates activity — possesses sponta-
neity— we may say that a mind is a self-cause. The
absolute seK-cause is God.
10. Nxitriber. Is number a necessary idea ? Try it.
In case you remove number from the truth- tree, en-
deavor to replace it by a genuine necessary idea. How
will liberty do ? How do you like spontaneity ?
11. Resemhlance. The likeness in the two things
observed is not in the one or in the other. Every case
of comparison is but an application of the idea — resem-
blance. As experience can not give the idea, and as it
can not be a product of induction, we class resemblance
as one of our necessary ideas.
12. Infinity. Take 4 = -3333333 + ; however far
I carry the process, I know I do not and can not reach a
limit. I perceive this infinity. Take two parallel lines.
I extend them two feet. They are still the same dis-
tance apart. I have the direct insight that they would
never meet, however far extended. Intuitively I know
this infinity. I imagine a limit to space. What lies
beyond ? Space. Space is its own environment. Space
is self -related. Space is limitless. Space is infinite.
96 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Show that you intuitively know infinite time and in-
finite cause.
NoTunenal - Perception defined. — Self, as noumenal-
perception, perceives necessary ideas. This is about all
that can be said. The fact is so simple that we can find
nothing simpler into which to resolve it.
1. Noumendl^erce^tion is the mental j^ower to gain
intuitively concrete necessary ideas. It is understood
that noumenal-perception is an ultimate endowment of
the soul, and that we perceive necessary ideas only in
the singular and in the concrete.
2. Original. You have done your best to under-
stand this faculty. ]N^ow embody your conclusion in a
good definition.
Various Dsfinitions.* — 1. Bascom : The capability to know di-
rectly intuitive ideas. 2. Schuyler: The power of apprehending
necessary ideas. 3. Laws : Noumenal-intuition is the power to
know immediately and instantly noumenal ideas. 4. Hopkins :
The power to know immediately first ideas. 5. Porter: Tlie
power to acquire first ideas intuitively. 6. Hamilton : The power
the mind has of being the native source of a priori cognitions. 7.
White : Intuition is the power to know directly and immediately
necessary relations ; as, space, time, being, substance, cause, de-
sign, etc.
Agnosticism. — To know is to be certain of something.
Ko mysticism must be admitted into the operations of
* Explanatory. — In these definitions the expresslcn necessary truth is
usod in the sense of necessary idea. To avoid confusion we have substituted
*' ideas " for " truths " in the following definitions. A necessary truth is a
generalization from necessary ideas. We perceive necessary ideas, and elab-
orate them into necessary truths. The notion that these equals added to
these give equal sums, Ls a necessary idea; but the generalization that
equals added to equals give equal sums, is a necessary truth. We gain
necessary ideas intuitively, but infer necessary truths. Axioms are neces-
sary truths, not necessary ideas. The distinction is deemed important.
NOUMENAL-PERCEPTION, OR NOUMENAL-INTUITIOX. 97
the intellect. Wq begin with certainty, and not doubt.
"We know ourselves thinkiiig and perceiving material
objects. 'Not only do all men admit necessary ideas,
but they must. Agnosticism is intellectual suicide.
Only " cranks " deny their own existence. " We know
matter as existing, but we also know, and this directly,
that it has relations to other things known, that it is in
space, and that there is causation in its action. We also
know mind as existing, and we know it to have being,
potency, spirituality, and relations to things." Endowed
with intuition, we build on the rock. " Philosophy,"
says Carlyle, " can bake no bread ; but she can procure
for us God, freedom, and immortality." Psychology
can build no railroads, but she can give us certainty. A
knowledge of our own capabilities renders agnosticism
impossible.
Growth of IJoumenal-Perceptioii. — ^Each act of sense-
perception involves noumenal-perception. I perceive,
not abstract properties, but things having properties. I
perceive, not abstract mental acts, but self knowing,
feeling, acting. Thus it is evident that the child gain3
necessary ideas as involved in the perception of phe-
nomena. They are seen dimly at first. AVhile all men
accept and act upon necessary ideas, few distinctly state
them to themselves. No one denies his own exist-
ence, or that he is in space, or that he grows old, but
few grasp distinctly and fully these 'ideas. This power,
though early active, is probably the latest of all the fac-
ulties in reaching full activity and development. These
necessary or ultimate ideas seem to develop in the fol-
lowing order: Our first noumenal-percepts are concrete
notions of objective realities. Wc know things having
98 ELEMENTARY PSYCHOLOGY AND EDUCATION.
properties. The ideas, time and space, appear in con-
nection with our ideas cf things, l^ext we observe
change, and directly gain the cause-idea. Next we gain
the idea — law — through our knowledge of the unifoiTn
ways in which energies act. Finally, we gain the idea —
this unity — from our knowledge of the co-ordination of
thing?. Thus, step by step, we advance to the concep-
tion of the universe as the perfect unity. Tennyson,
holding the tiny flowering plant, well expresses this idea :
^' I pluck you out of the crannies ;
Hold you here, root and all, in my hand,
Little flower — but if I could understand
What you are, root and all, all in all,
I should know what God and man is."
SUGGESTIVE STUDY-HiyfTS.
Beview. — Place on the board your diagram of conscious-percep-
tion, and also the diagram of sense-perception. Compare by topics
with your analyses of noumenal-perception.
What is meant by noumenal-perception ? by noumena ?
Mention the names applied to noumenal-perception. Which
name do you prefer? Why I Give the distinction between noumena
and phenomena. Illustrate. Give the etymology of noumenon and
the meaning of noumena. Why do we use this hard word ?
What do you mean by necessary ideas f Name several necessary
ideas. Prove that time is a necessary idea.
Analyze two of your acts of noumenal-perception. What do
you discover %
Name the three conditions of cognizing necessary ideas. State
the first test of a necessary idea. Illustrate. Give the second test
and illustrate. Give the third ; the fourth.
What is a noumenal-percept ? Are percepts general or particu-
lar notions? Illustrate. Give some of the names applied to nou-
menal percepts. Explain. Criticise the expression " innate ideas."
Are powers innate ? Are all ideas acquired ?
NOUMEXAL-PERCEPTIOX, OR NOUMENAL-INTUITION. 99
Place the tree of necessary ideas on the board. Test the fruit.
State the author's definition of noumenal-perception ; your definition ;
definition of Dr. Laws ; Hamilton's definition ; White's definition.
Show that agnosticism disappears in the light of the true psy-
chology. What is agnosticism ? Why do some persons claim to be
agnostics ! Is absolute agnosticism possible f
Letter. — You will need to explain and illustrate very clearly.
Though not more difficult to understand than sense-perception, your
friend may not be familiar with noumenal-perception, and will need
very full explanations.
Topical Analysis of Chapter VIII. — Noumej^al-
Perceptiox.
I. Position.
3. Noumenal-perception.
2. Conscious-perception.
1. Sense-perception.
II. Names.
Noumenal-perception. Truth-perception.
Noumenal-intuition. Intuition, common-sense,
Rational-perception, or reason. etc.
III. Conditions of Cognizing Xonmena.
Objective reality. Noumenal-perception.
Phenomena.
IV. Tests of Ifecessary Ideas.
Self-evidence. Universality.
Necessity. Independence.
V. Nonmenal-percepts.
Definition.
r Singular notions.
Marks ■< Concrete notions.
( Notions of necessary realities.
Names.
Noumenal-percepts and necessary ideas.
Noumenal-intuitions and ultimate ideas.
Necessary truths and first truths.
A priori ideas and intuitions.
Innate ideas and connate ideas.
Categorical ideas, etc.
100 ELEMENTARY rSYCHOLOGY AND EDUCATION.
VI. First Truths (grouped by Bascom).
Existence.
.
Number.
Space.
Resemblance.
I Time.
f Consciousness.
J Spontaneity.
] Truth.
Causation. ,
Beauty.
The Infinite.
( Right.
VII.
Ncnmenal-perception defined^
Author's definition.
Original definition.
Various definitions.
VIII.
Agnosticism.
Define.
Disprove.
IX.
Growth and D;
1. Time.
3veIopment of Nonmenal-perceptioii.
2. Mea,nR. 3. Methods.
CHAPTEE IX.
PEECEPTIVE KNOV/ING — GENERAL VIEW.
Perceptive Knowing is simply Direct Insight. — Self
stands face to face with noumena as well as with phe-
nomena. I do not prove to you that the sun is bright,
that you despise cowards, or that something makes the
apple fall. You know these things at once. All im-
mediate concrete knowing is intuitive. Perceptive
knowing is intuitive knowing, is immediate knowing,
is presentative knowing, is simple cognition.
Perceptive Knowing.
Presentative Knov
Intuitive Knowing
Simple Cognition.
jj. , Presentative Knowing.
Intuitive Knowing.
PERCEPTIVE KNOWIXG— GENERAL VIEW. IQl
The Perceptive Faculties are the Capabilities to know
immediately. — ^Because we are endowed with direct iii-
siglit, these powers are called intuitive faculties. As
we acquire immediate knowledge, these are also called
the acquisitive faculties. Because the things known are
made present, some term these the presentative facul-
ties. Simple cognitive powers is also a good name, as
these faculties give us knowledge in its simplest form.
r The Perceptive Powers.
I The Intuitive Powers.
The Acquisitive Powers.
The Presentative Powers.
The Simple Cognitive Powers.
"We perceive IToumena as well as Phenomena. — We
have direct insight into tlie matter-world, the mind-
world, and the world of necessary realities. We are
endowed with three intuitive powers, each opening to
us a distinct world. In each perceptive act each of the
three forms of perception supplements the others.
/■ Sense-Perception.
The Perceptive Faculties. — < Conscious-Perception.
' Nouraenal-Perception.
Sense-Perception is the Capability to gain Elementary
Sense-Knowledge. — We acquire knowledge through the
senses. Sense-perception is the best possible name for
this faculty. As we know at once the outer world, this
fciculty is properly called outer-perception, external-per-
ception, and objective-perception. Perception is brief
but indefinite.
f Sense-Perception. Objective-Perception.
Kamej, — < Outer-Perception. Perception.
' Extemal-Percopticn.
102 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Coasciousness is the Capability to perceive Self acting.
— I have direct insight into the mind-world. I per-
ceive myself knowing, feeling, willing. Because we
have direct insight into the inner-world, this faculty is
called inner-perception. As we know immediately men-
tal phenomena, this power is also termed conscious-per-
ception and conscious-intuition. The mind looks on
itself worldng, hence Kant named this capability ap-
perception. McCosh calls it self-consciousness. To
correspond with objective-perception, some name it
subjective-perception. Each name has its merits, but
self -consciousness and conscious-perception are preferred.
r Consciousness and Conscious-Perception.
Inner-Perception.
J Self-Consciousness.
Conscious-Intuition.
Ap-Perception.
Subjective-Perception.
Noumenal-Ferceptioii is the Capability to know intui-
tively KTecessary Realities. — !N"oumena means the ulti-
mate and the necessary. Such ultimate realities as space,
time, cause, are noumena. " Noumenon," says Herbert
Spencer, *'is the antithesis of phenomenon. Appear-
ance "svithout reality is unthinkable. I^oumenon is ne-
cessary actuality." Because we have direct insight into
the necessary truth-world, this faculty is called truth-
perception. As we know at once necessary ideas, some
call this power intuition, or rational-intuition. In this
sense, intuition is indefinite and misleading. Each per-
ceptive faculty is an intuitive faculty. Sense-intuition,
conscious-intuition, and noumenal-in tuition, are correct
and definite names. This faculty is also called reason
Names.-
PERCEPTIVE KNOWING—GENERAL VIEW. 103
and rational-perception, because rational beings alone
perceive necessary realities. But, as reason is now al-
most nnif ormlj used to designate the power of infer-
ence, these names are objectionable. ^N^oumenal-percep-
tion and noumenal-intuition are unobjectionable.
/■ Noumenal-Pereeption.
) Noumenal-intuition and Intuition.
Names .-
\ Truth-Perception.
Rational-Perception and Reason.
Products of Perceptive Knowing. — Self gains some
ideas at once. These singular, concrete ideas are per-
cepts. As we gain these ideas by direct insight, they
are called intuitions. As these ideas are the elements
of all knowing, they are simple cognitions.
f Percepts.
Names. — i Intuitions.
(. Simple Cognitions.
Classes of Percepts. — A mind acts as a unit. Each
mental power is supplemented by all the other powers
of the soul. A mental product results from self acting
in all his capabilities. We are conscious of our noume-
nal as well as of our phenomenal perceiving. Through
phenomena we perceive noumena, and we perceive nou-
mena as necessary to phenomena. Still, our elementary
ideas form these well-marked groups. Those gained
through the senses are sense-ideas, or sense-percepts;
those gained through consciousness are conscious-ideas,
or conscious-percepts; and those gained through nou-
menal-perception are noumenal-ideas, or noumenal-per-
cepts.
{ Sense-Percepts.
Percepts. — ■< Conscious-Percepts.
' Necessary Truths.
104: ELEMENTARY PSYCHOLOGY AND EDUCATION.
-I'
(. N
p, , j Sense-Intuitions.
Intuitions. — ■{ ( Conscious-Intuitions.
Noumenal — Xecessaiy Ideas.
1. /Sense-percepts are simple cognitions of material
objects. We perceive material objects as external, ex-
tended, and as exerting force.
2. Cmiscious-percepts are simple cognitions of self
acting. We perceive self existing and exerting power.
3. Noumenal-pevcepts are simple cognitions of ne-
cessary realities. We perceive necessary entities and
necessary relations. Our concrete notions of these ne-
cessary realities gained by direct-insigbt are termed nou-
menal-percepts. Nothing could be plainer. Strange,
that antiquated darlaiess and misleading theories should
so long hide the truth ! But modern psychologists have
brushed away the cobwebs. It is the old story of Co-
lumbus and the (igg,
SUGGESTIVE STUDY-HINTS.
Place the diagrams of sense-perception, conscious-perception,
and nouraenal-perception side by side on a sheet of paper, or on
blackboards. Compare them topic by topic.
With the diagrams before you, study Chapter IX. Do not for a
moment lose sight of the fact that self acts as a unit. Dr. Laws in-
sists that the intuitive faculty is simple in its nature but complex in
its functions, and presents it as follows :
^ . . ( Phenomenal-Intuition. \ Sense-Perception.
Intuition. — < ( Consciousness.
( NToumenal-Intuition.
Some writers claim that sense-perception and consciousness give us
noumenal as well as phenomenal percepts. To me it seems every
way better to treat each perceptive function as a distinct faculty.
Eeferences, — Those wishing fuller information are referred to
Porter's "Human Intellect"; Sully's "Psychology"; McCosh's
" Pyschology " ; Hopkins's "Outline Study of Man"; Bascom's
" Science of Mind," etc.
PAET III.
THE REPRESENTATIVE POWERS.
CHAPTER X.— xMemory.
XI. — Phantasy.
X II.— Imagination.
XIIL— Representation.— General Viev.
PSYCHOLOGICAL PYRAMID.
=! THE WILL
X
THE
EMOTIONS.
THE
PHYSICAL
FEELINGS.
THE
INSTINCTS.
CO
THE
THINKING
Uil id \ POWERS.
O
THE
S /REPRESENT-i
O / ATIVE
J I POWERS.
IMAGINATION.
PHANTASY.
^1EM0RY.
IDEALS.
1 PHANTASMS.! c
O
MEMORIES.
THE
(PERCEPTiVEl
POWERS.
NOUMENAL-PERC£PTION.
CONSCIOUS-PERCEPTION.
SENSE-PERCEPTION.
NOUMENAL-
PERCEPTS.
,CONSC!OUS-|
PERCEPTS.
SENSE-
PERCEPTS.
THIRD PABT.
THE REPRESENTATIVE POWERS.
By these we mean our capabilities to 7*^resent our
experiences in old or new forms. Xow you stand be-
neath the fragrant orange-tree, and see and handle and
smell and taste its delicious fruit You present, or make
jpresent^ to yourseK the orange-tree, with its environ-
ments. Weeks have passed. An orange-blossom in
a bouquet suggests that orange-tree. You see yourself
again standing beneath the tree and enjoying its fra-
grant fruit. You represent, or make j^resent again ^
to yourself the orange-tree. The power to ^^^resent
things to yourself just as you presented them the first
time is called m£mx)ry. You fall asleep. You see your-
self standing beneath an orange-tree. The fruit is pure
gold. You fill your basket with gold oranges, and
dream of boundless wealth. The picture seems to you
an objective reality. The power thus spontaneously to
/'present things to yourself, changed but seeming to
be realities, is called phantasy. You plan an orange-
grove. All the rows are circle^. In the midst you
place a lovely cottage for yourself, "with one fair
spirit for your minister." The power to thus inten-
9
108 ELEMENTARY PSYCHOLOGY AND EDUCATION.
tionaliy represent your experiences, modified into ideals,
is called itnagination.
i Memory.
Tlie Representative Faculties. — -? Phsaitasy.
( Imagination.
You recall the landscape just as you saw it ; self,
as memonj, recalls. You drift into dream-land, linking
fancy unto fancy ; self, as phantasy ^ builds air-castles.
You plan an ideal cottage; self, as imagination, creates
ideals. Our representative faculties are our powers to
reproduce and change the forms of our acquisitions.
CHAPTEE X.
MEMORY.
By this is meant the power to reproduce our acqui-
sitions just as we experienced them. Years ago you
saw an eclipse of the sun. Now you reproduce the
scene exactly as you perceived it You say you remem-
ber. Yesterday you felt angry. You are now conscious
of the fact that you were angry, and of the insulting
note that occasioned your anger. You recall your past
experience.
Acts of Memory analyzed. — Some time since I at-
tended a lecture on the solar spectrum. I now recall
the spectrum as it appeared on the canvas. I recall
the lecturer, and myself enjoying the lecture. The
whole scene, just as presented, is again made present —
is r<3presentQd. Thus recall your visit to your child-
MEMORY. 109
hood home ; your first teacher. What do yon do when
you remember?
Elements of Acts of Kemory. — You discover in a complete act
of memory four elements — retention, recollection, association, and
recognition.
1. Self, as memory, stores Ms acquisitions. I know the multipli-
cation-table. I do not keep it in consciousness, but I can recall it at
will. This element of memory is called retention. I meet a stran-
ger ; some resemblance calls to mind a friend. That some charac-
teristic of that friend was retained seems a reasonable inference.
Otherwise, how could the resemblance suggest the friend ? How
these keys of memory are kept we Jiave no means of knowing. The
mind is not Plato's tablet, nor Cicero's storehouse. Neural changes,
fleeting as the ripples on the bosom of the lake, give no hint of past
mental acts. That self, as memory, in some unknown way retains
so as to be able to recall his acquisitions, is all we can yet say.
2. Self, as memory, reproduces his experiences. I was conscious
of seeing General Grant. I am now conscious of recalling that ex-
perience. Again the silent man is present. This element of mem-
ory is termed recollection, reproduction, or remembrance. It is the
essential element, and hence is often used as equivalent to memory.
3. Self, as memory, restores things with their associations. The
rose with its fragrance, the singer with the song, the lover with his
love. Grant with his staff, are represented just as they were pre-
sented. The magic changes wrought by phantasy and imagination
are absolutely distinct from the work of memory. Here past expe-
riences with all the objective conditions are represented without
change. This element of memory is called association, because
things with their associations are made again present.
4. Self, as memory, identifier memories and experiences. I recall
my visit to Niagara; I recognize the remembrance as a former expe-
rience. I meet an acquaintance ; I recognize him. This element of
memory is called recognition. The soul retains the keys to its ac-
quisitions. Present mental acts, by means of these keys, restore the
past. The object, with its environments, is represented. Finally,
the remembrances are recognized as identical with former expe-
riences. The act of memory is complete. You may distinguish the
four elements of memory in the following lines :
" How dear to my heart are the scenes of my childhood,
When fond recollection (re)presents them to view !"
110 ELEMENTARY PSYCHOLOGY AND EDUCATION.
OflS.ce of Memory. — Self, as memory, stores, repro-
duces, and recognizes his experiences. This, in the
mental economy, is the sole function of memory.
What was originally present in consciousness is made
present again — is represented. Memory is the mind
remembering past experiences. Retention, association,
and recognition are incident to complete reproduction,
and are merely elements of memory.
It is the function of memory to reproduce all forms of knowl-
edge, and to know the representations as former acquisitions. Mem-
ory utilizes the results of all previous cognitions. Without mem-
ory, we should be as oblivious of the past as we are ignorant of the
future.
Characteristics of Memory. — You can readily distin-
guish between memory and other faculties by noting
two marked peculiarities of this power of the sonl :
1. Self^ as memory^ recalls the ^ast. Take away
memory, and all the past would be a blank. Memory is
our only power to make the past reappear.
2. Memory identifies. Memory links the present
with the past, and thus we maintain our personal identity.
Memory identifies recollections as former experiences.
3. Memory enters into all mental activity. Self, as
consciousness, unitizes all mental acts ; self, as memory,
treasures and recalls all. Like attention and conscious-
ness, memory enters into all Imowing, all feehng, all
willing. You attend. You perceive the coming train.
You hasten with throbbing heart to meet a long-absent
brother. You are conscious of each act. Years pass.
Now you vividly represent the scene. You are now
conscious of recalling a past experience. Thus is woven
the web of mental life.
MEMORY. Ill
Memory defined. — The soul is endowed with powers
or faculties. Wundt tells us that "faculties are distinct
modes of psychical activdtj." Sense-perception is self
perceiving material things. Memory is self recalling
past acquisitions :
1. Memory is the power to store and rejproduce exjpe-
riences. We recall our acquisitions in the old forms in
which we experienced them, and we recognize them as
fonner experiences.
2. Original. Put your conception of memory in
your own words. Until made your own, and translated
into your own language, the thoughts of others are
oftener an injury than a benefit. So familiar seems to
you the memory notion that there is danger of super-
licial work.
3. Various Definitions. — Mansel : Memory is the power of the
mind to reproduce its own acts. Schuyler : Memory is the power
to recall previous cognitions. Bascom : Memory is the power of re-
calling the phenomena of consciousness. McCosh : Memory is self
remembering. White: Memory is the power to reknow objects
previously known. Everett: Memory is the power to reproduce
and recognize former knowledge.
Memory-Knowledge. — The products of memory are
called memories, recollections, remembrances. '' Memo-
ries of other days," "sweet recollections," and "kind re-
membrances," are some of our most familiar expressions.
Original mental products are called percepts, concepts,
ideals, and judgments. Memory-products are termed
/•^-percepts, T'^-concepts, and 7'^-judgments :
1. A remembered percejpt is a re-jpereept. Yester-
day I saw a dove. Self, as sense-perception, intuitively
formed the percept — this dove. To-day I recall this
112 ELEMENTARY PSYCHOLOGY AND EDUCATION.
percept. Again the dove is present. The idea — this
dove — is now a remembered percept, a r^-percept.
2. A remembered concept is a re-concept. From the
percepts, tliis triangle, and this, and this, I discern the
general notion, three-angledness. I embody this abstract
general notion or concept in the word triangle. When
I recall the concept triangle it is a remembered concept,
a r^-concept.
3. Memories are intellectual products. Emotions
and volitions are strung on ideas, as pearls on threads
of gold. Last week a friend did me a kind act. I per-
ceived the kind act and felt gratitude. I now recall
that kind act, and also the fact that I felt gratitude.
The r^-percept — that kind act — occasions a feeling of
gratitude, but it is a new feeling. We can not make
present again past feelings or past volitions. We re-
call intellectual products only. Memories are intellect-
ual products.
Experiences and Memories. — We recall our former
experiences. Our remembrances are unmodified tran-
scripts of our experiences. Memory /"^presents acqui-
sitions in the old forms of experience. Some relations,
however, deserve careful study :
1. Remembrances suggest but do not resemble the
original objects. The soul creates the mental objects
which it recalls. The landscape, the odor, the song, are
remembered as former experiences. There is a corre-
spondence, but we can make no comparison between a
percept or r^-percept and a material object. We do
not form images of sounds, or odors, or flavors, or text-
ures, or weights, or temperatures.
Sense-perception does not give copies of external
MEMORY. 113
objects. Self interprets the qualities or signs of mate-
rial objects and groups these into percepts. When re-
called, these r^-percepts suggest but do not resemble the
original objects. By keeping this fact in mind you will
avoid much error and confusion.
3. Rememhrances consist of fewer details than the
original objects. But these skeletons are better in most
cases for thought purposes than the real objects. The
mind seizes on the essentials, and is not confused by
multitudinous details. In thought and imagination we
deal with our revived notions of things.
3. Remembrances ordinarily awaken less intense
emotion than experiences. Some are more deeply af-
fected by recollections than others, because of their abil-
ity to reproduce more vividly past experiences. Some
even intensify memories by thought and imagination,
and thus deepen the feelings. But, as a rule, memories
create less and less emotion, until we are able to con-
template even the death of a mother with composure.
Attention, Conscionsness, and Memory, — Penetrating
and prolonged attention gives clear consciousness and
good memory. These three activities enter into all dis-
tinct mental work. Self, as attention, concentrates his
efforts ; self, as consciousness, perceives himself know-
ing, feeling, and willing ; self, as memory, reproduces
without change his past acquisitions. "We are conscious
of what is passing around us and within us when we give
attention. "We remember only those things of which
we have been conscious. Slight attention, dim conscious-
ness, and faulty memory go together. The more com-
plete the attention, the more distinct will be the con-
sciousness and the more tenacious will be the memory.
114 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Laws of Meinioky.
A law is a uniform way in whicli an energy acts.
The uniform ways in which the soul acts in recalling
past acquisitions are called the lav/s of memory. It is
not an accident that I remember this and not that.
Law reigns in the world of mind. Three memory-laws
are well recognized : the law of the brain, the law of
acquisition, and the law of suggestion.
L Law of the Brain. — Memory depends on the con-
dition of the Irain. When my brain is in good con-
dition, I remember readily ; but when tired out, or suf-
fering from a severe attack of sick-headache, I recollect
with difficulty and very imperfectly. The Eev. John
Applegate received a blow which indented a small por-
tion of his skull. For a year the past was blotted out,
but, as soon as the indented portion of the skull was
removed, he remembered as he did before receiving the
injury. Each one can verify this law by his own expe-
rience and observation. However explained, we can not
deny the fact that good digestion favors good memory.
1. Vigorous health is the first requirement of the law of the
brain. As a rule, the cerebrum, the immediate organism through
which the mind acts, is a fit instrument for mental activity in the
ratio of physical vigor. It is certain that good memory and good
health are closely related. Other things being equal, the better
your physical condition, the better will be your memory.
2. Frequent change is the second requirement of the law of the
brain. Different mental acts call into activity different ganglionic
areas. The study of physical science calls into activity some portions
of the cerebrum, while mathematics, literature, and art call into ac-
tivity other parts. A profound physiological and psychical law un-
derlies the practice of all schools, from the primary to the university,
MEMORY. 115
in giving daily lessons in each of the four great departments named.
Thus all the mental faculties are Judiciously exercised, and different
ganglia are successively called into activity. Continually thinking
on one subject inflames the portion of the brain so overworked.
Memory, as well as thought, becomes confused. It is not so much
the wear of a single effort, but it is the monotonous beat upon beat,
stroke upon stroke, always in the same place. As drops of water
wear away stones, so a long series of reiterated mental blows will
shiver the golden bowl.
3. Effort must stop short of exhaustion is the third requirement
of the law of the brain. Exhaustion weakens. Nearly all the evil
effects of hard study come from carrying effort to exhaustion. Let
the student work vigorously for forty minutes, and rest and recreate
twenty minutes out of each hour. He will grow stronger, and will
in the end learn double as much as the student who pores over his
books hour after hour. Memory will become accurate and distinct.
Most young children in our schools suffer severe injury from the
constant violation of this requirement. A recess each hour, or some
e2uivalent, is imperative.
IL Law of Acquisition. — The mind tends to recall
what is thoroughly known. Self tends to repeat his
acts. Wliat we liave done we tend to do again. The
mind tends to act as it has acted before. When we
know things thoroughly we can recall them readily and
accurately. Each repetition gives increased facility in
recalling. Thus habits are formed.
1. This law requires interested attention. In order to know
thoroughly, we must feel a deep interest in the subject and give our
entire attention to its mastery. The more complete the attention,
the greater the tendency to recall. We remember in the ratio of our
attention. When we concentrate all our energies upon a subject
and examine it closely for a considerable time, w^e Jix the matter in
our minds. Such acquisitions are readily recalled. The wise teacher
creates and sustains intense interest, and thus secures complete at-
tention and good memory. The wise student bends all his energies
to the work in hand. What he thus acquires he knows thoroughly
and recalls readily.
116 ELEMENTARY PSYCHOLOGY AND EDUCATION.
2. This law requires vividness of apprehension. The mind most
readily recalls that which it vividly apprehends. What is indis-
tinctly and partially grasped will soon be forgotten. The more
vivid and complete the apprehension, the better will be the recollec-
tion. Listless persons are notorious for poor memories. Wide-
awake persons rarely complain of forgetfulness.
3. 21iis law requires frequency of repetition. What is often re-
called, and in various relations, is easily reproduced. When the
intervals are short, each repetition deepens the impression and
strengthens the tendency to persist. The wise teacher makes each
lesson a review of previous lessons. The wise student never becomes
" rusty," but keeps his acquisitions bright by use. The old man re-
members things of his childhood so vividly because he has reviewed
them so often.
nL Law of Suggestion. — Present experiences tend to
suggest jpast experiences. "By a wonderful process,
whicli is sometimes called mental suggestion or associa-
tion, we find that every thought and action in a long
life links itself with some other thought or action. No
mental act is completely isolated. No act, even of per-
ception, takes place without associating itself with some
previous thought, or suggesting a new one." *
Methods of association and suggestion. There are
five ways in which experiences are associated, and in
which ideas tend to suggest one another. " These seem
to me to be original and irreducible; at least, no re-
duction of them can be made that will be of practical
value. They will remain the separate working meth-
ods of suggestion, and must be studied as such."t
By five circles we may fitly represent our experiences
as linked together in five distinct ways. By having
each circle cut all the other circles, it is intended to
indicate the truth that the suggestion may occur in
* Fiske. t nopkias.
MEMORY.
117
any one of tliese ^ve ways. The possibilities of re-
calling are thus multiplied many fold.
RESEMBLANCE
Oi
CONTIGUITY
ANALOGY
1. Eesemblance. — Resembling objects tend to bring up each other.
Like tends to recall like. This cottage reminds me of my child-
hood home. The youth I just met called back to mind my col-
lege friend. Similar sounds and odors and flavoi-s and emotions
tend to suggest each other. But it is needless to multiply examples.
Each moment you may observe the workings of this law. You may
give several illustrations from your own experience.
2. Contrast. — Contrasted objects teiid to bring vp each other.
Bissimilars recall dissimilars. Darkness suggests light, pain suggests
118 ELEMENTARY PSYCHOLOGY AXD EDUCATION.
pleasure, evil suggests good, death suggests life. You may give ex-
amples in your own experience.
3. Contig^ty, — Experiences which occur together tend to suggest
each other. This is the great central method of association and
suggestion. Places and things near together suggest each other.
Versailles suggests Paris, Brooklyn suggests New York. Places also
suggest events occurring at or near them. Philadelphia suggests
the Declaration of Independence, West Point suggests Arnold's
treason. Contiguous occurrences tend to bring up each other. Ideas
which have been in the mind at the same time tend to recall each
other. Experiences which occur together or in immediate succession
tend to suggest each other. You see two persons together. The
sight of one will tend to suggest the other. Association of words,
of sounds, of thoughts, of forms occurring together are of this kind.
Events occurring near together are thus associated. "Waterloo sug-
gests St. Helena. Of a group of contemporaneous events, each sug-
gests the adjacent links, and so on. Y^ou may give illustrations from
your experience.
4. Correlation. — Carrelated ideas tend to bring up each other.
Dependent and related ideas tend to suggest each other. The end
suggests the means, the effect the cause, the conclusion the premises.
Things related suggest each other. Signs suggest the signification,
as the mathematical signs. The sword suggests power. What is
suggested by the flag,' the cross, the crown, the altar, the pulpit, the
platform 1
Certain sounds or sights have come to awaken in our minds
ideas, and they are ideas which have been associated by the eye and
by the ear. In other words, things seen and things heard suggest
not themselves, but something else that stood in connection with
them. Human language, whether spoken or written, is an extended
illustration of this law of suggestion. We have com.e by this law
to have certain thoughts arise in the mind when certain words are
presented to us. There is no reason why horse should instantly
bring up the picture of a horse, except that we have associated with
that word that animal.
5. Analogy. — Things analogous tend to bring up each other.
The river rolling on for ever suggests the endless flight of time;
spring suggests youth, and winter old age. White suggests purity,
and purple suggests royalty. Analogies more or less striking per-
vade the thought-world.
MEMORY.
119
Marvelous, almost infi-
nite, are tlie associations of
ideas, emotions, actions.
The law of suggestion
works wonders, and the
most wonderful of all is
the power to call back to
consciousness the experi-
ences of a long life.
Forgetting. — It is a be-
neficent law that evil, pain-
ful, and unimportant things
shall fade from memory.
We refuse to recall what
would give us pain or
uselessly burden memory.
This is the true Lethe, On
the other hand, we live
over and over again our
joyful experiences, and they
stay with us forever. For-
getting is as necessary to a
happy life as remembering.
Growth of Memory. —
The early activity of memo-
ry is a familiar fact. When
a few weeks old the infant
recognizes its nurse, and
when a few months old it
recognizes words as the
signs of ideas. Objective,
or concrete memory be-
120 ELEMENTARY PSYCHOLOGY AND EDUCATION.
comes quite active during the second year, and reach-
es full activity about the tenth year. Childhood is
peculiarly the time to cultivate concrete memory, or
memory of things and concrete facts. About the tenth
year the pupil begins to acquire and recall readily
semi-abstractions, or the concrete and tlie abstract com-
bined. By the fourteenth year abstract memory, or
memory of classifications, principles, and inferences, is
quite active, and seems to be fully active at eighteen.
From the tenth year to the eighteenth year is pre-emi-
nently the period for the higher forms of memory-cult-
ure. In manhood, memory is kept vigorous by use, and
certainly may be greatly strengthened in special direc-
tions. Even the aged may, by systematic effort, keep
memory strong. The tendency to live exiled in the
past should be resisted. The world is full of new beauty
and new truth. Let the aged keep en rapport with the
present, and keep memory vigorous by constantly re-
calling recent acquisitions.
Development of Memory. ^^ — We recall most readily
what we apprehend most clearly. Persistent effort in
faithfully reproducing our past experiences educates
memory. A good memory is of incalculable value. It
enables us to compare, combine, and firmly interlock
past and present acquisitions. One with a poor mem-
ory gropes in. the dark. Because he can not command
his facts, he can not do effective thinking. Great men
have almost invariably possessed great memories.
[As a magnet will increase its force if a slight increase is made
daily to the weight it supports, so the memory of numbers, dates,
facts, and principles may bo indefinitely increased by committing
♦ Seo " Education cf Memory " in ^' Applied Psychology and Teaching."
MEMORY. 121
an additional one or two each day to memory, and taking care by
frequent reviews that nothing once memorized shall escape. But
equal care should be taken not to overburden the power of recollec-
tion by undertaking too many new items at a time. Let the student
make a special effort with precisely the kind of recollection that ho
is most deficient in, be it names, dates, shapes, or whatever it be, and
he will find that, by persistent practice for a few months, he can
bring the special power to the front. The habit of attention to like-
ness and difference, so that the mind at once takes in the species
and differentia involuntarily, is the habit that secures good memory.]
Systematic and persistent exercise in recalling tends
to develop memory. A plan of work that secures siicli
exercise may be called a method of educating this
power. Good study and good teaching promote the
growth of memory.
Comparative Psychology. — The brute associates im-
pressions, and present impressions suggest to it former
impressions. The brute recalls its past experiences. As*
animal experience is limited to the sensuous, so brute
recollection is limited to recalling sensuous impressions.
Impressions are vague intellectual products lower than
ideas. That present impressions tend to suggest past
impressions is the great law of brute memory.
SUGGESTIVE STUDY-HINTS.
Beview. — Explain intuition. Why are the perceptive faculties
called intuitive powers? Define each of the perceptive powers.
Distinguish sense-percepts, conscious-percepts, and nouraenal-per-
cepts. Give two examples of each. Etc. Take your examples and
illustrations largely from the studies you are now pursuing. One
example from your own experience may be worth more to you than
ten from other sources.
What is meant by representation ? By representative powers I
What other names are applied to these powers? Name the three
representative faculties. Give an example of each activity.
122 ELEMENTARY PSY-CHOLOGY AND EDUCATION.
Analyze an act of memory. What four points do you discovert
Why do you call these elements of memory 1 Does t&eh complete
act of memory involve these elements f
Explain retention. Illustrate. What is retained ? Explain rec-
ollection. Give synonyms. Illustrate. Explain association. Illus-
trate. Explain recognition. Give examples.
Describe the office of memory. What do you mean by the
function of a faculty t What do you mean by a faculty ? Give two
characteristics of memory. Give a distinction between conscious-
ness and memory.
State the author's definition of memory ; your definition ; Ev-
erett's definition.
Give synonyms of memories. Illustrate each. What is a per- '
cept? A re-percept? Why do you call recollections intellect-
ual! Give three points of difference between experiences and
memories.
What do you mean by energy ? by soul-energies ? by law 1 by
laws of memory i Give the law of the brain. Give and explain its
three requirements. Give the law of acquisition. Give and explain
its three requirements.
Explain association and suggestion. Give the five ways in
which ideas suggest each other. Illustrate by circles. Give the law
of resemblance. Give three examples. Explain the law of con-
trast. Illustrate the law of contiguity. Give the law of correla-
tion ; also of analogy. Give examples of each.
What do you mean by the growth of memory? Explain the
diagram showing the stages of memory-growth. What is meant by
educating memory ? How may you improve your memory i
Give your explanation of brute memory. IIow does brute mem-
ory differ from human memory ?
State the law of forgetfulness. Why is it important to be able
to forget ? What should we forget ? How do we forget 1
Letter. — Show your friend that graphic and other devices are
designed to aid him to gain clear views of self ; but insist on his
verifying everything for himself by constantly looking within. Try
to interest him in the improvement of his memory.
MEMORY.
123
Topical Analysis of Chaptee X. — Memory.
I. Elements of Memory*
Retention.
Recollection.
II. Office of Memory.
III. Characteristics of Memory.
Memory reproduces.
Memory attends all knowing.
IV, Memory Defined.
Author's definition.
Original definition.
V. Memory-Knowledge.
Names.
Memories. Recollections.
Re-percepts and Re-concepts.
Intellectual products.
VI. Experiences and Memories.
VII. Memory and other facnlties.
VTII. Laws of Memory.
Law of the brain.
Law of acquisition.
Law of suggestion.
Resemblance. Contiguity.
Contrast. Correlation.
Law of forgetting.
IX. Growth of Memory.
In childhood. In youth.
X. Developnient of Memory.
Time. Means.
XL Comparative Psychology.
Human memory.
Representation.
Recognition.
Various definitions.
Remembrances.
Analogy.
In manhood.
Methods.
Brute memory.
10
124: ELEMENTARY PSYCHOLOGY AND EDUCATION.
CHAPTER XI.
PnANTASY.
By this is meant tlie power to represent spontane-
ously our experiences in new forms which seem to be
realities. AYithout purpose, the soul weaves into curious
shapes its experiences. Self, as phantasy, does not cre-
ate ideals, but merely conjoins experiences in new ways.
The soul is ever active. Intentional activity exhausts
the physical organism. The brain needs rest. TV hen
I cease to think, and float off into dream-land, the brain
rests, recuperates, but the soul continues its ceaseless
activity. Self for his own amusement images an end-
less panorama. In revery, as in sleep, an endless chain
of phantoin-forms is ever passing. These pictures we
call phantasms, and the power to produce them we term
phantasy.*
Self, as memory, reproduces his past experiences un-
changed. However faint our recollections, we recog-
nize them as past experiences. But, in revery and in
dreams, our experiences, strangely modified, are 7'e-^re-
sented. Memory and sensation furnish materials. Self,
* This form of representation has been slighted by many psychologists.
Most have treated it as a phase of imagination. I consider phantasy a dis-
tinct form of representation. This view seems to me to greatly simplify the
subject. This orthography is preferred, because phantasy in this sense is
a definite term. Webster says: "A phantasm is an image formed by tho
mind and supposed to be real." Phantasy, as here used, is the power to
form phantasms. Fancy, a contraction for phantasy, is now used in so'
many senses as to be extremely objectionable.
PHANTASY. 125
as phantasy, weaves the materials into grotesque and
fantastic groups called phantasms. At the time these
seem to us objective realities. They often seem so
real that we are surprised to find them phantoms of
our brains.
Acts of Phantasy Analyzed, — We are conscious of the
acts of self as phantasy. We are able to recall and ex-
amine some of these acts. Nothing is more common
than dream-telhng. Let us examine a day-dream. I
was resting in my easy-chair. I ceased all intentional
effort, and my senses ceased to bring me messages from
the outer world. I drift into revery-land. " A beauti-
ful flower-garden surrounds me. A sparkling fountain
is near me. Floating on the Httle lake are three swans.
A bevy of lovely girls, seated in a boat, cheer me with
laughter and song. One" — the door-bell aroused me,
and the scene vanished. At the time all seemed real.
When aroused, I knew that the picture was the work of
phantasy. Eelate a day-dream and also a night-dream.
Show the work of phantasy.
Office of Phantasy. — Phantasy is the power to weave
our experiences into phantasms.
1. Self^ as jphantasy^ aggregates his experiences. In
this form of representation self, as memory, merely re-
calls without recognizing experiences. Phantasy con-
joins experiences, immediate and revived. The material
is not analyzed ; it is merely joined together, or aggre-
gated. Phantasy /'^presents experiences in new forms.
2. Phantasy gives hints to memory^ imagination^
and thought. In discerning class-notions, the vague,
shadowy phantasm dimly outlines the concept. We see
three-sidedness, but the corners are blurred. We see
126 ELEMENTARY PSYCHOLOGY AND EDUCATION.
the soldier, but shadows conceal his tinifonn and armor.
Hints of phantasy doubtless help imagination to some
of its grandest achievements. Phantasms often suggest
realities.
3. Phantasy is the safety-^alve of the smil. Death
of brain-fiber follows each thought, emotion, and pur-
pose. A few hours of vigorous study exhaust the work-
ing brain. The soul is ceaselessly active. Phantasy,
we infer, acts through brain-areas not exhausted by in-
tentional activity. While the working brain recuper-
ates, the soul amuses itseK with vivacious picture-groups.
Characteristics of Phantasy. — ^We study the phenom-
ena of mental action in revery and dreams. We dis-
cover a new world called dream-land. We find that
the soul is endowed with the capability to produce
phantasms.
1. Phantasy is undirected representation. To give
the weary brain rest, self, ceasing to acquire and direct,
drifts off into the land of shadows. Spontaneously the
mind forms grotesque and shadowy panoramas. Self, as
phantasy, is a kaleidoscope.
2. Phantasy is lawless representation. The real
world disappears and the shadowy world seems the real
world. The soul feels joy or sorrow in view of these
phantasms. The laws of time and place and sequence
are ignored. The sea is crossed in a moment. Snow-
castles are as warm as summer bowers.
3. Phantasy is self -drifting. We seem to be spec-
tators. We see ourselves sicken and die. We attend
our own funerals. We do not usually remember our
dreams because we do not consciously connect the
waking and the shadowy worlds. Self, as phantasy,
PHANTASY. 127
drifts, scribbles. The record is indistinct, for there is
little or no attention. These phantasms are not worth
preserving. They do not connect with our waking ac-
tivities. Thej fade away like the morning mists. It
is well.
4. Phantdsy ^pleases and refreshes. It is the play
faculty of the soul. When we are at peace with our
stomachs, ourselves, our neighbors, and our Creator, we
have refreshing sleep and pleasant dreams.
Phantasy Defined. — As phantasy, self blends the ob-
jective and subjective. The soul drifts. Without effort
and without intention it links fancy unto fancy. During
revery and sleep our phantasms seem to us to be objec-
tive realities. The products of phantasy are concrete,
and have in all cases a material basis. Our phantasms
are limited to our experiences. The phantasms of the
bhnd are colorless ; thooe of the deaf, soundless.
1. Phantasy is the capability of self to represent
spontaneously his experiences in new forms called phan-
tasms. A phantasm is a crude picture-group which
seems to be an objective reality. At the time we are
conscious of our phantasms, but not of self making
them out of his revived experiences. As phantasy is
the dominant activity in dreams and revery, this form
of representation is called phantasy.
2. Original. Give your definition of this power.
Try to sharply distinguish memory and phantasy.
3. Various Definitions. — Porter : Phantasy is the power to bring
before the mind images severed from all relations. Schuyler : Phan-
tasy is the power to produce a series of images of which it is itself
a spectator. Hopkins : The soul as phantasy is the spontaneous
source of reveries and dreams. White : Phantasy is the power to
spontaneously make phantasms which seem realities.
128 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Eelations of Phantasy to the other Faculties. — The
psychologist ventures modestly here. The phantom-
world is the real wonder-land. Many problems remain
unsolved.
1. Phantasy and memory. Self, as memory, revives
his experiences ; self, as phantasy, weaves these expe-
riences into new forms called phantasms. In dream-
land we recognize former dreams as ours, but recogni-
tion of our waking activities is wanting. Phantasms
are designed for temporary amusement, and it is not the
business of memory to retain them.
2. Phantasy and the emotions. The sleeping child
laughs or weeps. The criminal undergoes the agonies
of execution in his dreams. Phantasms stir the emo-
tions only less than the realities. " I felt glad when I
awoke and found it all a dream."
3. Phantasy and will. During revery and dreams,
the soul, as will, is ordinarily almost passive. The ac-
tivity of phantasy is unintentional and undirected. The
absence of attention accounts largely for our inability
to recall phantasms.
4. Phantasy and the thinking facidties. In rev-
ery and dreams, fortunately, the thought-element is
deficient. The exhausted thought-ganglia need rest.
Phantasy sometimes aids thought by vaguely picturing
concepts, judgments, and arguments, and thought is
sometimes abnormally active during disturbed sleep.
6. Phantasy and imagination. Phantasy is slightly
active during our waking hours, and its imagery con-
stantly furnishes hints to imagination and thought.
Imagination is more or less active during sleep, and
sometimes develops phantasms into ideals.
PHANTASY. 129
Tliese are general statements. In fact, the soul in
all its powers may be active in some degree during
sleep. The character of our phantasms depends largely
on the relative activity of our various capabilities.
When reason is active, our phantasms become debates.
"When will is active, our phantasms become actions.
"When emotion is active, our phantasms become love-
scenes.
Phantasy in Dreams. — It is certain that nuti-ition
of brain and nerves is at its maximum during sound
sleep. The dead tissue caused by mental effort is re-
moved and replaced by living tissue. Retarded cere-
bral circulation renders the brain unfit for thought
purposes. Self ceases from volitional activity. The
body reposes and recuperates. This is sleep. With
awe and doubt the psychologist attempts to explore
dream-land. He finds amid much uncertainty some
well-established truths :
1. Self never ceases to act. During sleep the activity is almost
purely automatic. Because of its evident activity in dreams, because
there are no indications of dreamless sleep, and because we never
find it inactive, we infer the continued activity of the soul during
the profoundest slumber.
2. Self is not cmiscious that dreams are psychical acts. Dream-
land seems to be real land. We are conscious of dream phenomena,
but are not conscious at the time that our dreams are creations of
the mind. To this statement there are apparent exceptions. In pro-
found sleep dreams are not usually remembered, but is not the soul
conscious at the time of the passing phantasms ?
3. Self, as icill, acts feebli/, if at all. in sleep. The soul floats
in the mists of dream-land. No attention, no directed effort, no vol-
untary action disturbs deep sleep.
4. tSelf as thought, is quiescent. In disturbed sleep, the thinking
faculties may be more or less active, and sometimes are very active.
We even solve problems that we could not solve while awake. The
130 ELEMENTARY PSYCHOLOGY AND EDUCATION.
rule, however, holds good ; thought is largely absent from our re-
freshing dreams.
5. Organic sensations modify dreams. The special senses cease
to report ordinary excitations. The ears and the nose, as well as the
eyes, are closed. But the conditions of the stomach and other organs
strangely affect our dreams. How do late suppers affect our
dreams f
6. The emotions are more or less active. In sweet, healthful
sleep, our feelings are pleasant, and a feeling of satisfaction pervades
our being. All goes well. But exciting dreams stir our anger, ex-
cite our mirthfulness, or move us to tears. In all forms of phantasy
there seems to be a connecting current of feeling.
7. Memory as suggestion is active. One thing suggests another
in an endless chain, but recognition is wanting. Thus self, as mem-
ory, from his experiences recalls the materials out of which he makes
his phantasms. Phantasms pass as a rapidly moving panorama be-
fore the eye of consciousness. There is little or no attention. The
medley lacks all system. Our waking experiences fail to suggest
these fleeting specters. It is well that we do not remember dreams.
We can hardly conceive a greater misfortune than to have the
myriad phantasms of the night obtruding upon our waking life.
We are conscious of our dreams at the time, and we often in our
sleep recall and recognize former dreams. Here we find one of the
great marvels of dream-land.
8. Phantasy revels m dream-land. While the work-a-day brain
reposes and recuperates, self, as phantasy, calls into action the por-
tions of the brain that repose during directed effort. This hint of
infinite wisdom can not be mistaken. The never- wearying soul con-
forms to the needs of a material organism.
Phantasy in Somnambnlism. — One or more of the
sensor organs is excited. The motor organs are stimu-
lated to action by the phantasm. Sleep-walking is the
ordinary form of somnambulism. Sometimes the think-
ing faculties are intensely active, and difficult problems
are worked out. The phantasm seems reality, and the
dreamer becomes an actor. Seldom do somnambulists
remember their exploits.
PHANTASY. 131
Phantasy in Mesmerism, Clairvoyance, etc. — Mesmer-
ifem and clairvoyance are forms of induced revery.
While tlie will is passive, some of the faculties are
stimulated to intense activity. Phantasms seem reali-
ties, and the muscular organs respond to the excitation.
Through suggestions, the operator induces phantasms,
and thus leads the mesmerized to do strange things.
Phantasy in Insanity, Dmnkenness, etc. — Insanity is
such an affection of the brain as renders it an unfit or-
ganism for mental action. Insanity is a disease of the
brain. Phantasms possess the soul. An insane man is
no longer a self-directing person. The creations of
phantasy occasioned by a diseased brain are to him the
only realities. The phantasms assume every possible
form. To the soul embodied in a whiskey- soaked bi*ain,
snakes and demons are fearful realities.
Phantasy in Nerve-Diseases. — Internal excitations of
the sensor organs are referred to external causes. "Wak-
ing dreams are believed to be external realities. Illu-
sions of this kind are myriad.
1. Vision. Internal excitations of the optic apparatus occasion
the appearance of external images. The victim believes these men-
tal images to be real, external objects. Many honestly believe that
they have seen friends long dead. Vision is admirably explained by
Shakespeare in the dagger-scene in Macbeth. He gives the exact
physiological explanation, in language which, for accuracy and brev-
ity, can not be surpassed. He calls it
" A dagger of the mind, a false creation,
Proceeding from the heat-oppressed brain."
Intense emotion, driving the blood to the brain, heats and oppresses
the nerve-centers, producing " a heat-oppressed brain." By a brain
so oppressed, phantasms — daggers of the mind — are created and
projected into space. Nerve-diseases produce similar results. Au-
ditory illusions, tactile illusions, gustatory illusions, and olfactory
illusions may be accounted for in the same way.
132 ELEMENTARY PSYCHOLOGY AND EDUCATION.
2. Hysteria is hydra-headed illusion, occasioned by nerve-dis-
eases. The victim believes the illusion reality. Phantasy dominates
reason. Disillusion is difficult and sometimes impossible.
Happy Dreams. — It may be well to ponder some of
the conditions favoring pleasant dreams :
1. Physical. Suitable food and warmth, good di-
gestion, sufficient exercise, and proper recreation are
essential to refreshing dreams. Avoid exhaustion.
2. Psychical. A good conscience, with cheerful,
earnest work and rational recreation, prepare us for
happy dreams. Avoid worry as you avoid sin.
3. Things to cherish. During our waking hours we
should acquire knowledge and cherish everything beau-
tiful and pure. We should labor unselfishly for human
good. We should cherish every high and ennobling
ideal. Our phantasms will thus become refreshing,
pure, and elevating.
4. Things to avoid. As we avoid deadly poisons, so
should we avoid low and impure companionship, litera-
ture, or thoughts. If cherished, such things become
nests of vipers and hosts of fiends to trouble us in our
dreams. Avoid telling dreams. Even when they recur
to you, drive them away by earnest work. Encourage no
one to tell dreams in your presence. Avoid associating
much with persons so weak as to believe in dreams and
presentiments. So may your dreams be pleasant.
Comparative Psychology. — Numerous indications au-
thorize the conclusions that brutes are endowed with
the power to form phantasms. The dog, like some men,
talks in his sleep. The horse evidently sees ghosts. The
brute perceives, remembers, forms phantasms. But these
representations are sensual and indescribably crude.
I
IMAGINATION. I33
SUGGESTIVE STUDY-HINTS.
Beview. — Give the difference between presentative and re-pre-
sentative powers. Why are the perceptive faculties called presenta-
tive powers f Give the distinction between a percept and a re-per-
cept. Do we recall emotions ? What is the ojBQce of sense-percep-
tion f Consciousness ? Memory ? Define each. Etc.
Analyze an act of phantasy. Out of what are phantasms made ?
Does self as phantasy create? Mention some characteristics of
phantasy. State the office of phantasy. Specify. What is a phan-
tasm I
Give author's definition of phantasy ; yours ; Porter's.
State the relation of phantasy to memory ; to the emotions ; to
will ; to thought ; to imagination.
Tell what you know about dreams. What has phantasy to do
with dreams ? Why do we not remember dreams ? Explain som-
nambulism; mesmerism; drunkenness; insanity; visions; hysteria.
Name the conditions of happy dreams. Should we often tell
dreams ? Why ?
Diagram and Letter. — You may now make an analysis of Chap-
ter XI, and embrace this in your letter to your friend. Write a
careful letter. Most persons have confused notions of phantasy,
strangely mixing memory and imagination with phantasy. If in
your power, make the distinctions clear to your friend.
CHAPTEK Xri.
IMAGIN^ATIOIS^.
By tins is meant onr power to intentionally represent
our acquisitions in new forms. Out of our experiences,
recalled and immediate, we make new wholes. As the
potter molds clay, so we mold our acquisitions into
new forms. As perception, self perceives tilings having
properties. As memory, self represents his past expe-
134 ELEMENTARY PSYCHOLOGY AND EDUCATION.
riences unchanged. Out of materials f umislied by per-
ception and memory, the mind, as imagination, con-
structs a new world called the ideal world.
Acts of Imagiiiatioii Analyzed. — This block is a cubic
foot. Now it is a cubic yard, now a cubic rod, now a
cubic mile, now a cubic world. Xow it is a rhomboid,
now a cylinder, now an ellipse. Now it is wood, now
iron, now gold. Now it is red, now yellow, now green.
Self, as imagination, changes size, changes form, changes
material, changes color. You may now make out of
materials furnished, a tree. You have gold, iron, cop-
per, silver. Your tree has copper roots, iron trunk and
branches, silver leaves, and gold fruit. You may make
live different trees out of the same material. You may
also make of the same materials five chairs. Here you
observe self, as imagination, constructing new wholes
out of materials furnished.
You may now blot out St. Louis and make a city
to suit yourself. The Gulf now extends to St. Louis,
and the city is built at the foot of a snow-capped
mountain. But you are the creator of this new St.
Louis. You find that self, as imagination, erases old
forms and constructs new foi-ms out of materials fur-
nished by memory.
Office of Imagination. — Lnagination is the creative
power of the soul. It is our power to give shape to
our acquisitions. Self, as imagination, so changes and
combines his acquisitions as to form new wholes. These
new combinations are called creations of the mind. In
this sense, self, as imagination, creates.
1. Self^ as miaginatio7i, modi fas his acquisitions.
The size, the form, the color, and the materials are in-
IMAGINATION. 135
finitely varied. Now the book could be placed in a
mustard-seed; now it would fill a church. You may
give many illustrations.
2. Self^ as imagination, creates and destroys. Crea-
tion is used in the sense of making new wholes out of
materials given. Imagination creates no new elements.
Far out beyond the bounds of all worlds I create a new
world and people it with new orders of intelligent
beings. IN^ot satisfied, I destroy my creation and make
another vastly more magnificent. Try it.
3. Self J as imagination, ^projects the future. Napo-
leon fought his battles in imagination many times be-
fore he led his battalions to victory. The lover proposes
again and again in imagination before he ventures his
fate. Demosthenes addressed a thousand imaginary
audiences before he captivated the Athenians. Often,
in imagination, the teacher organizes and conducts her
school before she enters the school-room. The youth
lives many lives in imagination before he achieves suc-
cess. The bride-elect goes through her part in the
marriage-ceremony many times before the wedding-day.
4. Self as imagination, creates ideals. This is pre-
eminently the ofiSce of imagination. The painter de-
termines to portray a noble heroism. This is the idea.
As an object, he pictures a brave young man battling
with oppression and misfortune in his heroic efforts to
become a pre-eminent benefactor. The picture in his
mind is his ideal. Now with pencil and brush he toils.
Now he sees on the canvas his ideal realized, embodied.
Ideals are the working-models for inventors, artists,
poets, and character-builders. Our highest ideal is per-
fect manhood, realized only in Christ.
13G ELEMENTARY PSYCHOLOGY AND EDUCATION.
" Lives of great men all remind us
We can make our lives sublime."
From all noble lives v/e gather materials for the crea
tion of our ideal life. Then, by every act, thought, and
emotion, we struggle to realize and embody this ideal.
This is character-building.
Characteristics of Imagination. — Certain peculiarities
mark imagination as a distinct faculty.
1. Imagination is our power jpurjposely to repre-
sent our acquisitions in new forms. Out of its cogni-
tions, immediate and remembered, the soul intention-
ally constructs new forms. Inventors, artists, poets,
educators, and scientists are gifted with vigorous imag-
inations.
2. Imagination is the intentional picturing power.
All its products are individual and have a material
basis. We call our capability to purposely make images,
imagination. The successful student uses his imagi-
nation almost as much as he uses his reason.
3. Imagination is the creative power of the soul.
In its highest form, it virtually creates. Its creations
are new because experiences are set in new lights,
" Poetry is truer than history." A fable may contain
more truth than a biography, because the permanent
meaning of things is set in general forms. Because
they represent universal human nature, the creations of
Homer and Plato and Shakespeare and Emerson will
continue to live through the centuries.
Limits of Imagination. — Lofty as are his flights, self,
as imagination, works within well-defined limits.
1. As to physical phenomena^ imagination is Urn-
ited to sense-percepts, I can place in my creations only
IHAGINATION. 137
what I have experienced. The creations of the blind
are colorless ; of the deaf, soundless ; of those destitute
of smell, odorless.
2. As to jpsychical jphenomena^ imagination is lim-
ited to conscious-jpercejpts, I endow m j rational crea-
tions with my own conscious powers. I can do no more.
My angels simply know, feel, and will. God knows
infinitely, feels infinitely, wills infinitely, but it is im-
possible for me to endow even Deity with additional
powers, though convinced that His capabilities are infi-
nite in number as in degree.
3. As to noumena, imagination is limited to nou-
menal percepts. The creations of Homer and Shake-
speare are limited to matter, mind, space, time, and
cause ; but, within the charmed circle, what wonders are
wrought! Imagination, "bounded in a nut-shell, is
king of infinite space."
4. Imagination is limited to the concrete and tJtc
indimdital. I think vertebrate, but my ideal is a beau-
tiful gazelle. I think triangle, but my image is a spe-
cific equilateral triangle. Triangle can not be imagined,
because it would have to be at once right-angled, equi-
lateral, and isosceles. You can think the abstract and
the general, but you can imagine only the concrete and
the particular.
Imagination defined. — Self, as imagination, out of his
experiences constructs new wholes. Because you are
endowed with this power you can make an original
essay, a new invention, or a new poem. The ideas in
Hamlet are old, but the play is new. Imagination is
our capability to purposely make new combinations.
1. Imagination is the power of self purposely to
138 ELEMENTARY PSYCHOLOGY AND EDUCATION.
^U his experiences into new forms. Self, as memory,
recalls the experiences out of which he creates his
ideals. As the creative activity predominates, this form
of representation is called imagination.
2. Original, You may now use your imagination
in constructing an original definition of this power.
Try to make clear distinctions between memory and
imagination, and between phantasy and imagination.
3. Various Definitions. — Bascom: Imagination is the power of
the mind to present to itself vividly new phenomenal forms. Sul-
ly : Imagination is the power to work up our experiences into new
forms. Garvey : Imagination is the power to make new combina-
tions. HorKiNS : Imagination is the capability of the mind to re-
arrange its acquisitions and create new wholes. Porter : Imagina-
tion is the power to recombine and construct anew materials fur-
nished by experience. Day : Imagination is the faculty of form, and
is the power to construct ideals. White : Imagination is the power
to modify and recombine the products of memory. Dettey : Imagi-
nation is the capability to embody an idea in an image.
Products of Imagination — Ideals. — We recognize
memories as representing real experiences, as when the
maiden recalls the parting scene with her lover. Phan-
tasms seem to be objective realities, as when heart-
breaking sobs awaken the maiden as she dreams of her
lover untrue. But seK intentionally creates ideals and
cognizes them as his own workmanship, as when the
maiden plans a reception-party for her returning friend.
1 . Ideals are creations of self as imagination. Any
new form into which we purposely put our experiences
is termed an ideal. The architect plans a model school-
building; his plan is his ideal. The lady plans her
flower-garden ; her plan is her ideal. You plan an ora-
tion ; your plan is your ideal. The artist plans a pict-
IMAGINATION. 139
ure ; his plan is his ideal. The teacher plans a model
school ; his plan is his ideal. You plan a noble life ;
your plan is your ideal.
2. Ideals are creations in which ideas and objects
hlend in harmony. An ideal embraces three elements :
ideas, objects, and the blending act. The sculptor's
idea is injured innocence ; his object is a pure but slan-
dered maiden. In imagination, he so blends the idea
and the object as to arouse indignation toward her tra-
ducers and sympathy for Herself. He now embodies
his ideal in marble.
3. Ideals are intentional creations, Milton's Satan
was not an accident, nor was Edison's ideal electric
lamp. Inspiration and hard work are intimately asso-
ciated. We work up to higher and still higher ideals.
Purposely we embody ideas in images, and call the
products ideals.
Imaginatioii and other Faculties.— Each mental power
is supplemented by all the other faculties of the soul.
Self, in all his capabilities, is present in each intentional
act. Thus memory supplies materials, thought suggests
and criticises, emotion stimulates, will concentrates ef-
fort, determines and executes, but imagination is the
master workman in constructing ideals.
1. Memory supplies materials. Self, as memory,
opens up the store-house of past acquisitions. Imme-
diate percepts also seem to enter into our creation. Out
of these materials, self, as imagination, constructs ideals.
Because the imagining activity predominates, this form
of representation is termed imagination.
2. Thought Iceeps imagination within hounds. The
idea and the object must blend in harmony. No law
11
140 ELEMENTARY PSYCHOLOGY AND EDUCATION,
muat be violated. Means must be adapted to ends.
Reason is said to clip the wings of a wild imagination.
3. Emotion gives wings to imagination; The lover
becomes a poet. The enthusiast becomes an invent-
or, an orator, an artist, a scientist, a missionary, a re-
former.
4. Will directs imagination and works ideals into
actuals, SeK, drifting fancy-free, forms crude phan-
tasms but creates no ideals. Eads concentrated his
efforts for weary months before he perfected his ideal
of the St. Louis bridge ; worked for weary years before
his ideal became the actual bridge.
Kinds of Imagination. — SeK, as imagination, creates
ideals. When the ideals tend to move the emotions, we
call this power
1. The emotional imagination. Its ennobling ideals
are of the beautiful and the good. Its debasing ideals
are of appetite and passion.
The beautiful adorns the universe. God is beauty
and he has scattered beauty everywhere. He has en-
dowed us with the rational emotion to appreciate and
enjoy the beautiful. He has also endowed us Avith emo-
tional imagination — the power to create the beautiful.
Song and eloquence, painting and sculpture, poetry and
literature, architecture and landscaping, manners and
dress — these are some of the ways in which man seeks
to create the beautiful. Pause and reflect ! How
large a section of life is devoted to the beautiful and
the sublime !
2. The ethical imagination. The good gives rise
to our highest ideals. All good results from obedience,
to law. Goodness is intentional conformity to law. We
IMAGINATION. 141
are endowed with conscience, the rational emotion to
appreciate and enjoy the right. Ethical imagination is
the power to create ideals of the good. The idea is
goodness, or conformity to law ; the object is a rational
being; the ideal is a rational, law-abiding life. The
duty world is the highest. Happiness is the result of
law obeyed. One whose soul is filled with pure and
lofty ideals becomes the noble man.
Low and impure ideals degrade and ruin. Ideals
bom of appetite and passion tend to brutalize.
3. The jpTiilosophiG imagination. We idealize the
thought-world. My thoughts take shape. The topics
so arrange themselves as to follow each other logically
and effectively. An oration is created. My knowledge
of the plant- world takes shape. The myriad forms of
plant-life arrange themselves into orders, f amiUes, classes,
genera, species, individuals. The science of botany is
created. Points, lines, surfaces, and solids appear in
various space relations. The science of geometry is
created. The power, control, and application of steam
takes shape. The engine is invented. But it is need-
less to specify. The philosophical imagination is essen-
tial to invention, discovery, and system. Imagination
is no less necessary to the scientist, the philosopher,
the statesman, and the practical man, than to the poet
or the architect. The student who is deficient in imagi-
nation fails to master science.
Imagination and Phantasy. — Both are dependent on perception
and memory for materials, and both construct new forms. In other
particulars they differ so widely that careful thinkers are constrained
to regard them as distinct faculties. It is well to reiterate here
" that a faculty is a power of the soul to do acts distinguishable in
kind from other acts."
142 ELEMENTARY PSYCHOLOGY AND EDUCATION.
1. Imagination is intelligent activity ; phantasy works in the
dark. Thought guides imagination, but is measurably inactive
during the play of phantasy.
2. Imagination is determined activity ; phantasy is drifting.
As imagination, the soul plans, makes working models, organizes.
As phantasy, the soul floats down the stream and weaves a gos-
samer web.
3. Imagination creates ideals; phantasy forms phantasms.
The one gives us the "Star-spangled Banner," the other a med-
ley ; the one gives us the Parthenon, the other a grotesque
ruin. Imagination is the mental artist ; phantasy is the mental
kaleidoscope.
4. In imagination, we hnow that our ideals are our own crea-
tions; in phantasy, our phantasms appear to us to be objective reali-
ties. In imagination, the soul knows itself constructing new forms ;
in phantasy, the soul seems to itself a spectator.
5. Ideals are remembered; phantasms appear for a moment,
then disappear forever. "We treasure our ideals as we do our ideas,
but our dreams and reveries fade into utter forgetf ulness.
Growth of Imagination. — The feeble beginnings of
imaginative activity may be noticed at an early period.
Phantasy reigns in these early years. The effort of
the three-year-old to make new stories indicates slight
imagination but mnch phantasy. Fairy-tales delight
young children because they are to them realities. As
our experiences multiply, and thought and will begin
to grow active, nursery-stories cease to satisfy. Now
boys and girls begin to enjoy the products of imagina-
tion, and show a disposition to do things for themselves.
Imagination becomes decidedly active during youth,
but rarely reaches its highest activity before the twen-
tieth year.
Education of Imagination.* — Culture of imagination
immeasurably increases human achievement and human
* Sec "Applied Psychology" for full discussion.
IMAGINATION. 148
happiness. " Imagination is capable of steady growth,
and requires constant cultivation. The creative imagi-
nation, when most gifted, can at first rise only to a cer-
tain height above the materials which its experience
gives. Its succeeding essays are founded upon those
which have been made before, and it proceeds by suc-
cessive steps, more or less long and high, tiU. it attains
the most consummate achievements that are ever reached
by man. That there is a striking diversity of original
endowment can not be doubted, but that this is the
common law of the development of this power can not
be denied." * Education makes the difference between
a feeble and a vigorous imagination.
" Human nature, with its Joys and sorrows, its achievements and
disappointments, is better fitted to stir up our higher faculties than
the grandest objects fashioned out of matter. History and biography
reveal incidents which incite the imagination, and youth should be
made acquainted with them. They bring under our notice charac-
ters which transcend in grandeur the greatest of the works of na-
ture— its mountains and its vales, its streams, its cataracts, and its
precipices. Those who would train the mind to its highest capacity
must furnish to the young the record of deeds of heroism, of be-
nevolence, of self-sacrifice, of courage to resist the evil and main-
tain the good. Friendship, fidelity, patriotism, and piety must be
presented in their most attractive forms." f
Comparative Psychology. — The brute creates no ideals and is
incapable of appreciating creations of imagination. It gains no
ideas, much less does it embody ideas in images. Brute representa-
tion includes memory and phantasy, but not imagination. Even
the phantasms of bmtes are the lowest form of sensuous combi-
nations. So far as I can see, the brute is not endowed with even
rudimentary imagination.
* Porter. * McCosh.
144: ELEMENT A.RY PSYCHOLOGY AND EDUCATION.
SUGGESTIVE STUDY-HINTS,
Beview. — Give the office of memory ; of phantasy. What has
attention to do with memory? Give the five laws of sugges-
tion. Etc.
Does the soul, as imagination, create new ideas? What does
it create f Do you like the word construct better than the word
create? Why?
Analyze an act of imagination. What do you discover ? Where
does self get his materials ? What does he do with them ?
Show the limits of imagination as to matter ; as to mind. Give
the office of imagination. Specify. Give the characteristics of
imagination.
Repeat the author's definition of imagination ; your definition ;
Garvey's definition ; Dewey's definition.
Show, by examples, the work of memory; of phantasy; of
imagination. What are creations of imagination called? Why?
Wliat is an ideal ? Illustrate. Give the three elements of an ideal.
What is the relation of imagination to memory ? to thought ?
to emotion ? to will ? Illustrate.
What do you mean by the emotional imagination ? aesthetical
imagination ? philosophical imagination ? ethical imagination ?
In what respect do imagination and phantasy resemble each
other ? How do they differ ? Prove that they are separate faculties.
Tell what you know about the growth of imagination. When
does this power become fully active ? Give examples.
. What is the law of the development of imagination? Why
is the education of imagination so important ? Show that the study
of human nature stimulates imagination even more than the study
of nature and art.
Are brutes endowed with imagination? How do you account
for new combinations made by brutes ?
Letter. — You wUl now write an interesting letter to your friend.
Use your imagination. Let all your illustrations be original. Ad-
vise the earnest culture of imagination by the study of nature, art,
and literature. Urge the vigorous use of this power.
IMAGINATION.
145
Topical Ai^alysis of Chapter XII. — Imagination.
I. Acts of Imagination Analyzed.
Ideal tree. Ideal cottage. Ideal school-room.
II. Office of Imagination*
Modifies acquisitions. Projects the future.
Creates new wholes. Creates ideals.
III. Characteristics of Imagination.
Constructive power.
Picturing power.
IV. liimits of Imagination.
As to matter.
As to mind.
Y. Definitions.
Author's.
Original.
Various definitions.
Bascom's. Garvey's.
Sully's. Hopkins's.
VI. Ideals.
Creations of imagination.
Elements.
Ideas. Objects.
Intentional creations.
VII. Imagination and
Memory. Thought.
VIII. Kinds of Imagination.
Emotional. Ethical.
Ideal-making power.
As to necessary realities.
As to concrete things.
Porter's.
White's.
Harmonious blending.
Emotion.
Will
Philosophic.
IX. Imagination and Phantasy.
Agreements. Differences.
X. Growth and Education of Imaginationo
Growth. Culture. Means.
XI. Comparative Psychology.
14:6 ELEMENTARY PSYCHOLOGY AND EDUCATION.
CHAPTER XIII.
BEPEESENTATIOI^ — GENEEAL VIEW.
Eepeesentative. knowing is making present again
past experiences. Presentation is tlie capability of the
mind to make things present to itself for the first time.
Bepresentation includes the capabilities of self to repre-
sent his past experiences in old and new forms. Self
^•(^presents his experiences unchanged or in modified
forms. Representation is a general name including a
group of related but distinct activities. This group of
soul-energies is known by the following
{The Representative Powers.
The Reproductive and Constructive Imagination.
The Conceptive Powers.
Representation. — Memory. Phantasy. Imagination.
Because images are most prominent in representa-
tion, some writers consider these powers as merely forms
of imagination. This view tends to confusion, as nearly
all writers treat memory and imagination as distinct
powers. "Representative powers" best expresses the
meaning, and is now one of the best-established ex-
pressions in mental science.
1. The rejpresentative powers are our capahilities
to make present again, in old or new forms, our past
experiences. Representation is memory when we rec-
ognize the representations as past experiences. ' Rep-
resentation is phantasy when the new forms of our
past experiences are phantasms. Representation is
REPRESENTATION— GENERAL VIEW. I47
imagination when tlie new forms of our past experi-
ences are ideals.
( Memory.
The Eepresentative Powers.— ■< Efeaatesy.
(. Imagination,
2. Memory is the power of self to represent in old
forms, called memories, his jpast experiences. Memory
is the capability to recall past experiences unchanged.
As images are the most prominent features of our recol-
lections, memory is sometimes called reproductive imagi-
nation. Memory is every way preferable. It neither
misleads nor confuses. It is specific, and is in universal
use. Treating memory as a group of faculties can serve
no good purpose. Self, as memory, does all recalling.
Take away memory, and our past would be a blank.
The soul, as memory, reproduces its past experiences.
Ketention, recollection, association, and recognition are
merely elements of complete acts of memory.
Names.
f Memory.
\ Reproductive Imagination.
\ A r 3 Retention. Association.
(^ ^ * ( Recollection. Recognition,
3. Phantasy is the power of self to represent spon-
taneously his past experiences in new forms called
phantasms. Self, as memory, recalls his experiences ;
self, as phantasy, spontaneously weaves these experiences
into new forms called phantasms. Phantasy is the capa-
bility to manufacture these new forms. In tliis form of
representation the soul, at the time, is not conscious of
making these pictures out of its revived experiences;
it is only conscious of the phantasms. Phantasy is
undirected or drifting activity; hence it is called the
148 ELEMENTARY PSYCHOLOGY AND EDUCATION.
drifting imagination. Fantasy, fancy, and phantasy
are merely different forms of the same word. Fancy
is used in many senses, and is extremely indefinite.
Drifting imagination is specific, but tends to confuse.
As phantasy is never used but to designate this facul-
ty, it is given the preference. Because images are so
conspicuous in recollections, some use phantasy and
recollection as synonyms. But the soul, as phantasy,
does no recollecting ; it merely weaves its recollec-
tions, without intention or effort, into new forms. Rep-
resentation, as phantasy, conjoins revived experiences,
forming phantasms.
r Phantasy.
Names. — •< Fantasy, or Fancy.
(. Drifting Imagination.
4. Imagination is the power of self to represent in-
tentionally his jpast experiences in new forms^ called
ideals. Self, as memory, reproduces his experiences;
self, as imagination, manufactures out of these experi-
ences ideals. Memory, in this form of representation, is
subordinate, merely furnishing materials; imagination
is the master builder. Imagination is the capability to
evolve the ideal from the actual. All agree in calling
the power of the soul purposely to create, or construct,
or form ideals, imagination. To distinguish imagina-
tion proper from reproductive imagination or memory,
and from drifting imagination or phantasy, it is some-
times called the creative or constructive imagination.
Imagination, unmodified, best designates this power.
r Imagination.
Names. — •< Constructive Imagination.
(. Creative Imagination.
REPRESEXTATION— GENERAL VIEW. I49
5. Representative knowledge is re - Tcnowledge.
Knowledge gained directly is intuitive knowledge, or
original knowledge, or presentative knowledge, or per-
ceptive knowledge ; but when we re-know, our cogni-
tions are called re-knowledge, or representative knowl-
edge, or revived knowledge.
Memories.
Forms of Eepresentative Knowledge. — •{ Phantasms.
Ideals.
-{
6. Memories are reproduced exjperiences. The origi-
nal expericDces or old forms are recalled just as they
were experienced. Products of memory are repro-
duced acquisitions. "When we recall our experiences
unchanged, we call them memories, recollections, or
remembrances. Remembered percepts are simply re-
percepts. Remembered concepts are merely re-con-
cepts. Remembered judgments are re- judgments.
Misleading. — To call memory-products concepts or conceptions
is misleading. This relic of the old psychology tends to confuse
the learner. A concept is a general notion, and conception is the
power to discern general notions. These terms are thus used in
logic and literature as well as in modem psychology.
( Memories. Re-percepts.
Recollections. Re-concepts.
Remembrances.
Conceptions (obsolete and mislead-
ing).
Memory-Products are called — -;
7. Phantasms are crude mental pictures which
seem to he realities, Webster says: "A phantasm is
an image formed by the mind and supposed to be
real." The soul, out of its revived experiences, spon-
taneously forms a panorama for its own amusement.
These moving scenes appear to be objective realities,
150 ELEMENTARY PSYCHOLOGY AND EDUCATION.
and self seems to be a spectator. The products of
phantasy take various
{Phantasms.
Phantasies and Fancies.
Dreams and Reveries.
Air-castles, etc.
8. Ideals are ideas and objects Mended.. Out of its
revived experiences the soul, as imagination, constructs
new forms, called ideals. Ideals are created out of
reals, and may become realities. Out of his experiences
the inventor creates an ideal steam-engine. When he
builds the engine, the ideal becomes a reality. The
products of imagination take various
Names.—
Ideals.
Imaginations.
Creations of Imagination.
Etc.
SUGGESTIVE STUDY-HINTS.
Place on your left the diagrams of the three perceptive powers,
and on your right the diagrams of the three representative powers.
With these before you study Chapter XII. Compare the faculties
named, topic by topic.
Keep constantly in mind the important fact that in its action,
as in its nature, the mind is a unit, and that a faculty is merely a
distinct capability of the soul.
State the office of each of the presentative and representative
powers. Give the characteristics of each. Define each. Name the
products of each of these powers.
Could there be representation without perception ? Could there
be phantasy without memory % Does imagination imply memory I
Eeferences. — For a more elaborate treatment of representation,
the student is referred to " Human Intellect," Porter ; " Simple Cog-
nitive Powers," McCosh ; " Outlines of Psychology," Sully.
PAKT lY.
THE THOUGHT FACULTIES,
CHAPTER XIV.— Conception,
XV. — Judgment.
XVI.— Reason.
XVIL— Thought-Knowing— General View.
PSYCHOLOGICAL PYEAMID.
THE WILL
I , POWERS.
THE
EMOTIONS.
THE
PHYSICAL
FEELINGS.
THE
INSTINCTS.
THE
THINKING
POWERS.
REASON,
JUDGMENT.
CONCEPTION.
REASONS.
(JUDGMENTS.)
1 CONCEPTS.
THE
D IREPRESENT-J
O I ATIVE
POWERS.
UJ
IMAGINATION.
PHANTASY.
MEMORY.
IDEALS.
30
o
1PHANTASMS.1 c
O
THE
(PERCEPTIVE/
POWERS.
NOUMENAL-.PERCEPTION.
CONSCIOUS-PERCEPTION.
SENSE-PERCEPTION.
NOUMENAL-I
PERCEPTS.
CONSCIOUS-]
PERCEPTS.!
SENSE-
PERCEPTS.
FOURTH PART.
THOUGHT-KNOWING, OR THE COMPARATIVE
POWERS.
These are our capabilities to discern relations. Self,
as perception, gains the elements of knowledge ; and
self, as thought, elaborates these elements into higher
forms. That we may discover relations, we comjpare;
and that we may digest elementary notions, we reflect.
This group of faculties is known by the following
Karnes. <
"" The Thought-Powers.
The Comparative Powers.
The Elaborative Faculties.
The Logical Powers.
The Reflectiye Faculties.
The Understanding (indefinite).
Each name is expressive and specific. Omitting the
last, these names may be used interchangeably.
The universe is a unit. Each individual, each group
of individuals, and each system of groups, is a related
part of one stupendous whole. Thinking is discerning
relations.
First, we discover relations of similarity, and think
individuals into classes. Our capability to discern class-
relations and thus gain general notions is termed our
classifying power, or conception.
154 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Second^ we discover trutli-relatioiis, and think no-
tions into sentences. Our capability to discern and
predicate truth-relations is termed judgment.
Third, we discover that each thing is in some causal
way related to every other thing. Causes and effects,
means and ends, conditions and dependencies, ante-
cedents and consequents, ratios and proportions, ele-
ments and compounds, in myriad forms unite all things
into infinite series of cause-relations. We discern cause-
relations and think conclusions. Our power to discern
cause-relations and think judgments into arguments is
called reason,
( Conception.
The Thinking Faculties.— •< Judgment.
(. Reason.
You observe this figure, and this, and this. You
discern that they are alike in being rectangular and
having four equal sides. You discern the group-notion,
square figures. Your power to do this is called concep-
tion. You know the meaning of the notions vertebrate
and horse. You discern the agreement of these notions,
and say the horse is a vertebrate. Your power to dis-
cern the agreement of notions is called judgment. As
all animals are endowed with instinct, and as the dog is
an animal, you discern the conclusion that dogs are en-
dowed with instinct. Your power to infer conclusions
is termed reason. __
Self, as conception, elaborates percepts into con-
cepts ; self, as judgment, elaborates concepts into judg-
ments; and self, as reason, elaborates judg-ments into
reasons.
CONCEPTION. 155
. CHAPTER XIY.
CONCEPTION.
By this is meant the power to think individuals
into classes. Our percepts are notions of individual
things. Between individuals we discern relations. I
perceive this block, and this, and this, and this. They
differ as to size and proportion, but I see that they are
related as to the number of sides. I think these three-
sided figures into one class. As- the notion three-sided-
ness is common to all three-sided figures, it is called a
general notion or a concept.
We discern general notions through individual no-
tions, as
]Sr - o - u - n is a general notion.
ee
.2
c3
.2
e3
.2
John and Ohio and (a) boy and (a) book are individual no-
tions. Percepts are our scaffolding to enable us to think
up to concepts. We discern the name-relation between
John, Ohio, etc., and think all name-words into one
class. Noun is a concept. Yerb is a concept. All
class-notions are concepts.
Acts of Conception Analyzed. — You observe these
blocks of various forms and sizes. You decide to con-
sider them with reference to the number of sides. You
abstract the property, number of sides. You leave out
of view everything else. You now compare the several
12
156 ELEMENTARY PSYCHOLOGY AND EDUCATION.
figures. You discern common properties. This, and
this, and this, have three sides ; this, and this, and this,
four sides. You generalize — discern a general proper-
ty. You now classify the figures with reference to the
common property. You collect them into groups. This
group of three-sided figures you call triangles. You
discern the group-notion or the concept, triangle. This
group of four- sided figures you call quadrilaterals. You
discern the group-notion or the concept, quadrilateral.
So with the concepts pentagon, hexagon, etc. Draw
the scaffolding, and analyze the act of forming the
concept jpencil / also, the concept tree / also, the con-
cept lake / also, the concept quadruped.
Elements of Conception. — From the analysis you dis-
cover the steps or processes by which the mind reaches
concepts. Analytic observation, abstraction, generali-
zation, and classification are processes of thinking things
into classes. Self, as conception, advances by these
steps in gaining group notions.
1. Andlyiic observation. You perceive things having properties.
Here you have a collection of leaves. This leaf is oval, its veins are
parallel, its edges are dentate. You observe this leaf, and this, and
this, and note peculiarities. Observing things as having properties
and parts is called analytic observation. The first step in elabora-
tion is necessarily analytic. "We must discriminate before we can
assimilate.
2. Abstraction. You decide to consider leaves with reference to
shape. You abstract shape and disregard the veins, edges, etc. Draw-
ing out one quality and considering things with reference to this,
regardless of other qualities, is called abstraction. Above, we con-
sidered figures with reference to number of sides. You may give
other examples of abstraction. You discover how you get your no-
tions of attributes. These notions you call abstract ideas, as red-
ness, hardness, dullness, roundness, goodness, etc.
3. Comparison. Putting leaves side by side, you compare them,
CONCEPTIOJf. 157
and thus discern relations of likeness. As you have abstracted
shape, you compare the leaves as to shape, and find points of agree-
ment as well as of disagreement. Discerning resemblances is called
comparison.
4. Generalization. You discover a common something; you
generalize ; you find a general property. This leaf, and this, and
this, are ovate. Ovateness is general to these leaves. This leaf, and
this, and this, are lanceolate. Lanceolateness is general to these
leaves. Finding a property common to several objects is called gen-
eralization. Above we generalized and found the common proper-
ties of the figures to be three-sidedness, four-sidedness, etc.
5. Classification. You now arrange the leaves in groups with
reference to the general property, shape, and name the groups.
This group you call ovate ; this, lanceolate ; this, cordate. You
gain the class notions — ovate, lanceolate, cordate — and designate
them by these names.* The act of conception is complete. Group-
ing objects into classes with reference to general properties is called
classification. The second step in elaboration is synthetic ; we first
discriminate, and then assimilate. You may classify books with
reference to color of binding, and point out and define the five
elements of conception. You may classify these roses with refer-
ence to color, and point out the steps.
Office of Conception. — Self, as conception, discerns
relations of similarity between tilings, and thus thinks
many individuals as one class. Yon perceive this tree,
and this, and this. You compare them, and find that
they have the common property — apple-bearing. You
think them into one class — apple-tree. The mind, as
thought, can not well deal with the trees of the for-
est or the inhabitants of the sea as individuals; but,
endowed with conception, we are able to think myriads
of individuals into a few classes. As sensations are the
materials out of which sense-percepts are made, so per-
cepts are the elements out of which concepts are made.
JDiscetming concepts, through percepts, is the office of
conception.
158 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Characteristics of Conception. — We perceive particu-
lar notions, but think general notions :
1. As conception, self discerns many as one. The
millions of acorn-bearing trees are oaks. The billions
of back-boned animals are vertebrates.
2. As conception, self elaborates percepts into con-
cepts. From the percepts, this bird, and this, and this,
I elaborate the concept bird. I discriminate various
kinds of fruit, and assimilate such as have common
properties into classes, and call these group-notions
peach, apple, pear.
3. As conception, self gives names to general no-
tions. Thus, the general notion, four-footedness is em-
bodied in the word quadruped. Things are realities,
and the relations between things are realities. Things
and relations exist independent of the mind. We dis-
cern the relations of resemblance, and think things into
groups. We call these group-notions concepts. We
give to our general notions names ; as noun, verb, ad-
jective.
4. As conception, self discerns, but does not picture,
group-notions. We think three-sidedness, but we can
not picture a triangle at once isosceles, equilateral, and
right-angled. We can picture only the concrete indi-
vidual thing. We can picture this cow, but we can not
picture mammal.
Conception defined. — Conception is the power to dis-
cern group-notions.
1. Conception is the soul-energy to thinlc many into
one. We think many individuals into one class. We
discern class-relations, and elaborate percepts into con-
cepts.
CONCEPTION. 159
2. Original, Express clearly in your own words
your view of conception. Illustrate.
3. Various Definitions. — 1. Schuyler: Conception is the capa-
bility to form general notions. 3. Porter : Conception is the power
to form concepts. 3. Sully : Conception is the power to form gen-
eral notions. 4. McCosh: The power to discover relations of re-
semblance. 5. Day: Conception is the power of the intelligence
itself to conceive general notions.
Products of Conception.—
Concepts.
General Notions or General Ideas.
Group-Notions or Group-Ideas.
Class-Notions.
Conce^tj that which is grasped or held together, ad-
mirably expresses the meaning. We discern the rela-
tions of resemblance between these animals, grasping
them together as one class; we call this class of ani-
mals dogs. As the notion is common to all these ani-
mals, it is a general notion ; and as it grasps together
all these animals, it is a class-notion or group-notion.
All class-notions are concepts. A concept is a notion
of ohjects grasped together through common properties.
Concepts of Objects and of Attributes. — ^You observe this red
rose, this red bird, and this red sky. You gain two concepts : red
objects and redness. You test this hard wood, this hard iron, and
this hard glass ; you gain the concepts, hard objects and hardness.
Kedness, hardness, brightness, etc., are general notions of properties
of objects. As the properties are abstracted from the objects, these
terms are called abstract concepts, abstract ideas, abstract nouns.
But the distinction is not deemed material. A concept is ever a
general notion.
Properties of Concepts. — Self, as conception, discerns group-no-
tions, and gives names to these notions. I discern the group-notion
three-sidedness, and call this notion triangle. General notions take
general names :
1. Denomination is the giving to a class-notion a class-name. I
160 ELEMENTARY PSYCHOLOGY AND EDUCATION.
i
! -
i
i
CD|
1
^ Si
<l
2J
UJl
__^\ —
5
Oi
Ul
2 1
h!
--^""^
r>
^
<i
QCi,^--^
S|
oi
1
}
!
i
i
1
i
!
SUBSTANCE,
CORPOREAL.
INCORPOREAL,
INANIMATE,
think many resembling things into one class. I gain a class-notion.
I now give the notion a name, which is used as a sign to represent the
class-notion. I think wheat, com, oats, barley into oneness. I call
the concept grain. The notion of an individual object is a percept,
but a general notion always extends to several individuals. The
concept may be embodied
in a general term. Mineral
is a general name represent-
ing a general notion.
3. Extension has refer-
ence to the number of in-
dividuals embraced in the
concept. The concept man
extends to more individuals
than the concept Caucasian.
Animal has much greater
extension than mammal.
A general notion always
extends to several individ-
uals, and, the more indi-
viduals embraced, the great-
er the extension. Fruit
has greater extension than
lemon.
3. Intension, or inclu-
sion, has reference to the
number of common attri-
butes included in the con-
cept. A concept includes
a greater or less number of
common properties. The
LIVING BEING,
ANIMAL,
RATIONAL,
80CRATE8,
MAN,
INSENSIBLE,
IRRATIONAL,
AND OTHERS.
CONCEPTION. IQl
attributes of the individual are very numerous. The lower the class,
the greater the number of common attributes. Birds have few com-
mon attributes; vertebrates fewer; animals fewer. As the exten-
sion becomes greater, the intension becomes less. As intension in-
creases, extension decreases. Illustrate this by the preceding and
the following figures.
BemarJc. The concept man includes more common character-
istics than the concept animal ; but the concept animal extends to
many more individuals. Man has the greater intension; animal
the greater extension.
il. Individuals.
2. Species.
3. Genera.
4. Families, Orders, etc.
Individual, Species, and Genns. — General notions may
include larger and larger generalizations. In the classified
sciences, botany, zoology, geology, and cliemistry, special
nomenclatures are nsed. But individual, species, and
genus are terms common to all sciences and all litera-
ture. With the thought-pyramid before you, study and
illustrate these terms.
1. An individual is one of a species. IS'otions of
individual things are always percepts. Through per-
cepts we discern concepts. All class-notions are con-
cepts. The individual is simply one of a class of things.
Name the individuals in the figures.
2. A sp>ecies is a group of individuals having one
or more common characteristics. The right-angled tri-
angle is a species of triangle. The greyhound is a spe-
cies of dog. The pippin is a species of apple.
Species, in zoology and botany, is a class sprung from a com-
mon stock. A species of animals is a group that has or may hava
descended from a single pair. In this work, as in logic and litera-
ture, a species means one of the classes into which a higher class or
162 ELEMENTAKY PSYCHOLOGY AND EDUCATION.
genus may be divided; as, vertebrates, articulates, mollusks, and
radiates are species of the genus animal.
3. A genus is a group of species having one or
more common characteristics. Man is tlie genus of
wliicli Caucasian, Mongolian, Ethiopian, American, and
Malayan are species. Metal is a genus of wliicli gold,
silver, copper, iron, etc., are species. Triangle is a
genus of wliicli equilateral triangle is a species.
4. A lower genus hecomes a species of a higher ge-
nus, Apple is a genus of which pippin is a species ;
but apple is a species of the genus fruit. Man is a
species of mammal. Illustrate by the cut.
5. Comjprehension. I perceive this orange. I ap-
prehend it as an object. I gain the notion, this orange.
SeK, as perception, apprehends or gains percepts. I
discern the general notion — orange. I also discern the
higher notion — fruit — and say the orange is a fruit. I
now know the orange in its relations — I comprehend it.
Self, as conception, comprehends or knows things in
their relations. Illustrate by the thought-pyramid.
6. Nomenclature of a special scietice. Zoology gives us —
Animal Kingdom,
Branches,
Classes,
Orders,
Families,
Genera,
Species,
Individuals.
Botany, geology, chemistry, etc., must necessarily have special
nomenclatures.
Science deals only incidentally with this apple or that rose ; it
deals with individuals merely to discover relations of similarity.
The individual is an objective reality. In the individual are found
CONCEPTION.
163
the common features of the class. The class-notion or concept is a
thought-product. Science deals with concepts.
Classification and Definition. — We analyze when we
separate a whole into its parts, but we synthesize when
we put the parts together to make a whole. You at
every step break up complex wholes into simpler parts,
that you may conquer in detail. Yon crown your vic-
tory by recombining the parts into old or new wholes.
You observe that these processes supplement each oth-
er, and enter into all thinking. Ascending, we dis-
criminate as well as assimilate ; descending, we assimi-
late as well as discriminate ; but in the first, the process
is pre-eminently synthetic, while analysis predominates
in the second. Beginning at the base, let us cautiously
ascend and afterward descend the
THOUGHT-PYEAMID.*
o
o
A.
A*
BEWaS.
ORGANIC BEINGS.
VERTEBRATES.
CAUCASIAN.
A
O
CORA, MARY, JAMES, RALPH, SUSIE, ETC.
Hopkins.
164: ELEMENTARY PSYCHOLOGY AND EDUCATION.
Conception is ou7' classifying power. "W^e perceive
individuals and discern resemblances. Throngh resem-
blances we think individuals into classes. We form
concepts and give names to these class-notions. This
is classification.
Definition is referring the thing defined to a higher
class, and giving the characteristic differences. Each
step upward necessitates definition as well as classifica-
tion. Logical definition alone is considered here.
1. Caucasian. You perceive Cora, Mary, James, etc. You no-
tice that they resemble one another in color, and you think of them
as white persons. You
thus get the concept,
white race, and you ex-
press this general notion
by the word Caucasian.
You now define this Caucasian =
word by referring it to
its genus and giving
its distinctive feature.
Caucasian is the white
race, or
Now work out and define the concepts Mongolian, Ethiopian,
American, and Malayan.
2. Man. You find that the several races resemble one another in
being rational. You discern the notion, rational animals, in which
you include all the races. You call this notion human race, or man.
Wider analytic observation
leads to the discovery that the
highest order of animals, in-
cluding man, give suck to their
young. You now comprehend,
and hence can define, man.
Man is a rational mammal ; or
3. Mammal. By wider syn-
thesis you group into one class
all suck-giving animals. These
Man
[ RATIONAL )
CONCEPTION.
165
Mammal =
you term mammalia. A
still wider analysis brings
out the fact that all
mammals are vertebrates.
Then mammals are suck-
giving vertebrates, or
Grouping with ref-
erence to distribution,
you may work out and
define the concepts aerial
mammals, aquatic mam-
mals, and terrestrial mammals. Define biological species ; logical.
4. Vertebrates. You find out that other beings as well as mam-
malia are backboned. Thus related, you think all creatures having
spinal columns into
one class — vertebrates.
You here discover that
vertebrates belong to a
great kingdom. You
now define : Verte- Vertebrate =
brates are backboned
animals, or
You may now
work out and define
the concepts articu-
lates, mollusks, radiates, and protozoans. Give examples of each.
5. Animals. By a comprehensive synthesis you unite all creat-
ures endowed with animal life into one class, called the animal
kingdom, or animals. But you discover beings besides animals pos-
sessing organs. Now you
comprehend animal as an
organic being endowed
with animal life and sen-
sation, or
Work up to and de-
fine the concept, plant.
6. Organic heings.
By a sweeping synthesis
you unite all beings hav-
ing life, animal and vege-
,gN^^^ S^/V,
^s
Animal =
j SENSITIVE j
166 ELEMENTARY PSYCHOLOGY AND EDUCATION.
table, into a single class. You think — organic world. You discover
also an inorganic world. But you discern a relation between
organic and in-
organic things —
being. You com-
prehend organic
being as beings
having life, or Organic Being :
You may work
up and define the
concept, inorganic.
7. Beings are.
This is all that can
be said. Extension can be carried no further. You can not com-
prehend, and hence can not define, being. You have reached the
limits of thought. You have for the base of your pyramid sense-
percepts, and for its apex a necessary idea. All thought-cycles
are similar, beginning in phenomena and ending in noumena.
Conception and other Faculties. — The soul is a unit.
A faculty is merely a capability of the soul. Concep-
tion is simply self classifying things :
1. Perception supplies raw material; conception
elaborates crude percepts into finished concepts. Per-
cepts must be, in order that concepts may be. Here we
find a key to correct teaching.
2. Memory makes present again our percepts, ena-
bling us to view them side by side. We can thus discern
resemblances and think sameness. "Without memory,
conception would be impossible. When we recall our
percepts, we call them re-percepts ; so when we recall
our concepts, we term them re-concepts, or remembered
concepts.
3. Imagination and ^phantasy obscurely outline gen-
eral notions ; but the triangle appears without corners
and the soldier without weapons. Still, these vague
CONCEPTION. 167
outlines assist us to clear notions. We can not imagine
a concept. Why ? Illustrate.
4. Judgment and reason make large contributions.
Indeed, every act of classification, as will be seen fur-
ther on, involves these powers.
Comparative Psychology. — Can the brute discern gen-
eral notions ? The brute perceives things and notices
resemblances, but can it think sameness? The brute
discerns concrete objects, but does it discern abstract
qualities? Can it think the many into one? Is the
brute endowed with even rudimentary conception?
Does any brute use intelligently abstract words to ex-
press general ideas ? Science, at the present time, can
only give negative answers to these questions.
1. Man thinks individual notions into concepts ; the
brute perceives individuals, but is incapable of forming
general notions.
2. Man uses language ; the brute is dumb. The in-
stinctive cry of the brute is not language. Only man
is endowed with the power to form and express abstract
notions.
Growth of Conception. — Children, when two or three
years old, make crude classifications. Boys and girls
classify the objective world. Youths master the classi-
fications of sciences. Men master systems. The steady
growth of this power is manifest from year to year.
Education of Conception.* — Development of concep-
tion extends mental power almost infinitely. I think
mammal, and it is equal to perceiving millions of indi-
viduals. You are able easily to think myriads into a
few classes. Thus you make science. " The training
* See " Applied Psychology."
168 ELEMENTARY PSYCHOLOGY AND EDUCATION.
of conception should begin in connection with sense-
observation. Objects should be laid in juxtaposition,
and the child invited to discover their similarities of
form, color, etc. And here his active impulses may be
appealed to by giving him a confused multitude of ob-
jects and inviting him to sort them into classes. By
such a direct inspection of a number of examples to-
gether, notions of simple classes of natural objects, as
species of animals and flowers, as well as of geometric
forms and numbers, may be gained. A sufficient variety
of instances must be supplied in every case, but the
number required will differ according to the character
of the notion to be formed. This operation of com-
paring and classifying should be supplemented by
naming the objects thus grouped together, and pointing
out in the form of a definition the more important of
the traits they have in common." * " The material ob-
jects, chalk, salt, coal, and the common metals, will af-
ford us numerous lessons ; and so will the series of in-
quiries into the nature, properties, and action of water.
For form we may use the regular solids, surfaces, and
lines, while botany and natural history will provide an
inexhaustible supply of lessons on life. The main
thing will be to make sure that the child states, in clear,
unambiguous language (which he understands), onhj
such facts as he has really observed.''^ f
SUGGESTIVE STUDY-HINTS,
Beview. — Climb the tree (p. 56) and ascend the pyramid (p. 152)
to conception, giving definition, office, and product of each faculty.
Give the distinction between perception and representation, etc.
* Sully. t George P. Brown.
COXCEPTION. 169
What is thinking I Why are the thinking faculties called the
comparative powers ? Why the logical powers f The elaborative
faculties ? The reflective faculties ? Give the meaning of discern.
(We perceive things having properties, and discern relations be-
tween things.)
What is meant by conception t Analyze- two of your acts of
conception. Tell what you do. Place on the board a diagram
showing how you think up to general notions.
First step. What do you mean by analytic observation ? Illus-
trate. Why does this come first % Second step. What do you mean
by abstraction? Illustrate. Give etymology of the word. What
kind of concepts are hardship? beauty? goodness? Third step.
What do you mean by comparison? Illustrate. What do you
discern? Fourth step. What do you mean by generalization?
Illustrate. Which do you do first, abstract or generalize ? Fifth
step. What do you mean by classification ? Illustrate.
State the office of conception. Illustrate. Out of what are
sense-percepts made ? Concepts ?
Name the first characteristic of conception; the second; the
third. How do imagination and conception differ ?
Give author's definition of conception ; yours ; Schuyler's. Why
do you object to Day's ?
What are the products of conception called ? What is a con-
cept ? Illustrate. Why are concepts called general notions ? group-
notions? class-notions? Give distinctions between percepts and
concepts. Are the terms, idea and notion, synonyms ?
What are the properties of a concept ? What do you mean by
denomination? Give five examples. What do you mean by exten-
sion ? Illustrate by the thought-pyramid, beginning at the bottom.
What do you mean by intention ? Illustrate by the thought-pyra-
mid, beginning at the top.
What do you mean by an individual ? by a species ? by a genus ?
Give five examples of each. Give the distinction between appre-
hension and comprehension. Give five examples. In what sense is
species used in zoology ? in logic ?
What distinction do you make between analysis and synthesis ?
Why do you analyze ? Synthesize ? What is a logical definition ?
Write on the board, in two forms, definitions of Ethiopian, man,
mammal, vertebrate, vegetable, inorganic. Why can not being be
defined ?
170 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Give the relation of conception to perception ; to memory ; to
imagination ; to judgment.
Letter. — Write with great care a letter to your friend, giving a
clear account of conception. As this is the most difficult of the
mental powers to master, you may ask your friend to study it pa-
tiently and work it out.
ANALYSIS OF ChAPTEK XIV.
L Illnstrationso
Percepts. Concepts.
II. Acts of Conception analyzed.
Pencil. Tree. Lake.
III. Elements of an Act of Conception.
Analytic observation. Generalization.
Abstraction. Classification.
Comparison.
IV. Office of Conception.
To gain concepts. To name concepts.
V. Characteristics of Conception.
Discerning concepts. Thinking, but not picturing.
Naming concepts.
YI. Definitions of Conception.
Author's. Original. Various.
VII. Xames of Products of Conception.
Concepts. Group-notions.
General notions. Class-notions.
VIII. Properties of Concepts*
Denomination. Intention or inclusion.
Extension.
IX. General Xomenclatures.
Individual. Species. Genus.
X. Definition.
Refers to a higher class. Gives the differentia.
XI. Comparative Psychology.
XII. Growth and Education of Conception.
JUDGMENT. 171
CHAPTER XY.
JUDGMEXT.
By this is meant the lyower to discern the agree-
ment or disagreement of ideas. You say the mountain
is higli; liere j'ou discern and declare the agreement
between tlie notions high and mountain. Perceptive-
knowledge aiid thought-knowledge differ in two re-
spects : 1. We gain percej^tive- knowledge intuitive! j
but reach thought - knowledge by processes of elab-
oration. 2. Perceptive -knowledge is concrete, while
thought-knowledge is abstract. Concepts are our first
thought-products. "We think things into classes by dis-
cerning relations of resemblance. As the reaper binds
the wheat in bundles, so we think individual things
into groups. Judgments are our next higher thought-
products. We discover that ideas are so related as to
agree or disagree. Self, as judgment, discerns and as-
serts the agreement and disagreement of notions. We
discern truth-relations, which we express in sentences.
Analysis of Acts of Judgment — The horse is a
vertebrate, ((horse] ] K\\ x \^ y.
I discern and assert the agreement of the notions ver-
tebrate and horse, and also that of x and y. Discern-
ing and asserting the agreement of notions is called
13
172 ELEMENTARY PSYCnOLOGY AND EDUCATION,
judging. Bees are not vertebrates ; to is not a?.
^ ) 1 discern the disagreement of
the notions bee and vei-tebrate ; also of lo and x. Dis-
cerning and asserting the disagreement of notions is
called judging. The capabihty to discern the agree-
ment or disagreement of notions is termed judgment.
The oyster is a mollusk* [ [ oyster j
The Cllinese are not Caucasians, f Caucasian J f Chinese j
I discern agreement between the notions oyster and
mollusk, and that the former is included in the latter.
I express this agreement by saying tlie oyster is a mol-
lusk. I discern disagreement between the notions Chi-
nese and Caucasian, and that one is not included in the
other, and I express this disagreement by saying that
the Chinese are not Caucasians.
Office of Judgment. — Self, as judgment, elaborates
percepts and concepts into truths ; as, Pope was a poet ;
Burr was not a patriot. In discerning the agreement
and disagreement of notions we discern truths.
1. The mind, as judgment, discerns the agreement
or disagreement of notions. This is primary. We
JUDGMENT. 173
find tliat ideas are so related as to agree or disagree.
We discern agreement between the notions wise and
Bacon.
2. I^ 7nind, as judgment^ asserts the agreement or
disagreement of notions. "We not onlj discern the re-
lation between the ideas, but we also assert agreement ;
as, Bacon was wise.
3. The mind, as judgment, elaborates notions into
truths. The evolution of truth is pre-eminently the
office of judgment. In discerning the agreement of
two notions you discern a truth ; as, the earth is
round.
Characteristics of Judgment. — The following marks
distinguish this capability :
1. Self, as judgment, discerns truth-relations. No-
tions agree, as, silver is a metal. The agreement is real,
is true. Judgment is our capability to discern this
agreement. Beings destitute of judgment are incapa-
ble of cognizing truth.
2. Self, as judgment, thinks notions into proposi-
tions. Judgment is our sentence-making power. We
discern and predicate truth-relations. Each declarative
sentence expresses an act of judgment.
3. Self, as judgment, accepts his predications as true.
When the predication accords with reality, we accept
the proposition as true ; but when the predication does
not accord with reality, we reject the proposition as
false. Judgment is an essential element of belief. I
believe, or accept as true, that Columbus discovered
America; but I disbelieve, or reject as false, that Wash-
ington was King of England. Because I have the power
to discern truth relation, I accept as true my predications.
174 ELEMENTARY PSYCnOLOGY AND EDUCATION.
^. ^ - , , X I Discernment of truth-relations.
Elements of Jndffment. i. xxx^ij- j
^ ( xissent to truth discerned.
1. As judgment, self discerns truth-relations. ISTo-
tions agree ; this agreement is termed truth-relation,
since tlie assertion of the agreement is either true or
untrue. Space is infinite ; Caesar was perfect ; as judg-
ment, the sonl discerns the truth of the first proposition,
and the untruth of the second.
2. As judgment, self assents to truth discerned.
The sonl discerns truth and accepts it. Truth is har-
mony with reality. The soul is so constituted that it
believes its predications of truth-relations. I discern
the agreement of the notions man and biped, and I
accept as true that man is a biped. I believe it.
Judgment defined. — Judgment, judging, and a judg-
ment represent the faculty, the act, and the product.
Judging is the act of predicating the agreement or dis-
agreement of notions. A judgment is the expression of
the agreement or disagreement of notions. A judg-
ment is called a proposition or a sentence.
1. Judgment is the mental jpower to discern and
'predicate the agreement or disagreement of notions^ as,
I discern the agreement of the notions man and animal,
and make the predication that man is an animal. I
also discern the disagreement of the notions bird and
mammal, and make the predication that birds are not
mammals.
2. Original. You may write your definition of
judgment and give illustrations. What is judging ?
What is a judgment ?
3. Various Definitions. — 1. Stormouth : Judgment is the faculty
to discern truth. 3. McCosh : Judgment is the power to compare
JUDGMENT. 175
notions as to agreement or disagreement. 3, Sully : Judgment is
the capability to predicate one idea of another. 4. Hamilton : Judg-
ment is the power to recognize the relation of congruence or conflict
between notions. 5. Dewey : Judgment is the power to refer ideas
to realities, and affirm truth-relations. 6. Dunton : Judgment is the
faculty of the mind by which we know the relation between two ob-
jects of knowledge.
Terms of a Judgment. — We discern the congruence
or incongruence of notions, and predicate these truth-
relations. A judgment embodied in language is called
a proposition or a sentence, and consists of three parts :
subject, predicate, and copula. The terms (from ter-
mini, extremes) are the subject and predicate.
1. The subject is the "basis of the judgment. It is
that of which we assert the agreement or disagree-
ment. The subject is always a noun, or some word or
expression used as such. It may be a percept, as, Arnold
was a traitor ; or a concept, as, some girls are studious.
2. The predicate is that which is affirmed or denied
of the subject. The copula and predicate are often con-
densed into one term ; as, God is. When expanded, we
have the regular form, God is existing. The predicate
is always a concept
3. The copula expresses the act of judging. Because
it unites the terms of the judgment, it is called the
copula. It is present in every act of judgment, either
expressed or included in the predicate.
Properties and Classification of Judgments. — In logic,
judgments are classified with reference to quantity,
quality, relation, modality, etc. For full treatment of
this topic, the student is referred to works on logic.
Psychology seeks merely to unfold the nature of the
judging activity.
176 ELEMENTA.RY PSYCUOLOGY AND EDUCATION.
Judgments
maybe -<
classified
( Univ(
( Parti<
As to Quantity. ^;;""?^'^^-
^ ^ ) Particular.
/ Ai« i.' i Universal.
[ Affirmative, i -d i.- i
. , ^ ... \ ( Particular.
As to Quality. J Universal.
( Negative. | Particular.
As to Relation. I 5.^^^S:oricd^
I Hypothetical.
( Possible.
As to Modality. -! Probable.
( Certain.
As to Process. \ ^^ .1 •-'
[ Synthetic.
1. Quantity refers to the extension of the subject.
As to quantity, judgments are nniversal or particular.
(1.) Universal judgments are those in wliich the predi-
cation is of the entire class ; as, all men are fallible ;
all X is y ; no man is perfect ; no w is x. (2.) Par-
ticular judgments are those in which the predication is
of a percept or of a part of a class ; as, Mary is wise ;
some boys are studious ; some y is a? / some boys are
not studious ; some y is not x. Give five examples,
and illustrate by figures.
2. Quality refers to the congruence or incongruence
of notions. As to quality, judgments are affirmative or
negative. (1.) Positive judgments predicate the con-
gruence of notions ; as, all elephants are quadrupeds ;
some men are wise. Give five imiversal affirmative
judgments and five particular affirmatives. (2.) ITega-
tive judgments predicate the incongruence of notions ;
as, no bird is a mammal ; some men are not wise. Give
five universal negative and five particular negative
judgments, illustrating by figures.
JUDGMENT. 177
Judgment and other Faculties. — In gaining concepts
we necessarily judge. Percepts and concepts are the
materials out of which we make judgments. Re-percepts
and re-concepts are simply remembered percepts and
concepts. Re-judgments are remembered judgments.
Imagination helps in arranging the materials. SeK, as
jndgment, discerns the truth-relations between notions,
Reason enables us to compare judgments and infer con-
clusions. It is clear that judgment enters in some
form into all distinct knowing ; and it is equally cer-
tain that judging involves all the other intellectual
powers. The soul is a unit in knowing.
Comparative Psychology. — The brute is incapable of
abstraction, hence can not form concepts. As the predi-
cate of a judgment is necessarily a concept, it is evident
that the brute is not endowed with judgment in the sense
of the capability to discern truth-relations. Many brute
acts seem to indicate the exercise of judgment, but it is
believed that aU brute activity can be accounted for with-
out supposing the brute to be endowed with this power.
Axioms are Necessary Judgments. — Generalizations
from necessary ideas are necessary judgments. These
judgments are self-evident truths. They may be veri-
fied, but can not be proved. All axioms are necessary-
judgments. The parts of this apple are equal to this
whole. So of this orange and this cube. From my
intuitive insight into the relations of the parts to the
whole, I discern the general truth — the parts are equal
to the whole. The soul perceives directly necessary
ideas, and from these elaborates self-evident truths.
Growth of Judgment.* — Conception is exercised ear-
• See " Educatioa of Judgment," " Applied Psycholog}'."
178 ELEMENTARY PSYCHOLOGY AND EDUCATION.
lier than judgment, but at a very early age cliildren
form crude judgments about food and surroundings.
At first they use percepts as tlie subjects of their judg-
ments. When about three years old, the child begins
to use concepts as subjects, l^ow the child becomes
more careful about his statements as the truth-idea be-
gins to be realized. Judgment gradually develops, and
in youth seems to reach full activity, though continu-
ing to grow throughout active life.
SUGGESTIVE STUDY-HINTS.
Eeview. — Give your definition and illustration of conception;
of concept ; of abstraction ; of generalization ; of definition. What
is the material of which -iw-e make concepts? concepts? ideals?
What is meant J}i^.||udgment? Give the distinction between
perceptive-knowledge ^nd thought-knowledge. What are our first
thought-products % What relations of things enable us to think in-
dividuals into groups ? into sentences ?
Analyze several of your acts of judgment. What do you dis-
cern? What relations of notions enable us to think ideas into
propositions ? Give five examples.
Give the author's definition of Judgment ; your definition;
McCosh's definition ; Hamilton's definition. Define a judgment.
What are the terms of a judgment ? Define and illustrate. Give
the properties of a judgment. Define and illustrate.
Out of what are judgments made ? What do you call a remem-
bered percept ? concept ? judgment ? How docs memory help in
judgment ? What aid does imagination give ?
Does the bnite judge ? How do you account for the remarkable
acts of dogs ? foxes ? horses ? elephants ?
What is a necessary judgment? Are axioms necessary judg-
ments? What distinction do you make between a necessary idea
and a necessary judgment ?
Do we perceive necessary truths in the abstract ? Illustrate.
Letter. — You may now write a letter, giving your friend your
views of judgment. Let all the illustrations be yours.
JUDGMENT. 179
Analysis of Chafxer XV.
I. Analysis of an Act of Judgment.
II. Office of Judgment.
Discerning agreement. Predicating.
Discerning disagreement.
III. Characteristics of Judgment.
Present in all knowing. Believed or disbelieved.
True or false.
IV. Elements.
Discernment of truth-relations.
Assent to truth discerned.
V. Definitions of
Judgment. — Original. Quoted.
Judging. A judgment.
VI. Terms of a Judgment.
Subject — may be a percept or a concept.
Predicate — must be a concept.
Copula.
VII. Properties and Classes.
Quantity.— Universal. Particular.
Quality.— Positive.
Universal affirmative.
Universal negative.
Negative.
Particular affirmative.
Particular negative.
VIII. Judgment, and other Faculties.
Perception, Conception, and Memory furnish materials.
Reason tests the judgment.
Judgment contributes the truth-element to all knowing.
IX. Comparative Psychology — ^Brutes not endowed with
Judgment.
X. Necessary Judgments.
XI. Growth and Education of Judgment.
180 ELEMENTARY PSYCHOLOGY AND EDUCATION.
CHAPTEK XYI.
EEASOX.
By this is meant our power to reach conclusions.
As all intentional violation of Jaw is sin, and as fraud
is intentional violation of law, we reach the conclusion
that fraud is sin. You reason when you use intelligent-
ly such terms as " hence^'^ " therefore^'' " hecause^'' etc.
You arrive at conclusions through judgments. You so
combine two propositions as to discern, or infer, or
draw, or reach a conclusion. Your capability to do this
is called reason.
Acts of Reason analyzed. — SeK, as reason, infers con-
clusions from premises, and hence is sometimes called
the power of inference. Let us examine some easy
acts of reason.
All birds have wings,
The thrush is a bird,
.*. The thrush has wings.
Rational beings are ac-
countable,
Man is rational,
/. Man is accountable.
"We accept the first and second judgments as true,
and through these judgments discern the conclusion.
REASON. 181
Self, as reason, discerns conclusions. Change one term,
and we have :
All birds are vertebrates,
Doves are birds,
.•. Doves are vertebrates.
z is y,
,\ sisx.
Since doves are birds, and birds are vertebrates, we
discern the conclusion, doves are vertebrates. So, since
s is included in y, and y in x, we discern that s is in-
cluded in x. We call the act reasoning when we dis-
cern conclusions, and we call the power to discern con-
clusions reason.
Cause-Eelations. — Self, as reason, discerns cause-rela-
tions. The relations of causes and effects, means and
ends, conditions and interdependencies, antecedents and
consequents, wholes and parts, proportions and analo-
gies, etc., are discerned through the medium of inter-
locked judgments. Cause-relations are all-pervading.
From the atom to the Infinite First Cause, cause-rela-
tions bind together all things. The universe is a cause-
unit. Eeason is our capability to discern cause-relations
and cause-unity.
Office of Eeason. — Self, as reason, discerns cause-rela-
tions. When we discern class-relations, we conceive ;
when we discern truth-relations, we judge j but, when
we discern cause-relations, we reason.
182 ELEMENTARY PSYCHOLOGY AND EDUCATION.
1. Self^ as reason^ infers particulars from gen-
erals. All things are so related tliat these inferences
are safe :
All minerals are valuable,
Bismuth is a mineral,
.*. Bismuth is valuable.
All M is P,
All S is M,
/. All S is P.
Granted that all minerals are valuable, we may
safely infer value of any mineral, however unfa-
miliar.
2. Self as reason^ infers gerierals from particulars.
Since the universe is a cause-unit, and since laws are
ever the same, we may safely infer general truths from
particular truths. In this case, and this, and this, light
diminishes as the square of the distance increases, and
we safely infer this as a general law. The sum of the
three angles of this triangle is equal to two right angles ;
but this triangle represents all triangles ; therefore we
infer the general truth — ^the sum of the three angles of
a triangle is equal to two right angles.
3. Self as reason, verifies his conclusions. By
analysis we reduce our alignments to judgments, our
judgments to concepts, and our concepts to percepts.
By synthesis we reconstruct our arguments. By these
processes v/e subject our conclusions to the tests of law
and reality.
REASON. 183
Characteristics of Reason. — The bouI, as reason, so
combines two propositions as to reach a more remote
truth :
1. Reason is the jpower of inference. As all men
are fallible, we infer that kings are fallible. A being
without reason is unable to derive truths from other
truths. Only rational beings draw conclusions.
2. Reason is the science-^malcing jpower. In dis-
cerning truths in their causal relations, v^e discover
laws and systematize knowledge. Man is a ecience-
maker.
3. Reason is the jpower to accept conclusions. Self,
as reason, accepts his inferences as true. This is called
intellectual assent or belief. Through the medium of
the proofs we discern the conclusions that Washington
was President ; that the earth revolves around the
sun ; that the square described on the hypotenuse is
equal to the sum of the squares described on the other
two sides of a right-angled triangle ; and we accept these
conclusions as true. We assent to these conclusions ; we
believe these truths.
Definitions of Reason. — Self, as reason, discerns new
truths by comparing other truths. Truths are so related
that we can infer conclusions from ])remises.
1. Reason is the capability to discern conclusions.
Keason is the power to discern cause-relations. Reason-
ing is inferring conclusions from premises. A reason
is the expression of an act of reasoning.
2. Original definition. "Write out and illustrate
your definition. What do you do when you reason?
What relation do you discover between the proof and
the conclusion ? ^ .
184 ELEMENTARY PSYCHOLOGY AND EDUCATION.
3. Various Definitions. — 1. Sully : Reason is the power to derive
conclusions from premises. 2. Porter : Reason is the power to dis-
cern the agreement or disagreement oE judgments. 3. McCosh :
Reason is the power to compare two notions by means of a third.
4. Bascom : Reason is the capability to reach conclusions by means
of related judgments. 5. Everest: Reason is the capability to
combine two propositions, and thus reach a proposition more remote.
6. WuNDT : Reason is the power to unite two judgments in a new
judgment. 7. Dunton: Reason is the faculty to gain new truth
through truths already known.
Logic is the science of the laws of thought. Just now
YOU are struggling to understand the thinking powers.
Later you will study the laws of thought and their appli-
cations. That we may better understand the reasoning
process, we will briefly examine the products of reasoning :
1. Names. A product of reason is termed a reason,
an argument, or a syllogism. An argument stated in reg-
ular logical form is called a syllogism.
( Reasons.
1. Names. — •< Arguments.
( Syllogisms.
c Major Term.
2. Terms.— \ Middle Term.
(. Minor Term.
{ Major Premise.
3. Propositions. — -< Minor Premise.
( Conclusion.
All material substances
gravitate,
Air is a material substance,
.'. Air gravitates.
Prodacts of Beason,
REASON. 185
Ordinarily, arguments are informal, as, '* Iron is a
material substance ; .•. iron gravitates."
2. Terms, A syllogism is an argument in regular
form, and contains three terms. The major term is the
predicate, and the minor the subject of the conclusion.
The middle term is the medium of comparison.
All B is A,
All C is B,
.-. All C is A.
3. Propositions. In every argument three proposi-
tions are expressed or implied : (1) the major premise,
which predicates the agreement or disagreement of the
middle and major terms ; (2) the minor premise,
which predicates the agreement or disagreement of the
minor and middle terms ; (3) the conclusion, which
predicates the agreement or disagreement of the minor
and major terms. Point out and explain the terms and
propositions in the following reasons, and illustrate by
the figures :
All responsible agents are free,
Man is a responsible agent,
.*. Man is free.
All metals are expanded by heat,
Zinc is a metal,
.*. Zinc is expanded by heat.
186 ELEMENTARY PSYCEOLOGY AND EDUCATION.
All men are mortal,
Poets are meu,
.-. Poets are mortal,
y IS X.
z\s>y.
.'. 2 is X,
4. Enthymeme. Reasoning is discerning conclusions through
the medium of premises. Rarely do we express both premises. The
Americans are free, and therefore happy. The major premise, all
free people are happy, is understood. A reason with one premise
suppressed is called an enthymeme.
But is what we term syllogistic reasoning, reasoning at all?
Y'es, in the sense that all our reasonings, when we state the process
in full, assume that form. Let the question be, Is this man a mur-
derer ? Certain facts being given, you determine by a process of
reasoning that he killed the man. But did he do it with malice !
You determine that also by a process of reasoning. Y'ou then say
that—
Murder is killing with malice prepense,
This man killed with malice prepense.
Therefore this man is a murderer.
The proof of the murder, and the force of the reasoning, does
not turn on any manipulation of terms, or class relations, but on the
facts which give us the right to use our terms, and which enable us
to bring the individual into those class relations. It is not proved
by the syllogism that the man committed the murder, but the syllo-
gism is the form which the proof takes in our minds when we state
it fully and in order.
REASON.
187
Reasoning Processes. — In our search after truth we
iufer generals from representative particulars — we in-
duct From generals we infer particulars — we deduce.
Finally, we test correctness by a critical analysis and
synthesis — we verify
1. InductivG Reasoning is inferring generals from
particulars. Through the medium of particulars we
discern generals :
(1.) Illustrations. Take the human hand. Let the
fingers represent particulars and the arm the general.
Also, place on the board converging lines.
a, &, c, etc., material sub-
stances, gravitate ;
But a, &, c, etc., material
substances, represent
the concept matter ;
.'. All material substances
gravitate.
a, &, c, etc., monkeys, are
quadrupeds ;
But a, &, c, etc., represent
the concept monkeys ;
.*. All monkeys are quad-
rupeds.
(2.) Katiire is uniform. Forces not only persist, but
also act uniformly. The reign of law is the sub-basis of all
science. Induction is safe. You may illustrate as above :
In a, J, c, etc., cases, HaO form water ;
But a, &, c, etc., cases represent all posi?ible eases ;
.-. In all cases the union of one volume of oxygen and two vol-
umes of hydrogen will form water.
14
188 ELEMENTARY PSYCHOLOGY AND EDUCATION.
(3.) Mathematical induction. One case is sufficient to
justify the inference. Is this peculiar to mathematics ?
The sum of the three angles of this triangle is equal to two
right angles ;
But this is a typical triangle ;
/. The sum of the three angles of any triangle is equal to two
right angles.
(Give two examples, and show that a single typical case justifies
a general conclusion.)
2. Deductive reasoning is inferring particulars from
generals. Through the medium of general truths we
discern particular truths :
(1.) Illustrations. Again study the human hand.
Now you begin with the arm as representing the gen-
eral truth, and you let each fin-
ger represent a particular truth.
Also, place on board diverging
lines as follows :
All material substances grav-
itate ;
Diamond is a material sub-
stance ;
.'. Diamond gravitates.
(2.) Major premise. The conclusions of our induc-
tions become the major premises for our deductions.
REASOX. 189
(3.) Deduction in science. By induction we dis-
cover laws, and by deduction we apply laws. Tims sci-
ence is builded.
3. Yerijieation is i*esolving arguments into their
elements, and reuniting these elements into arguments.
Syllogisms are reduced to judgments, judgments to con-
cepts, and concepts to percepts. This is termed the
(1.) Analytic test By analysis, we resolve arguments into ele-
ments. Thus we examine the foundations of reasoning and test the
validity of our reasoning. Take this syllogism :
Men are rational,
Negroes are men,
.'. Negroes are rationat
We reduce the argument to judgments in order \iQ examine each
judgment separately. We reduce the major premise to the con-
cepts men and rationaL We reduce the concepts men and rational
to elementary percepts to test their agreement. In the same way
we reduce the minor premise and the conclusion.
(2.) Synthetic test. By synthesis, we combine elements into ar-
guments. We think individual notions into the concepts men and
rational. We discern the agreement of men and rational, and form
the judgment men are rational.
In the same way we synthesize the minor premise and conclu-
sion. Does the conclusion follow from the premises f This is the
final question.
Disbelief Doubt, Certainty. — Self, as reason, when a
conclusion is disproved by facts, rejects it as false. We
disbelieve that the earth is the center of the solar sys-
tem. When the evidence is insufficient or conflicting,
we doubt ; but when the evidence is conclusive, we ac-
cept the conclusion as certain. Self, as reason, discerns
conclusions and accepts them as true. We believe the
earth is spherical, because the proofs satisfy reason. We
believe Arnold was a traitor, because the testimony is
190 ELEMENTARY PSYCHOLOGY AND EDUCATION.
conclusive. Assenting to conclusions as true is intel-
lectual belief.
1. Disbelief. When a conclusion is not sustained by
proofs, we disbelieve it. "We disbelieve the story of Tell
and the apple, because the proofs are wanting. Belief
comes from evidence. " Faith comes by hearing." In
the absence of evidence, belief is impossible. When the
facts clearly disprove a conclusion, we disbelieve it and
reject it as false. Unbelief is the absence of belief.
2. Doubt. When the proofs are insufficieut, we
doubt. Are the planets inhabited ? We doubt, because
the proofs do not satisfy ns.
3. Degrees of belief Belief varies as the proofs
vary. We accept the nebular hypothesis as possible.
We accept evolution in some form as probable. We
accept the atomic theory as highly probable. Business
men base their operations largely on estimated proba-
bilities.
4. CertaiMy. Accumnlative proof as well as de-
monstrative proof gives certainty. We know that the
three angles of a triangle are equal to two right angles,
for the mathematical proofs are demonstrative. We
know with equal certainty that Washington was Presi-
dent, for the cumulative testimony renders doubt im-
po?siblc. When proof is sufficient to establish the con-
clusion as absolutely certain, we accept it without the
shadow of a doubt ; we believe it absolutely.
Eeason and Faith. — " To believe a thing is to regard it as true.
Truth is harmony with universal intelligence." " Faith is the highest
product of reason." Faith is not a faculty, but a complete act of
faith involves all the faculties. The elements of practical faith are
intellectual assent, confidence, trust.
1. InteUectnal asseiit. The soul discerns the coneluiion, " All
REASON. 191
life comes from antecedent life." "We assent to this proposition,
accept it as true, believe it. Intellectual assent to truth discerned
is the fundamental element in belief or faith. So far, belief is purely
intellectual. This is what is meant by the cold logic of mathe-
matics. But faith means much more than intellectual assent. It
means also confidence and trust as well. It involves the emotions
and the will as well as the intellect. Faith works by love, purifies
the heart, and leads on to good lives. But the basis is truth dis-
cerned. Blind credulity is not faith. Only rational beings believe.
Proofs.
1. Antecedents of Assent. -{ Reasons.
Evidences.
Belief or Faith. ( 2. Intellectual Assent.
1. Confidence-
o. Consequents of Assent. ^ Emotion.
2. Trust— Will.
2. Confidence, We confide in the evidence as well as in our
abilities to discern truth. We have not the means to make ex-
haustive experiments for ourselves, but we have confidence in Tyii-
dall and other great scientists. We believe them to be honest and
capable. We not only assent to the conclusion, *• All life comes from
antecedent life," but we accept it with confidence. We discern this
stupendous truth and confide in it. We believe with the emotions
as well as with the intellect.
3. Trust. We trust where Ave believe. The engineer believes
the new bridge to be safe, and trusts his train upon it. We trust in
Tyndall and other great scientists, and make the conclusion, " All life
comes from antecedent life," the comer-stone of science. We assent
we confide, we trust. Faith begins in intellectual assent, works by
love, and culminates in action. Faith makes society possible, and
life worth living. Faith is the condition of progress and achieve-
ment. Life is too short for one person to experience much, but by
faith each one builds on the experience of others. By faith the
vicarious experience of the race is appropriated by the individual.
The scientist walks by sight in one case, but by faith in a thousand
cases.
Growth of Eeason. — The power of iuference is tlie
latest of all the intellectual faculties to reach full ac-
tivity. When children not more than three years old
192 ELEMENTARY PSYCHOLOGY AND EDUCATION.
startle their parents with troublesome wTiys, it is only
budding reason, crude and concrete. The boy begins to
solve problems and to debate, thus indicating a steady
growth of this faculty. Keason does not often reach its
highest activity before the twentieth year. Its growth
throughout active life is everywhere evident. " Old
men for counsel " attests the popular belief in this fact.
Education of Eeason.* — " The culture of reason has been very
generally neglected in our methods of teaching. The object of teach-
ers seems to have been to fill the memory with the facts and truths
of a subject, rather than to develop the power by which these
truths were obtained. They have failed to develop the power of
original thought and investigation. Even in teaching thought-
studies, memory has been brought into activity more than thought.
The mind has too often been regarded as a capacity to be filled,
rather than an activity to be developed. Teachers have aimed to
put knowledge into the mind, as we pour water into a vessel, or
shovel coal into a coal-bin ; while the power that originates knowl-
edge, that works up ideas and thoughts into laws and principles, has
been neglected.
" This culture should be carefully adapted to the age and de-
velopment of the pupils. Children should be taught to compare
objects, to inquire for causes, and to see the relation of things to
one another. Inductive reasoning should precede deductive ; causes
should be presented before laws and principles; and deductive
thought and the generalizations of science should be introduced as
the mind becomes prepared for them." f
Comparative Psychology. — Does the brute reason ? Does it dis-
cern cause relations? Does it infer conclusions from premises?
Does any brute give indications of possessing even rudimentary rea-
son ? " There seems to be no proof," says Bascom, " that even the
most sagacious brutes form judgments or induce ©r deduce conclu-
sions from premises. The brute is endowed with sense-perception,
memory, and phantasy. These faculties, we believe, fully account
* Brooks's " Mental Science and Culture."
t Sec " Education of Reason," " Applied Psychology."
REASON. 193
for all brute phenomena. The animal has to do directly with things
and their images. The animal can not form ideas, and hence can
not be taught language. Man alone gains ideas, and deals with ab-
stractions, generalizations, concepts, judgments, reasons." No pro-
cess of development can ever make a reasoning animal out of a brute.
The difference is in kind.
SUGGESTIVE STUDY-HINTS.
Eeview. — You may now climb the Psychological Tree (p. 56)
and ascend the Psychological Pyramid (p. 152) till you reach reason.
Define each faculty and its product, and give its office. In all cases
give examples. What relations do you discern when you conceive f
when you judge ? when you reason f Point out the distinction be-
tween perceive and discern. Define faculty ; perceptive faculties ;
representative faculties ; thought faculties.
What is meant by reason ? What is reason sometimes called f
Why? Analyze an act of reason. What do you discover ?
What is the office of a faculty f of reason f How do we find
out particular truths ? General truths ? How do we verify conclu-
sions ? Illustrate.
Give the first characteristic of reason ; the second ; the third.
What do you mean by belief f Show the distinctions between reason
and conception ; reason and judgment.
State the author's definition of reason ; yours ; Wundt's. De-
fine reasoning and a reason.
What may we call the products of reason ? What is a syllo-
gism? an enthymemef Give the terms of a syllogism. Give the
propositions. Illustrate.
Give the two ways in which we reason. Define and illustrate
deductive reasoning ; inductive reasoning. Explain verification.
Give three examples of each process. What do you mean by verifi-
cation by analysis f by synthesis ? What is belief f Name the three
elements of belief. Illustrate.
How are reason and belief related ? What is testimony f Give
distinctions between unbelief, doubt, degrees of belief and certainty.
Show that belief is an intellectual product.
Tell about the growth of reason. When does it reach full ac-
tivity? Give some of the mistakes of the old education. What
branches seem to be best for the culture of reason t
194 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Does the brute reason I Give Bascom's views. What faculties
has the brute ? Do they account for all mental phenomena of brute-
life?
letter. — You may now tell your friend about the crowning in-
tellectual power. Ask him to take plenty of time here. Every-
thing must stand out in sunlight clearness.
Theories. — The antiquated theories of idealism, realism, and
nominalism, which engaged thinkers of past centuries, are omitted.
They might confuse and could not benefit the young psychologist.
Analysis of Chapter XVI.
I. Acts of Reason analyzed.
Deduction. Induction.
II. Office of Reason.
Discerning particulars. Verifying conclusions.
Discerning generals.
III. Characteristics of Reason.
Power to infer. Power to believe.
Power to systematize,
IV. Reason defined.
Author's definition. Various definitions.
Original definition.
V. Terms of a Syllogism.
Major. Middle. Minor.
VI. Propositions of a Syllogism.
Major premise. Conclusion.
Minor premise.
VII. Reasoning Processes.
Induction. Deduction. Verification.
VIII. Reason and Belief.
Belief defined. Degi'ees of belief.
Disbelief. Certainty.
Doubt. Blunders.
IX. Growth and Education oC R^^oji.
X. Comparatire Psychology.
THOUGHT-KXOWING— GENERAL VIEW.
195
CHAPTER XYJI.
THOUGHT-KNOWING GENERAL YIT^W,
Eeason crowns Cognition. — At the base of the psy-
chological pyramid you find perceptive knowing. All
cognition is founded on the rock of immediate knowl-
edge. Representative knowing builds on perceptive
knowing. Without representation there could be no
comparison, and thought would be impossible. Crown-
ing the pyramid of the intellectual faculties and their
products, you find reason. Ilere, presented in one
view, and, as far as possible, in the order of their de-
pendence, are the nine cognitive powers :
l^^TELLEOT.
o
o
J
4/
JUDGMENT.
CONCEPTION.
IMAGINATiON.
NOUMENAL-PERCEPTION.
CONSCIOUSNESS.
PRODUCTS.
JUDGMENTS.
PHANTASMS.
NOUMENAL-PERCEPTS.
CONSCIOUS-PERCEPTS.
SENSE-FERCEPTIOM.
SENSE-PERCEPTS.
196 ELEMEXTARY PSYCHOLOGY AND EDUCATION.
The Nine Intellectual Faculties.— The soul is the conscious sell
that knows, feels, and wills. The capabilities of the soul to exert
acts of knowing different in kind are termed the intellectual facul-
ties. A faculty is not an organ or an entity ; nor is a faculty a
myth. This bar of magnetic iron has not organs, but bound up in
it are energies called magnetism, gravity, cohesion. The soul is an
entity endowed with capabilities to know, to feel, and to will. A
faculty is a soul-energy to do acts distinguishable in kind from other
acts. You reproduce and recognize a past experience ; the act is
distinguishable in kind from all other kinds of mental acts ; mem-
ory is a faculty ; the soul is endowed with a reproductive energy.
1. The intellectual faculties are the powers of the soul to perform
different kinds of acts of knowing. Discrimination and assimilation
are processes involved in some degree in all knowing ; but these arc
not faculties. Like the physical forces, faculties are distinct ener-
gies. A compound element is not a greater absurdity than a com-
pound faculty. We have as many intellectual powers as we have
distinct knowing energies, and no more.
2. Groups of intellectual faculties. The number three is not
a sacred number in science, save so far as truth is sacred. Clas-
sification is scientific when it accords with reality. " How do we
gain knowledge ? How do we keep it ? What can we do with it f "
These questions indicate the natural grouping of the cognitive pow-
ers. Each group answers to one of these questions. Perception in-
cludes our three intuitive powers ; representation includes our three
representative powers ; and elaboration includes our three thought-
powers. This classification is considered true to reality, and is cer-
tainly exhaustive. No better classification seems possible for psy-
chological, educational, or literary purposes.
3. A uniform nomenclature needed. Much of the confusion in
the realms of mental science arises from an imperfect and ambigu-
ous nomenclature. But psychologists and educators are rapidly
approaching uniformity. The pyramid represents the substantial
agreement of our latest and best authors.
Thinking is discerning Eelations. — Thouglit-knowl-
edge is a knowledge of relations. All knowing is im-
mediate, representative, or mediate. Because we discern
the unknown through the known, thought-knowing is
THOUGHT-KXOWING— GENERAL VIEW. I97
called mediate knowing. Because we think crude per-
cepts into polished concepts and judgments and reasons,
we call thought-knowing elahorative knowing. Why is
thought-knowing called reflective knowing? compara-
tive knowing ? logical knowing 'i
Thought-Knowing.
Mediate-Knowing.
„ I Comparative-Knowing.
Names. s -n,, u ^- t^ •
j Elaborative-Knowmg.
Reflective-Knowing.
1^ Logical-Knowing.
Our thinlcing faculties are our soul-energies to discern relations.
" The faculties of elaboration are variously denominated thus : The
elahorative or discursive faculties, since they are employed in work-
ing up into higher forms the materials supplied by acquisition and
reproduction ; the logical faculties, since they are the faculties em-
ployed in logical processes ; the comparative faculties, since compari-
son enters as an essential element into all their processes ; the facul-
ties of relations, since they deal with relations ; the thought faculties,
since their acts are styled thought ; the rational faculties, under-
standing, or intelligence, since they are the faculties which character-
ize man as rational, and thus distinguish him from inferior beings." *
^ The Thinking Powers.
The Comparative Powers.
The Elahorative Faculties.
Names.— -<j The Reflective Faculties.
The Logical Faculties.
The Rational Faculties.
^ The Understanding (indefinite).
Understanding is used in various senses, and hence is objection-
able. The other names are expressive and definite, and may be
used interchangeably.
Thinking is based on Comparison. — Thinking is dis-
cerning relations between things. We perceive things
and discern relations. The things perceived and the
* Schuyler.
198 ELEMENTARY PSYCHOLOGY AXD EDUCATION.
relations discerned are objective realities, but concepts,
judgments, and reasons are products of the mind.
1. Concej)tion is the power to think things into classes.
When we compare objects, we discern resemblances and
form groups of resembling things. AVe gain general
notions.
2. Judgment is the power to think notions into
propositions. When we compare two notions we dis-
cern and predicate agreement or disagreement. We
gain truths.
3. Reason is the power to think propositions into
arguments. When we compare propositions, we dis-
cern conclusions or causal relations. Through inter-
locked judgments seK, as reason, discerns causal rela-
tions, and thus builds science. We gain conclusions.
c Conception.
The Thinking Faculties — •< Judgment.
\ Reason. .
" We distinguish Three Stages of Thinking. First of all, there is
the formation of general notions or concepts. This is an act of con-
ception. Next to this comes the combining of two concepts in the
form of a statement or proposition, as when we say, * Material bodies
have vreight.' This is an act of judgment. Lastly, we have the
operation by which the mind passes from certain judgments to cer-
tain other judgments, as when from the assertions, ' Material sub-
stances have weight,' ' Gases are material substances,' we proceed to
the further assertion, * Gases have weight.' This is an act of reason.
These distinctions have been fixed by logicians, and not by psychol-
ogists. Nevertheless, since they roughly mark off the more simple
and the more complex modes of thinking and products of thought,
it is convenient to the psychologist to adopt the distinctions." *
Sel^ as Conception, thinks Many Individuals into One
Class. — The product is called a general notion because
» Sully.
THOUGHT-KNOWING— GENERAL VIEW. I99
it is general to eacli individual of the class. Why are
concepts called class-notions and group-notions? An
idea may be a percept or a concept. Notion has been
and is still used as synonymous with idea, but the ten-
dency now is to use notion in the sense of concept.
" Concepts.
General Notions.
Products of Conception ^ Class-Notions.
Group-Notions,
l^ Notions.
" To classify is no secret of science, no process reserved for the
select few who are initiated into a magic art, but it is as universal
and necessary as the act of thinking. The classifications of common
life may be as rational and as useful for the ends of common life as
are those of science for its special objects." *
" In our observation of the relation of resemblance, as of every
other, we proceed through our knowledge, previous or present, of
objects. From the knowledge we have of things we discern points
in which they are alike. This enables us to put them into a class,
to which we may attach a name. That class must include all the
objects possessing the common attributes fixed on. The faculty to
discern relations of resemblance is our power to manufacture our
general notions or concepts.'' f
Self, as Judgment, discerns Truth-Eelations. — The
product of judging is called a judgment, because it is
a decision of the mind. As it sets forth the agreement
or disagreement of notions, it is called a proposition.
We discern the agreement or disagreement of ideas —
we judge. We express the agreement or disagreement
— we form judgments. A proposition or sentence asserts
the agreement or disagreement of notions. When the
assertion corresponds with reality, the judgment is tnie.
All judgments are either true or false.
* Porter. t McCosh.
200 ELEMENTARY PSYCHOLOGY AND EDUCATION.
{ Judgments.
Products of Judgment — •< Propositions.
( Sentences.
Sel^ as Eeason, discerns Conclusions through the Me-
dium of Premises. — Because we think propositions to-
gether and thus discern conclusions, reasons are called
syllogisms. Because we establish truth by proofs, rea-
sons are called arguments and formal proofs.
{Reasons.
Arguments.
Syllogisms.
Formal Proofs.
How simple and yet how wonderful are these
powers ! Man thinks — is rational. Man thinks — gains
a mastery over the material world. Man thinks — tries
to solve the problem of the universe. As the digestive
organs elaborate food into bones, muscles, and nerves,
so the thinking faculties elaborate our acquisitions into
concepts, judgments, and reasons.
Forms of Thinking and Faculties of Thought. — " There are three
distinct forms of thinking, and consequently three distinct faculties
of thought, which may be defined as follows :
" Conception is the faculty of the mind by which we form our
general abstract notions, or concepts.
" Judgment is the faculty of the mind by which we know the
relation between two objects of knowledge.
"Reason is. the faculty of the mind by which we gain new truth
from truth already known." *
Original and Manufactured Knowledge.— All our knowledge is
original or manufactured. Original knowledge has three sources :
Sense-intuition, conscious-intuition, and noumenal-intuition. Sense-
intuition is our power to gain original knowledge of the external
world. Conscioits-intuition is our capability to gain original knowl-
* Dunton.
THOUGHT-KNOWING— GENERAL VIEW. 201
edge of the mental world. Noumenal-intuition is our power to gain
necessary ideas. Through these three sources we gain all the ele-
ments of knowledge.
The soul, out of original elements, manufactures higher forms
of knowledge. We so combine these elements as to produce things
unheard of before in earth or heaven ; this is the work of self, as
imagination. We discern class-relations and group resembling
things into classes, and thus gain general notions ; this is the work
of self, as conception. We discern truth-relations and think notions
into propositions ; this is the work of self, as judgment. We discern
cause-relations and reach conclusions through judgments; this is
the work of self, as reason.
Self, as memory, reproduces, unchanged, all forms of knowl-
edge. Memories are merely reproductions of our acquisitions, both
original and manufactured.
Last Words of Physiological Psychology. — " Physiological Psy-
chology investigates the phenomena of human consciousness from
the physiological point of view. It finds a marvelous material
mechanism called the nervous system, and it describes the effects of
external and internal stimuli upon molecular nerve-substance. It is
pre-eminently experimental, then speculative, but never demonstra-
tive. Whatever changes take place in the nerve-substance, in the
process of starting and communicating nerve-commotion, are invis-
ible and impalpable. Connections between different cerebral areas
and their functions are so complex and subtile that it may be doubted
whether physiological psychology will ever succeed in completely
disentangling them. We know certain of the physical conditions
and concomitants of soul action, but mental phenomena can not be
conceived of as identical with the molecular motion of the nervous
mass ; nor can the phenomena of consciousness be conceived of as
the product of the brain. The conclusion is a logical as well as a
psychological necessity : The subject of all states of consciousness is
a real unit-being call(;d mind, which is of non-material nature,- and
acts and develops according to laws of its own, but is specially cor-
related with certain material molecules and masses, forming the sub-
stance of the brain.
Physical Basis of Thought. — " A scientific physiology of the cere-
bral hemispheres does not exist, nor is it at the present a matter for
even hopeful anticipation. In studying the higher mental phenom-
ena, physiological psychology is obliged almost wholly to adopt the
202 ELEMENTARY PSYCHOLOGY AND EDUCATION.
mctliods of the old psychology and accept the facts of consciousness.
We decline to discuss the physical basis of the logical faculties, as
there is absolutely no scientific ground on which to base such a dis-
cussion. The inability of psychological science to conceive of any
physical process which can be correlated with the acts of conceiv-
ing, judging, and reasoning, is complete. "We are forced to make
the same humiliating admission as to memory and imagination and
choice and intuition and conscience." *
Eeason and ITiiity. — Infinite Reason planned the universe.
Everything, from the atom to a system of v/orlds, is related by de-
pendencies. Cause and effect, means and ends, antecedents and con-
sequents, unite all into one unity. Endowed with Reason, we can
think the thoughts of God after him.
Reason, through interlocked Judgments, discerns cause rela-
tions. In its w^ork. Reason lays under contribution all our other
capabilities. All are its servants, subject to its supervision. We
fashion our percepts — Reason is there ; we remember and imagine —
Reason is there ; we form judgments — Reason is there ; we feel emo-
tions of truth and beauty and duty — Reason is there ; we choose and
act — behold, Reason is there.
Not to educate Reason is to leave man to grope in a sea of hope-
less mystery. To the unthinking, the universe is a maze without
a plan, and life is not worth living. As reas(jn grows, all things be-
gin to assume proportion and harmony. Substances, forces, laws,
conditions, dependencies; cause, space, duration; rational beings,
brutes, plants, worlds ; all things fall into rhythm and make for us
the music of the spheres.
* Lacld, " Physiolo^cal Fsycliology."
PART V.
THE FEELINGS.
CHAPTER XVIII.— The Instincts.
XIX.— The Physical Feelings. — The Appetites.
XX. — The Emotions. — Egoistic Emotions.
XXL— The Emotions. — Altruistic ^Emotions.
XXII. — The Emotions.— Truth Emotions.
XXIII. — The Emotions. — JiIsthetic Emotions.
XXIV.— The Emotions.— Ethical Emotions.
XXV. — The Emotions. — General View.
15
PSYCHOLOGICAL PYEAMID,
=! / THE WILL
POWERS.
THE COSMiC EMOTIONS.
THE ALTRUISTIC EMOTIONS.
THE EGOISTIC EMOTIONS.
THE SPECIAL SENSES.
THE GENERAL SENSES.
THE APPETITES.
THE
INSTINCTS.
HUMAN INSTINCTS.
COMMON INSTINCTS.
STRICTLY BRUTE INSTINCTS.
THE
THINKING
POWERS.
REASON.
JUDGMENT.
CONCEPTION.
REASONS.
1JUDGMENTS.1
.CONCEPTS.
THE
S /REPRESENT^
^ I ATIVE
J I POWERS.
IMAGINATION.
PHANTASY.
MEMORY.
IDEALS.
I PHANTASMS.! c
O
MEMORIES.
THE
[PERCEPTIVE/
POWERS.
NOUMENAL-PERCEPTION.
CONSCIOUS-PERCEPTION.
SENSE-PERCEPTION.
NOUMENAL-
PERCEPTS.
i CONSCIOUS^
PERCEPTS.
SENSE-
PERCEPTS.
FIFTH PAKT.
THE FEELINGS.
Feelings are agitations and impulses of the soul.
I suffer hunger, I long for wisdom, I sympatliize with
my bereaved friend, I feel impulses to do what I be-
lieve to be right. These agitations and impulses are
called feelings, or sensibilities, or susceptibilities.
f The Feelings.
Names. < The Sensibilities.
(. The Susceptibilities.
A sensibility is a capability for a distinct Icind of
feeling. The power of thirst is a feeling or sensibility.
The agitation and impulse of thirstiness is the activity
of the capability to feel thirst. We are endowed with
powers to feel, and we exert these powers, or we feel.
A feeling implies a power to feel. Wq have as many
sensibilities as we have distinct kinds of feeling. A
feeling is usually agreeable or disagreeable; this gen-
eral characteristic of the feelings will enable you to dis-
tinguish feeling from knowing and willing.
"We enjoy and suffer. "We enjoy sweet music, con-
genial society, success ; but we suffer physical pain,
want, disappointment. We discern truth, feel pleasure,
and choose safety. We Imow, feel, and ^Yill.
206 ELEMENTARY PSYCHOLOGY AND EDUCATION.
f The Instincts.
Classes of Feelings. •< The Physical Feelings.
(. The Emotions.
Feelmg is mental agitation and impulse. Some
feelings are blind but guiding impulses — these we call
instincts. Some feelings are occasioned bj organic bod-
ily excitations — these we name physical feelings. Some
feelings are occasioned by ideas — these we term emo-
tions. This easy classification of the feelings is thought
to be exhaustive as well as convenient.
CHAPTER XYin.
THE INSTINCTS.
By these we mean guiding impulses. All feelings
are blind ; many feelings move to action ; but instincts
are the only feelings which guide. The guiding im-
pulses or instincts are clearly a distinct class of feelings.
Where intelligence can not act, instinct moves the ani-
mal to blindly conf onn to law. Creative Wisdom has
implanted in the animal marvelous energies to adapt
.means to ends without knowing why. Instinct is adap-
tative or regulative impulse ; it is a blind tendency to
wise ends. {The discussion of Instinct [see Chapter
II, p. IS] seems to he as full as is desirable in an ele-
Tnentary worh. A careful examination of the chapter
on Instinct will aid the student to master the following
chapters.)
THE PHYSICAL FEELINGS— THE APPETITES. 207
CHAPTEE XIX.
THE PHYSICAL FEELINGS — ^THE APPETITES.
By the physical feelings we mean our cajpahilities
to feel organic affections of the hody. The feelings
occasioned bj external excitants affecting the sensorium
are called special sensations ; the feelings occasioned by
the affections of the organs and tissues of the body are
called general sensations; but the feelings occasioned
by cravings for bodily needs are termed appetites. Our
capaljilities to feel in these ways are termed
C The Special Sensations.
The Physical Feelings, -s The General Sensations.
V. The Appetites.
All feeling is mental, but mental agitations and im-
pulses originating in organic affections of the body may
appropriately be termed physical feelings.
Sensation. By this is meant the conscious affection of the senso-
rium. Agitations occasioned by affections of the special sensor ap-
paratuses, as in seeing, hearing, smelling, tasting, touching, are termed
special sensations. Agitations occasioned by affections of the gen-
eral sensor apparatuses are called general sensations ; as, sensations
of hunger, thirst, weariness. {See Chapters IV, V, and VI. Sen-
sation is there examined at length. You are recommended to review
these chapters before advancing.)
Mechamsm of Sensation. — The nervous mechanism
includes the end organs, the sensor-nerves, and the cen-
tral organs. It is the office of the end organs to trans-
mute the physical molecular processes into physiological
processes. The molecular-commotion moves through the
208 ELEMENTARY PSYCHOLOGY AND EDUCATION.
nerves to the central organs. The molecules of the cen-
tral organs are capable of assuming to each other incon-
ceivably varied relations in transmuting and redistrib-
uting nerve-commotion. Such is the vital mechanism
of sensation. The self-conscious soul feels the excita-
tions of this mechanism, and these feelings are called
sensations. Self as sense-perception out of his sensa-
tions forms ideas called sense-percepts. " But the con-
nections between the different cerebral areas and their
functions are so complex and subtile that physiological
science will need a long time to disentangle them ; it
may be doubted whether it will ever succeed in doing
this completely."
THE APPETITES.
By these we mean the cravings for hodily wants.
Our acts of cognition are more or less definite, and we
are able to examine them with considerable certainty.
We shall find it much more diflScult to scrutinize our
feelings ; but patient, penetrating effort will enable us
to conquer this new world.
Analysis of Acts of Appetite. — You have not taken
food for twelve hours. The dead tissues have been re-
moved during sleep. The aching void within is the
cry of hunger, or the appetite for food. The soul feels
the bodily cry of hunger, and also feels the desire to
satisfy the appetite. These feelings occasion the im-
pulse to seek and take food. A limited quantity of
food temporarily satisfies hunger, but when the system
requires more nutriment, the craving begins again.
You may analyze thirst, and tell what you discover.
Does the soul feel the cry of thirst ?
THE PHYSICAL FEELINGS— THE APPETITES. 209
Office of the Appetites. — Self, as a^ctite, feels tlie
cries of the body for bodily wants ; these cries give rise
to desires for means to satisfy the wants. When our
bodies need rest, we desire sleep to satisfy the cry of
sleepiness. Craving for objects to gratify the organic
needs of the body is the office of appetite. Each appe-
tite has its special office. What is the office of hunger ?
of thirst ? of restiveness ? of respiration ?
Characteristics of an Appetite. — How do yon distin-
guish an appetite from other feelings ? From your anal-
ysis you discover the three peculiarities of an appetite :
1. A71 appetite is a craving occasioned hy an or-
ganic need of the lody. Give the physiological expla-
nation, and show that this is tme of hunger, thirst,
sleepiness.
2. An ap>petite is intermittent. When satisfied,
the craving ceases for a time, but returns. Explain
physiologically, and show that respiration, sleepiness,
hunger, are intermittent.
3. An appetite has physical limits. The amount
that can be taken of food, or of drink, or of air, or of
sleep, or of exercise, is limited. Explain physiologically.
All feelings having these characteristics may be safely
classed as appetites.
The Appetites. — The following seem to be the only
feelings that can be classed as appetites. Each of these
feelings has the three characteristics of an appetite :
r Hunger, the appetite for food.
Thirst, the appetite for drink.
ADPetites J ^^^epiness, the appetite for sleep.
j Kestiveness, the appetite for exercise or rest.
Sexuality, the appetite for sex.
^ Respiration, the appetite for air.
210 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Appetite Defined. — It is difficult to define a feeling,
though we are just as conscious of our feelings as of our
knowings. We are not in doubt about what the feeling
is, but we find it hard to tell.
1. The appetites are cravings for the gratification
of hodily wants. Because the organic cries of the body
give rise to mental cravings, we call .these feelings
physical feelings. These cravings have a physical
origin and a physical object.
2. Original definition. You may write a definition
in your own language. You must not confound de-
sires occasioned by these cravings nor sensations accom-
panying the gratification of the appetite with the crav-
ing of an appetite.
3. Various Definitions. — 1. Gregory: Appetites are cravings
having for their object the well-being of the body. 2. Peabody :
Appetites are cravings of the body designed to secure the continued
life of the individual and the race. 3. McCosH : Appetites are men-
tal cravings for objects to gratify bodily needs. 4. Stewart : Ap-
petites are cravings which take their rise from the body, and are de-
signed for the preservation of the individual and the continuation of
the species.
Appetency is craving for specific gratification, and is the basis
of feeling. You crave pears — you say you are very fond of pears.
This fondness or appetency gives rise to the craving. So with all
appetites.
Natural and Modified Appetites. — Each appetite is an
endowment, but an appetite may be modified by ex-
perience.
1. Natxiral appetites are unperverted appetites.
The appetites for suitable food and drink, for pure air,
for necessary sleep, are natural appetites.
2. Modified appetites are called artifi^al appetites,
THE PHYSICAL FEELINGS— THE APPETITES. 211
or perverted appetites, or unnatural appetites. Tlie ap-
petite for opium is an acquired appetite — i. e., the
natural appetite for food is so modified by experience
as to create a craving for opium. The alcoholic and
tobacco appetites are perverted appetites.
Unnatural appetites are natural appetites perverted. They arc
due to diseased conditions of the organism. Their longings become
agonies. They enslave and tend to destroy their victims.
Guides of the Appetites. — Reflex action, instinct, and
intelligence, each play a part in guiding to the lawful
gratifications of the appetites.
1. Reflex action is involved in the organic cries of
want and in the satisfied feeling which follows the grati-
fication of the appetite. As to the gratification of the
appetites, the action of our bodies is very machine-lilie.
This is well ; for, if left to reason, we should starve, or
destroy our lives by overeating.
2. Instinct covers much of the ground, guiding each
brute to the proper gratification of its appetites. How ?
"We do not know. This knowledge is too high for us.
3. Intelligence guides rational heings, Man finds
out the law and obeys it. In so far as animals are in-
telligent, intelligence as weU as instinct guides them in
satisfying their appetites.
Lawful Gratification of the Appetites. — Like all other
energies, the appetites have their laws. A rational be-
ing learns and obeys these laws, but the brute complies
instinctively.
1. Lawful gratification gives pleasure. In this the
appetites are like all other endowments. The Father,
everywhere, has made happiness to result from law
obeyed.
212 ELEMENTARY PSYCHOLOGY AND EDUCATION.
2. Lawful gratification is God-approved, and works
good. The divine approval is manifested in connecting
pleasure with tlie lawful gratification of appetite.
Tlie bodj is the organism in connection with which the
mind works. That this organism may be kept in the
best possible condition, it is necessary that the appetites
be lawfully gratified. Asceticism and epicureanism are
fundamental errors.
Unlawful Gratification of the Appetites. — All viola-
tions of law bring misery. Violations of pliysical laws
produce physical misery.
1. Unlawful gratification gives pain. Sooner or
later violations of the laws of appetite bring suffering.
The trembling debauchee and the wretched dyspeptic
are extreme cases.
2. Unlawful gratification is disajpproved. The
wretchedness following the unlawful gratification of the
appetites marks the divine disapproval.
3. Unlawful gratification works evil. The alco-
holic appetite causes much of the crime, insanity, and
pauperism that curse society. All unlawful gratification
of the appetites tends to brutalize man and destroy
society.
Temperance. — This means self-control. "While edu-
cating children, parents and teachers train them to the
habit of controlling their appetites. Thus the appetites
are made faithful servants. This is fundamental in
education. Intemjperance is the want of self-control.
The child, whether five or fifty years of age, gives
loose rein to the appetites, and sinks the man in the
animal.
THE PHYSICAL FEELINGS— THE APPETITES. 213
SUGGESTIVE STUDY-HINTS.
Beview. — Begin with sense-perception, ascend the Psychological
Pyramid (p. 204) and the Psychological Tree (p. 5G) to the physical
feelings. Define and give oflBce, characteristics, and products of
each of the intellectual faculties. Give two distinctions between
knowing and feeling. Why are the feelings called sensibilities I
susceptibilities? What is feeling! Name the three classes into
which all the feelings are divided. Tell what you know about in-
stinct.
What is meant by the physical feelings % How do instincts and
physical feelings differ f Name the three classes of physical feelings.
Define each. Why are they called physical feelings ?
Draw the optic apparatus and describe optic sensation and optic
perception. Treat in the same way each of the special senses. Name
the fifteen general senses.
What do you mean by the appetites ? Analyze an act of thirst.
Wliat do you observe ?
What is the office of the appetites? Illustrate by sleepiness.
Give the three characteristics of an appetite. Illustrate by hunger.
Name the appetites and test by the three characteristics of an
appetite. Is respiration an appetite ?
Give the author's definition of the appetites. Give your defini-
tion. Give the definition of Gregory; of Stewart. Define appe-
tency. Illustrate. Define inappetency. Illustrate. What do you
mean by appetible ? By inappetible ? Illustrate each.
What do you mean by natural appetites ? By modified or arti-
ficial appetites? Illustrate. Is the craving for opium a natural
appetite? For tobacco? For alcohol?
What are the three guides in the gratification of an appetite ?
Wliat does reflex action do ? Instinct ? Intelligence ?
What do you mean by lawful gratification of appetites ? By
unlawful gratification? What follows? How are the divine ap-
proval and disapproval manifested ?
Letter. — Write your friend a thoughtful letter, explaining the
nature of the appetites. Show the relation between self-control and
happiness.
214 ELEMENTARY PSYCHOLOGY AND EDUCATION.
ANALYSIS OF ChAPTEE XIX.
I. The Physical Feelings.
1. The Special Sensations.
3. The Appetites.
II. Appetite Analyzed.
1. Hunger.
III. Office of the Appetites.
1. To supply bodily wants.
IV. Characteristics of Appetites.
1. Craving originating in
bodily wants.
V. The Appetites.
1. Ilunger.
3. Sleepiness.
5. Sexuality.
VI. Appetites Defined*
1. Author's definition.
3. Various definitions.
2. The General Sensations.
2. Thirst.
2. To perpetuate the race.
2. Intermittent.
3. Pliysical limits.
2. Thirst.
4. Restiveness.
6. Respiration.
2. Original definition.
VII. Kinds of Appetites*
1. Original, or natural appetites.
2. Artificial, or modified appetites.
VIII. Guides to the Appetites.
1. Reflex action. 2. Instinct.
3. Intelligence.
IX Gratification of the Appetites*
1. Lawful.
2. Unlawful.
X. Temperance, or Self-control*
1. Appetites made servants.
2. Habits of self-control.
3. Intemperance — the animal dominates the man.
V
THE EMOTIONS— EGOISTIC EMOTIONS. 215
CHAPTEE XX.
THE EMOTIONS — EGOISTIC EMOTIONS.
We mean hy the emotions our capabilities to feel in
view of ideas. Emotions are strung on ideas as pearls
on threads of gold. Good news awakens joy, but bad
news occasions sorrow. All our liiglier feelings arise in
view of ideas, and are termed emotions.
8. THE EMOTIONS.
2. THE PHYSICAL FEELIN3S.
1. THE INSTINCTS.
Sometimes we speak of emotions as intellectual
feelings, because tbey are occasioned by knowing.
Often we call tlie emotions our lieart-powers, because
we have learned to use the term heart so as to include
all our higher feelings.
( The Emotions.
J The Intellectual Feelings.
] The Heart Powers.
\ The Higher Feelings.
An emotion is used to designate both a power to
feel and an act of feeling. A capability for an emo-
tion distinct in kind is called an emotional power ; and
the feeling is the exertion of the power. I love my
mother ; the capability to love is an emotional power,
but loving is exerting this power. The term emotion
applies equally to the capability and the exercise of the
216 ELEMENTARY PSYCHOLOGY AND EDUCATION.
capability ; as, I am endowed with tlie capability to feel
the emotion of joy and I rejoice, or feel the emotion
of joy-
r Egoistic or Self-Emotions.
Altruistic Emotions or Sympathies.
Classes of Emotions. — J [ Truth Emotions.
Cosmic Emotions. -I Beauty Emotions.
V^ ( Duty Emotions.
Some emotions refer to self, and are called egoistic
emotions ; some refer to others, and are called altru-
istic emotions ; some are unlimited, but arise in view of
the true, the beautiful, and the good, and are called cos-
mic emotions. Emotions limited to seK are seK-emo-
tions ; emotions limited to others are altruistic emotions ;
but unlimited emotions are cosmic emotions.
THE EGOISTIC EMOTIONS OR THE SELF-EIMOTIONS.
These are the feelings which minister to self. You
desire pleasure, long for wealth, and hope for fame ;
these feelings look to self, and we apply to them the
following
Egoistic Emotions.
Names.— •{ Self-Emotions.
Personal Emotions.
-{
As egoistic emotions minister to self, they are
termed self-enaotions. Since they terminate in one's
own person, they are called personal emotions.
Acts of Egoistic Emotion Analyzed. — Your teacher
L pronounces your essay excellent ; you feel satisfaction,
joy, pride. You fail to solve the problem ; you are
dissatisfied, chagrined, humihated. You feel exultant
in view of self succeeding ; you feel mortified in view
THE EMOTIONS— EGOISTIC EMOTIONS. 217
of self failing. As these are self -emotions, we call
them egoistic emotions. Ideas pertaining to self occa-
sion personal emotions.
From a careful examination of many of your self-
emotions, you can infer the
Office of the Egoistic Emotions. — These feelings look
to tlie well-being of seK. The instinct of self-preserva-
tion is deeply implanted in all animals. We shrink
from danger and welcome good. The office of the
egoistic emotions is self-preservation and self-exaltation.
You have also discovered from your analysis the
Characteristics of Egoistic Emotions. — It is not diffi-
cult to distinguish personal emotions from other men-
tal acts.
1. Egoistic emotions are feelings occasioned hj ideas
referring to self Some one calls you a coward;
you feel indignant. Some friend leaves you a fortune ;
you rejoice. All emotions that terminate in self are
self-emotions.
2. Egoistic emotions looh to self-hetterment. The
personal emotions are not always selfish, but they all
look to self ; hence they are called egoistic. All emo-
tions which look to self-betterment are self-emotions.
These emotions may sink into selfishness and egotism.
Egoistic Emotions Defined. — Personal emotions, di-
rectly and indirectly, minister to self. They are the
soul-energies which move us to act for our own preser-
vation and exaltation.
1. Self-emotions are the feelings which minister to
self
2. Original, Make a definition of your own. H-
lustrate.
218 ELEMENTARY PSYCHOLOGY AND EDUCATION.
3. Vaxious Definitions. — Brooks; The egoistic emotions aro
those that center in self. Sully : The egoistic emotions are such as
imply personal reference. McCosh : Egoistic emotions are the feel-
ings called forth in view of good and evil as bearing on self.
Classes of Self-Emotions. — By examining several con-
crete cases, you will be able to classify egoistic emotions
chronologically. TaJie emulation. You wisb to excel
in a spelling-raatcb. Before tlie contest, you exult in
anticipated triumph; the exultation is a jp7'osj)ective
emotion. During the contest your soul throbs with in-
terest and courage ; these feelings are immediate emo-
tions. After the contest, you feel chagrin and disappoint-
ment in view of your failure ; chagrin is a retrospective
emotion.
You prepared an essay and read it before your class. What
prospective emotions did you feci % What immediate emotions did
you feel while writing and reading the essay ? What emotions do
you now feel when you remember the cheers and the criticisms ?
Hope or Fear ; Expectation or Despair ; Assurance
or Dread.
Courage or Cowardice ; Modesty or Impudence.
Egoistic Desires — Desire for Knowledge, Desire
for Esteem. Etc., etc.
Joy or Sorrow ; Gladness or Depression ; Hapture
or Melancholy.
Content or Discontent ; Good Humor or Bad ;
Sweet Disposition or Sour.
Pride or Humility ; Patience or Impatience ; Van-
ity or Meekness. Etc., etc.
Satisfaction or Regret; Complacency or Displa-
ceney.
Self-Gratulation or Reproach; Self -Approbation
or Disapprobation.
Emotions of Pleasant Memories or Unpleasant.-
Etc., etc.
Prospective
Emotions.—
Immediate
Emotions
Eetrospective
Emotions. —
1
THE EMOTIONS— EGOISTIC EMOTIONS. 219
Prospective Self-Emotions. — The egoistic emotions
occasioned by contemplating the fnture with reference
to self are called prospective emotions. Caref ullj study
your Kst of prospective emotions, and state cases in-
volving each. The egoistic desu-es are longings for self-
betterment.
7. DESIRE FOR PERFECTION.
6. DESIRE FOR BEAUTY.
5. DESIRE FOR KNOWLEDGE.
4. DESIRE FOR ESTEEM.
3. DESIRE FOR POWER.
2. DESIRE FOR PROPERTY,
1. DESIRE FOR LIFE.
Our longings for self-betterment, as given above,
are termed the seven primitive egoistic desires. As a
study of the egoistic desires, you may reconstruct the
pyramid, placing at the base the desire you think deep-
est, and the others in the order of their hold on human
nature.
Happiness is not a desire, but a result of lawfully gratified de-
sires. Not happiness, but food, is the desire of a hungry man. Not
happiness, but knowledge, is the desire of the earnest student. We
are so constituted that the lawful gratification of our desires gives
us pleasure. President Porter says :
" There is in man no separate desire of happiness. No man
ever desired happiness in the general or the abstract. No one can
ever catch himself or his neighbor thinking of happiness in the ab-
stract, or desiring it. The satisfaction which comes from lawfuliy-
grdtified desires is generalized as happiness."
16
220 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Immediate Self-Emotions. — I am conscious of present
good and evil. The self-emotions occasioned by con-
templating the present with reference to self are called
immediate egoistic emotions. Yon may extend at your
leisure the list of these emotions, and explain and illus-
trate each.
Eetrospective Self-Emotions. — Memory brings back
the past — ^the good we enjoyed and the evil we suffered.
The emotions occasioned by contemplating the past
with reference to self are called retrospective egoistic
emotions. Notice that the self-emotions occur in pairs.
Explain and illustrate each of the retrospective self-
emotions in the preceding diagram.
Education of the Egoistic Emotions.* — These feelings
dominate in childhood, but later are dominated by
altruistic and cosmic emotions. We find it necessary
to appeal to self-emotions in the government of chil-
dren. Some of the egoistic emotions can not be too
earneotly cultivated ; among these we class cheerfulness,
hope, desire for knowledge, and the desire to make the
most of one's self. Great care, however, is needed to
avoid the danger of self-emotion degenerating into self-
ishness, and egoistic emotion into egotism.
Comparative Psychology. — Brutes gain impressions
something lower than ideas, and recall these impressions.
The low forms of egoistic emotions, of which brutes
are capable, are occasioned by impressions, immediate
or revived. These brute emotions differ widely from
rational egoistic emotions. Superficial investigators are
in danger of being misled by deceptive appearances.
Many of these brute feelings are instinctive; many
* Sec " Education of Sclf-Eraotions," " Applied Psychology."
THE EilOTIOXS— EGOISTIC EMOTIONS. 221
arise from sensuous impressions ; but tlie higher egois-
tic emotions are wanting in brute life.
sua GESTIVE STUD Y-HINTS.
Eeview. — What do you mean by feelings? Is feeling physi-
cal or mental! Why do you call some feelings physical feelings!
How do knowing and feeling differ f What do you mean by feeling
being blind !
What do you mean by emotions ? Illustrate. Show that we
must know before we can have emotions. Why are the emotions
called intellectual feelings ! Why are they called heart-powers ?
What do you mean by egoistic emotions! By altruistic! By
cosmic ! Give an example of each.
Why are egoistic emotions called self -emotions ! Personal
emotions ! Give the distinction between egoistic and egotistic.
Give your analysis of regret; of rejoicing; of hope. What
difference is there between a power to feel and a feeling ! Does the
feeling always imply the power to feel !
What is the office of the egoistic emotions ? Why is self-preser-
vation called the first law of nature ! How do these feelings tend
to exalt self ! Illustrate.
Name the first characteristic of the egoistic emotions ; the sec-
ond. Illustrate each from your own experience.
State the author's definition of the egoistic emotions; your
definition ; McCosh's definition.
What is meant by chronological ! By logical! By pyschologi-
cal ! What are retrospective egoistic emotions ! Immediate ! Pro-
spective ! Give three examples of each.
Write eight retrospective egoistic emotions; eight immediate
emotions ; eight prospective emotions. Why do you write the
emotions in pairs !
What do you mean by the desires ? By the desire for life ?
For property! For power! For beauty! For esteem! For
perfection! For knowledge! What is happiness! Is it one of
the primitive desires ! Give President Porter's views.
When do the egoistic emotions predominate! In the govern-
ment of children, must these feelings be addressed ! Give some
egoistic emotions which should be stimulated. Give some that
222 ELEMENTARY PSYCHOLOGY AND EDUCATION.
should be repressed. Tell what you know about educating the self-
emotions. •
Letter and Diagram. — You may construct a diagram of the ego-
istic emotions which you may include in your letter to your friend.
CHAPTER XXL
THE ALTRUISTIC EMOTIONS.
These are feelings ministering to otliers. Good
and evil as bearing on seK call forth egoistic emotions ;
but good and evil as bearing on otliers call fortb altru-
istic emotions. These feelings are known by these and
similar
{Altruistic Emotions.
Sympathies and Antipathies.
Affections and Disallections.
Benevolent Emotions and Malevolent Emotions.
Loves and Hates.
These expressions apply equally to our capabilities to feel these
emotions and to the feelings. I have the power to love and I love
my friend. I feel the emotion of pity; I am endowed with the
capability to feel pity.
The feelings occasioned by the realization of our
relations to other beings are called altruistic emotions.
Because we feel for and with others, these emotions are
called sympathies. Because we incline to others, these
feelings are called affections. Because we wish well to
others, these feelings are called benevolent emotions.
But we feel antipathies as well as sympathies ; we hate
as well as love. Altruistic emotion best expresses the
THE ALTRUISTIC EMOTIONS. 223
meaning, including feeling against and from others, as
well as feeling for and with others ; but the other names
mentioned are expressive, and are fixed in our litera-
ture.
Analysis of Altruistic Emotions. — We notice a young
man struggling against poverty and misfortune to edu-
cate himself. We feel for and with him, we sympathize
with him. We wish him success. We rejoice when he
succeeds. The good Samaritan looked upon the un-
fortunate traveler, robbed and wounded, and ready to
die. He pitied him, and this pity moved him to ad-
minister to his wants. By analyzing mother-love,
friendship, emulation, and similar feelings, you dis-
cover the
Office of the Altmistic Emotions. — Self, as love, thinks
no evil, suffers long, is kind. A neighbor is sick and
needy. Your sympathies move you to cool his aching
brow and minister to his needs. To icorh good to others
is the office of the altruistic emotions.
Characteristics of the Altruistic Emotions. — These
feelings are occasioned by ideas pertaining to others,
and grow out of our relations to other beings.
1. Altruistic emotions looh to others. When be-
iLAvolent, they prompt the good of others ; but when
perverted, they become malevolent, and work ill to our
neighbors.
2. Altruistic emotions are feelings for arid with
others. My friend is fortunate; I rejoice with her.
She is unfortunate ; I pity and aid her. The opposite
is also true ; I may feel against and away from another,
as when I envy my successful neighbor, or hate and
seek to injure a rival.
224: ELEMENTARY PSYCHOLOGY AND EDUCATION.
3. Altruistic emotions are two-sided. This is true
of all emotions, but eminently so of these. Ingratitude
is almost as common as gratitude. Hate too often domi-
nates love. Antipathies are almost as wide as sym-
pathies.
Altruistic Emotions Defined. — We feel for or against
others. Man is a social being endowed with capabili-
ties to feel emotions that prompt the good of others.
The mental agitations and impulses occasioned by a
knowledge of our relations to others are called altruistic
emotions.
1. Altruistic emotions are capah'lities to love or
hate others. They are the powers to feel for and with
others, or feel from and against others. They are the
emotions that minister to others.
2. Original. Work out a good definition. Illus-
trate.
3. Various Definitions, — 1. Sully : Altruistic emotion, in its
perfect form, is feeling for and with others. 3. McCosh : Altruistic
emotions are capabilities to feel an interest in others. 3. Brooks :
Altruistic emotions are feelings which go out' to another with a wish
of good or evil. 4. White : The powers to feel good or evil toward
others are termed altruistic emotions.
Classes of Altruistic Emotions. — The tei-ms expressive
of these emotions are marvelously numerous. Charity
has more than fifty English synonyms. The few groups
of altruistic emotions inserted here will suggest to you
the indefinite extension of the list. Clearly, some of
these terms are synonyms ; but, for the most part, each
expresses a distinct shade of feeling. You will find it
profitable to linger over these terms, defining and illus-
trating each from your own experience.
THE ALTRUISTIC EMOTIONS.
225
Altruistic
Emotions.
Prospective.- \ Sa^e^s Immediate, but looking
^ ( to the future.
1^ Love or Hate ; Friendship or En-
mity ; Trust or Jealousy ; Sym-
pathy or Antipathy ; Good Will
or Malice ; Pity or Indifference ;
Admiration or Envy ; Adoration
or Blasphemy; Reverence or
Scorn. Etc., etc.
Loving or Loathing; Interest or
Indifference; Kindness or Un-
kindness ; Gratitude or Ingrati-
tude ; Philanthropy or Misan-
thropy ; Mercy or Cruelty ; Good
Humor or Anger; Honor or
Shame. Etc., etc.
Same as Immediate, but looking
to the past.
Immediate. — J
Retrospective.
Love. — The soul- energy tLat draws hearts together
is called love. The lovely awakens love. We love the
lovely. We can not love the hateful.
1. Supreme love. God is love and He is altogether lovely. In-
finite loveliness awakens our souls to their deepest depths. I love
the loving Father with all my heart. Veneration, reverence, wor-
ship, grow out of supreme love. Love tends to union. What at-
traction is to the physical universe, love is to the spiritual universe.
The one unitizes the world of matter ; the other the world of mind.
2. Parental love. This is one of the purest and noblest of feel-
ings. It unitizes the family, and works the highest good to off-
spring. Mother-love is the salt of the earth.
3. Conjugal love. An absorbing reciprocal affection makes of
two lives one. Each family, united by love, becomes a paradise.
Happiness comes from a union of hearts and a union of lives.
4. Filial love. Loving and loved, children cheerfully yield to
parental authority and counsel, and grow into lovely and loving
men and women.
5. Fraternal love. The offspring of the same parents are bound
together by strong tics. As the race is one great family, the realiza-
22G ELEMENTARY PSYCHOLOGY AND EDUCATION.
tion of the brotherhood of man and fatherhood of God leads to a
higher exercise of filial and parental love.
G. Love of friends. He is the friend indeed who sticketh closer
than a brother. The love betv/cen David and Jonathan, and between
Damon and Pythias, surpassed the love between men and women.
Friendship is an ennobling emotion. A man who is true to his
friends, though a robber, is capable of great things. True friend-
ship never dies.
7. Love of country. Love is the tie that binds together rational
beings. We degrade this noble emotion when we call the instinctive
affection of brutes, love ; and much more when we term the brutal
lusts of men love. But patriotism may well be called the love of
country.
Sympathies. — Fellow-feelings, or feelings for and
with our fellow-beings, are called sympathies. Sym-
pathies bind social beings together. Our impulses to
do good to others spring from our sympathies.
1. Growth of sympathies. Capabilities to feel, like capabilities
to know, are endowments. Man is endowed with altruistic emotions,
called fellow-feelings or sympathies. Very early the child laughs
with those who laugh, and weeps with those who weep. Children
respond to the emotions of their companions. Later, the youth
represents to himself the joys and sorrows of others and sympathizes
with them. When we can enter into another's inmost heart and feel
for and with him, our sympathies are fully active.
2. Analysis of acts of sympathy. Jesus at the grave of Lazarus
is a perfect example. Study the details. In this, as in all acts of
sympathy, the mental process seems to be as follows : (1) Observation
is the first step. We must know the joys and sorrows of others.
We must note the facial and vocal expression of emotion. (2) Inter-
pretation of the signs of emotion is the second step. We recall our
emotional experience. I have lost a parent. I can sympathize with
my bereaved friend. (3) Imagination is the third step. I make real
the peculiar disposition and circumstances of my friend and put my-
self in his place, and thus enable myself to fully share his joys or
sorrows. This is sympathy. Next to love, sympathy best expresses
benevolent altruistic emotion.
3. Suffering and Sympathy — It is only through our personal ex-
TIIE ALTRUISTIC EMOTIONS. 227
periences that we gain the power of sjniipathizing with others. We
should never be able to feel another's pain, if we had never felt a
pain of our own. So it is in all the trials of our fellows ; before we
can enter into the feelings of one who is tempted, or who is disap-
pointed, or who is humiliated, or who is bereaved, we must ourselves
suffer — being tempted, or being disappointed, or being humiliated,
or being bereaved. It is hard to have these trials for ourselves ; but
it is good for others that we have and exercise sympathy with those
who are called to such trials for themselves. And, as we can never
gain this power except through these trials, let us find a comfort in
the thought that every trial sent to us is a call to added fitness in
the all-important ministry of loving sympathy.
Hates, Antipathies, Malevolent Emotions, — "We may
abhor sin and hate every evil way ; but when our hearts
become bitter, and we would work the injury of others,
our emotions are malevolent. These ugly emotions
take many forms. Now anger, now spite, now malice,
now revenge, now jealousy, but always hate. These
hateful emotions drive social beings apart and fill the
cup of misery. The less we have to do with them the
better. While hating sin with a perfect hatred, we
may love sinners and seek to save them. Malevolence
in all its forms is perverted and misdirected emotion.
Malevolent emotions are perverted feelings ; they are
not endowments but perversions. " God made man up-
right." '^ The emotions are all good in themselves, and
are not to be eradicated but guided."
Play of the Emotions. — More wonderful than the
combinations in music are the play and interplay of the
emotions. The heart is truly an instrument of a thous-
and strings. The key-board embraces many octaves.
When attuned to harmony, its music is sweeter than
the music of the spheres. Love fills the soul with bliss
and inspires every noble endeavor.
228 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Egoistic and Altruistic Emotions, incident to Success
or Failure. — The tlionghtful student will linger long
over the following diagram, given by Dr. Bascom. You
may here get a clearer insight into the emotion world
than by reading volumes of theory. Look into the mir-
ror of consciousness and see yourself in each emotion.
With the diagram before you, rehearse your greatest
success as well as your greatest failure. Tell the emo-
Egoistic and
Altruistic
Emotions.
Incident to
success.
Incident to
failure. '^
As being
achieved.
As achieved by
ourselves.
By the aid of
others.
]jy others.
As occurrinsr.
Through
selves,
Through oth-
ers.
To others.
our- <
Hope,
Joy,
Satisfaction.
Pride,
Vanity,
Courage,
Confidence.
Gratitude,
Good-will,
Attachment.
Admiration,
Honor,
Emulation.
Fear,
Disappointment.
Discouragement.
Humility,
Shame,
Mortification.
Anger,
Rage,
Hatred,
Malice,
Jealousy,
Envy,
Defiance.
Contempt,
Pity,
Compassion.
THE ALTRUISTIC EMOTIONS. 229
tions you felt in each case. ]N"ow take Washington at
the close of the Eevolntion, and Napoleon in his last
imprisonment. Tell the emotions you imagine that
each felt.
SUGGESTIVE STUDY-HIKTS.
Review. — Define consciousness. State its office; its charac-
teristics. What is a conscious - percept ? Name five. Give the
distinction between physical feelings and instincts; between the
physical feelings and the emotions. Give the definition, office, and
characteristics of the egoistic emotions. Define and illustrate retro-
spective, immediate, and prospective emotions.
What do you mean by altruistic emotion % Give the etymology
of the word. Why are these feelings called sympathies ? affections ?
benevolent emotions ? love I Why are tliey also called antipathies I
disaffections ? malevolent emotions ? hates ? Give examples of each
from your own experience.
What is the office of the altruistic emotions I Give the three
characteristics of these emotions. Illustrate.
State the author's definition of the altruistic emotions; your
definition ; the definition of Dr. Brooks.
Give ten groups of altruistic emotions. Illustrate. Give ten
synonyms of charity.
Explain the seven kinds of love mentioned. Explain the mean-
ing of sympathy. Illustrate by Jesus at the grave of Lazarus.
What do you mean by malevolent emotions? Give some of
these. Are these original endowments or perversions ?
Tell about the play and interplay of the emotions. When is
there harmony ? when discord %
Give some egoistic emotions incident to success. Incident to
failure. Give some altruistic emotions incident to success. Incident
to failure.
When is a feeling called a passion ? What is meant by the pas-
sion for strong drink % by the passion of anger ? by the passion of
love? by the passion of avarice? by the passion of ambition? WTiat
do you understand by the ruling passion ?
Letter. — In a thoughtful letter you will tell about these enno-
bling emotions. Inclose to your friend an analysis of this chapter.
230 ELEMENTARY PSYCHOLOGY AND EDUCATION.
CHAPTER XXII.
COSMIC EMOTIONS — TRUTH EMOTIONS.*
By cosmic emotions we mean the feelings occa-
sioned bj ideas of the true, the beautiful, and the good.
The reign of law, the beauty of earth and skj, and the
all-pervading good, fill me with a boundless joy. Ego-
istic emotions terminate in seK ; altruistic emotions ter-
minate in others ; but cosmic emotions are boundless.
(The Cosmic Emotions.
The Rational Emotions.
The Spiritual Emotions.
The Higher Emotions.
Because these feelings belong peculiarly to onr
higher nature, they are called spiritual emotions. Be-
cause only rational beings are endowed with these
capabilities, the powers to feel in view of cosmic ideas
are called rational emotions. Because the soul goes out
to the universe in the feelings occasioned by the true
and the beautiful and the good, they are called cosmic
emotions.
r Truth Emotions, or Knowledge Emotions.
Cosmic Emotions — -< ^sthetical Emotions, or Beauty Emotions.
( Ethical Emotions, or Duty Emotions.
We are a part of a universe of related things, and
we are endowed with powers to perceive things and
discern relations. As one by one they open to our
view, great truths thrill us. The feelings awakened by.
* Review Chapter XV before studying this chapter.
COSMIC EMOTIONS— TRUTH EMOTIONS. 231
truth are called truth emotions. "We look without and
within ; beauty charms us. The feehngs occasioned by
beauty are called heaiity emotions. We find out our
relations to others ; we feel imperative impulses to do
to others as we would have them do to us. These feel-
ings are occasioned by ideas of right, and are called
duty emotions.
THE TRUTH EMOTIONS.
By these we mean our capabilities to feel, in view
of truth discerned. These feelings are known by the
following
( Truth Emotions.
Names. — •< Knowledge Emotions.
V. Philosophic Emotions.
Because these emotions are occasioned by the dis-
cernment of relations, they are termed philosophic emo-
tions ; as they well up, in view of knowledge gained,
they are termed knowledge emotions.
Analysis of Truth Emotions. — Archimedes had
studied long and hard to find the law of specific gravity.
While bathing, the happy thought struck him. He ran
out without his clothes, shouting " Eureka ! Eureka !
I have found it ! I have found it 1 " He discovered an
important truth which occasioned ecstatic truth emo-
tions. Give examples from your own experience.
Office of Truth Emotions. — Truth is the food of the
soul. The discovery of truth occasions much of our
deepest joy.
1. Truth emotions move us to search for truth as
for hidden treasures. A thirst for knowledge is deeply
impressed upon our nature.
232 ELEMENTARY rSYCIIOLOGY AND EDUCATION.
2. Truth emotions reward research with abiding joy.
Happy are they who hunger and thirst after truth. The
office of the truth emotions is to move us to seek truth,
as well as to enable us to appreciate and enjoy the true.
Characteristics of Truth Emotions. — We discern
truths. In view of these truths, we feel truth emotion.
The emotions of Harvey, when he discovered the circu-
lation of the blood; of Newton, when he discovered
gravitation ; of Columbus, when he discovered a conti-
nent, may be feebly imagined.
1. Truth emotions are occasioned hy truths dis-
cerned. These emotions are deepest when truths are
Urst discerned, but, Hke beauty, truth is a joy forever.
2. Truth emotions are houndless — are cosmic.
" We mingle with the universe and feel
What we can not all express nor all conceal."
Truth Emotions Defined. — As you experience these
emotions every hour, they are best defined by referring
them to your own conscious experience.
1. Truth emotions are our cajpahilities to feel in
view of truth. Our feelings, occasioned by the discern-
ment of truth, are truth emotions.
2. Original. Construct a good definition and illus-
trate it.
3. Various Definitions. — 1. Bain: Knowledge emotions are the
delights we experience when we discern truth. 2. Garvey : Truth
emotion is the radical impulse to seek and enjoy truth. 3. Bascom :
Truth emotion inspires pursuit and enjoyment of knowledge.
Nature of Truth Emotions. — "I will return to my
peaceful mathematics," was the resolve of a savant
weary of political turmoil. " A night with the peace-
ful stars is better than a thousand elsewhere " Truth
COSMIC EMOTIONS— TRUTH EMOTIONS. 233
emotions ars usually peaceful, but when grea,t truths
burst upon the mind these emotions become torrents.
Think of the emotions of Newton when he discovered
the law of gravitation ; of Franklin, when he discovered
the identity of electricity and lightning ; of Paul, Vv-hen
he first realized that Jesus was God. True education
leads the learner to discover truth for himself, thus
making student-life a perpetual joy. Though usually
tranquil and peaceful, the truth emotions are an ever-
flowing fountain.
Growth of the Truth Emotions.* — Children are full of
curiosity and open-eyed wonder. New objects delight
them. Their troublesome questions are interminable.
We discover the buddings of truth emotion. "With the
years the desire to find out increases and the joys of dis-
covery multiply. Childhood revels in objective truth.
Thinking the thoughts of God after him, delights child-
hood and fills the soul of manhood with inexpressible
joy. True teaching and right learning educate truth
emotions.
SUGGESTIVE STUDY-HINTS.
Eeview. — What do you mean by a faculty ? a power ? a capa-
bility ? a soul-energy ? Give a distinction between a cognitive power
and an emotional power. Is self active or passive when he feels f
What do you understand by the soul acting as a unit ?
What do you mean by cosmic emotions ? Why are these feel-
ings called rational emotions ? spiritual emotions ? higher emotions I
cosmic emotions ? Give the termination of egoistic emotions ; of al-
truistic emotions ; of cosmic emotions.
What do you mean by the truth emotions ? What distinction
do you make between the powers to feel in view of truth and the
feelings ?
* Sec "Education of the Truth Emotions," "Applied Psychology."
234 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Tell the story of Archimedes ; of Franklin's kite ; of Newton's
apple. What do you call the feelings thus awakened? Why ?
Give the office of the truth emotions ; of self emotions ; of al-
truistic emotions. What feelings move us to search for truth?
Give two characteristics of the truth emotions.
Give the author's definition of the truth emotions ; give your
definition ; give Bain's ; give Garvey's ; give Bascom's.
Are truth emotions always peaceful ? Why should the learner
be led to discern truth for himself? Tell about the growth and
education of the truth emotions.
Letter. — The treatment of the truth emotions is so brief that you
need to further develop the subject. Make a good topical analysis
of this chapter as a part of your letter to your friend.
CHAPTER XXIII.
ESTHETIC EMOTIONS.
By these we mean our powers to feel in the presence
of leauty. The feelings occasioned by beauty, sublim-
ity, or humor are called aesthetic emotions. As beauty
predominates, these feelings are often called the beauty
emotions.
f Emotions of Beauty or Ugliness.
.ffistlietic Emotions — ■< Emotions of Sublimity or Insignificance.
(. Emotions of the Humorous or the Prosy.
Analysis of Beauty Emotions. — You gaze upon the
night-blooming cereus ; slowly the flower expands.
You exclaim, " How beautiful ! " Your feelings occa-
sioned thus are called beauty emotions.
Characteristics of Beauty Emotions. — You are con-
scious of peculiar feelings of satisfaction and joy in the
presence of beauty of form, beauty of color, beauty of
ESTHETIC EMOTIONS. 235
sound, beauty of motion, beauty of character. These
feelings are beauty emotions.
1. Beauty emotions are occasioned hy the 'beautiful.
We find beauty everywhere. We behold the beautiful
landscape, and our souls thrill with beauty emotions.
2. Beauty emotions are houndless — are cosmic. As
we gaze upon the beautiful sunset, we forget self, for-
get the world, and mingle with the miiverse. Like
truth emotions, beauty emotions are complete in them-
selves. They satisfy.
Office of the JEsthetic Emotions. — We live in a uni-
verse of beauty and sublimity and humor, and we are
endowed with capabilities to appreciate and enjoy
beauty, sublimity, humor. The beauty emotions place
the soul en rajpjport w^ith the beauty world. Poetry and
eloquence and song and the beauty of holiness and the
beautiful earth and the sublimely beautiful heavens fill
us with rapture. God is beauty.
iEsthetic Emotions Defined, — Self, as noumenal per-
ception, immediately beholds beauty. In view of
beauty, self, as beauty emotion, feels beauty, joy, and
satisfaction, and the impulse to produce and possess the
beautiful.
1. Esthetic emotions are the capabilities to feel in
mew of beauty. The beauty emotions are the soul-en-
ergies to feel beauty. The agitations and impulses oc-
casioned by beauty are esthetic emotions. Beauty as
used here includes sublimity and humor.
2. Original, Give a definition expressive of your
xdews. What is sublimity ? What is wit ?
Objective and Subjective Beauty. — ^What is beauty?
All know, but no one can tell. Intuitively we per-
17
236 ELEMENTARY PSYCHOLOGY AND EDUCATION.
ceive concrete beauty, and consciously feel its spell.
But the beauty idea is a necessary notion, is ultimate, is
inexplicable. You may say that beauty is a thing of
proportion and harmony ; you merely give two of its
numerous attributes. Whatever occasions beauty emo-
tions we call beautiful, as the lily or the rainbow.
1. Objective heaiity. I look upon the blushing rose
and feel beauty. I listen to songs of birds, and feel
beauty. I read the " Lay of the Last Minstrel," and
feel beauty. I ponder the life of Florence Nightin-
gale, and feel beauty. The something external which
occasions beauty emotions is called objective beauty.
Space, time, causation, and objective beauty are external
reahties. Beauty is objective.
2. /Subjective beauty. By the subjective we mean
the mind itself. Self stands face to face with beauty —
knows beauty intuitively. We are endowed with the
intellectual power to behold beauty. Self feels beauty
when in its presence. We are endowed with powers
to feel beauty. The capabilities to perceive and enjoy
beauty are subjective. Perceiving and feeling beauty
are acts of the mind, and may be called subjective
beauty. Beauty is subjective.
Ugliness. — The opposite of beauty is ugliness. If
beauty is proportion and harmony, ugliness is the lack
of these. The ugly gives rise to ugly emotions. Ugli-
ness is not merely the absence of beauty, it is something
external that occasions repellent and disagreeable emo-
tions. The beautiful pleases, the ugly displeases ; the
beautiful attracts, the ugly repels ; the beautiful occa-
sions joyous emotions, the ugly occasions depressing
emotions. We desire the beautiful, but have an aver-
^^THETIC EMOTIOXS. 237
sion for the ugly. Make a diagram of emotions inci-
dent to beauty and ugliness.
Beauty of Gliaracter is the highest type of beauty.
When integrity, efficiency, and modesty blend in pro-
portion and liarmony, we have a Joseph, a Washington,
a Jesus. Perfect character is perfect beauty. How-
ever ugly the body, the beauty of holiness covers the
grand man or woman with a halo of glory. All moral
deformity is ugly. A base character, as a Judas or a
IsTero, is the extreme of ugliness.
Emotions of Sublimity. — A cascade is beautiful;
Niagara is sublime. Electrical experiments are beauti-
ful; the thunder-storm is subKme. Dress-parade is
beautiful; the battle is sublime. Yastness occasions
emotions of the sublime. Whatever carries the mind
into the infinite occasions the idea and feeling of sub-
limity.
" Beauty pleases and delights ; sublimity awes, yet
elevates." The emotion of insignificance is the oppo-
site of the emotion of sublimity. Both emotions are
occasioned by the familiar fable, " The mountain
labored and brought forth a mouse." Give other ex-
amples.
Emotions of the Humorous. — In view of the ludi-
crous, the witty, the humorous, the ego effervesces
with pleasure. These emotions are called emotions of
the ludicrous, of the witty, of the humorous. Isaac
Barrow well says, " It may be demanded what the thing
we speak of is, or what this facetiousness doth impart.
To which question I might reply as Democritus did to
him who asked the definition of a man. *'Tis that
which we all see and know ; any one better apprehends
238 ELEMENTARY PSYCHOLOGY AND EDUCATION.
what it is bj acquaintance than I can infer him by
description. It is, indeed, a thing so versatile and mul-
tiform, appearing in so many shapes, so many postures,
so many garbs, so variously apprehended by several
eyes and judgments, that it seemeth no less hard to
settle a clear and certain notion thereof than to make
a portrait of Proteus, or to define the figure of the
fleeting air. Its ways are unaccountable and inexplica-
ble, being answerable to the numberless rovings of
fancy and T^Hin dings of language.' "
The emotions occasioned by the flat or the dry are
the opposite of those occasioned by sparkling wit.
" Humor, however strange it may seem, is very com-
monly associated with sympathy. It was remarked by
Sir Walter Scott of Robert Bums, when he appeared
in Edinburgh, that in his conversation there was a
strange combination of pathos and humor. I am sure
that these two, humor and sympathy, often go together.
The man who never laughs, or who can not laugh
heartily, I suspect is deficient in tenderness of heart,
while he mdjjy be characterized by many virtues. Cer-
tain it is that in the writings of many of our great
authors pathos and humor are found in the closest con-
nection. " I believe that the fountains cf smiles and
tears lie nearer each other than most people imagine." *
Education of the JEsthetio Emotions, f — We are rap-
idly reaching the conclusion that aesthetic culture is as
important as intellectual culture. To this end, home is
made beautiful, and the modem pnmary school, as well
as the kindergarten, is full of beauty. Environments,
* McCosh.
t See ^' Education of Beauty Emotions,'* " Applied Psychology."
^STnETIC EMOTIONS. 239
objects, pictures, songs, plajs, art-work, all tend to de-
velop the beauty emotions. As the learner advances, he
is thrilled with higher and still higher forms of beauty.
What a revolution !
SUGGESTIVE STUDY-HINTS.
Eeview. — What do you mean by the emotions f What distinc-
tion do you make between egoistic, altruistic, and cosmic emotions f
Do ideas cause emotions, or merely occasion them ?
What do you mean by the altruistic emotions ? Is a capability
to feel beauty and a beauty feeling the same I Illustrate. Name
the classes of jEsthetic emotions.
Analyze three cases of beauty emotions ; three of the sublime ;
three of the humorous.
State the office of the beauty emotions; of the emotions of
sublimity ; of the humorous emotions ; give examples in each case.
Tell the characteristics of beauty emotions; of sublimity emo-
tions ; of humorous emotions ; give examples in each case.
Repeat the author's definition of aesthetic emotions ; your defini-
tion ; definitions of Haven, Bain, etc.
What is beauty ! Objective beauty ? Subjective beauty ? G ive
an example of objective beauty ; of subjective beauty.
What do you mean by ugliness? Give examples. Explain
what you mean by beauty of character. Give examples. W^hat is
an ugly character ? Give examples.
Tell what you know about sublimity. Eow do beauty and sub-
limity differ? Give examples.
Tell what you know about humor. How do wit and humor
differ? Illustrate.
Tell what you know about the culture of the aesthetic emotions.
Letter. — In your letter tell about the beauty emotions in poetry
and art.
240 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Analysis of Chapteks XXII and XXIIL
I. The Cosmic Emotions are :
The truth emotions. The aesthetic emotions.
The ethical emotions.
IL Analysis of
1. Truth emotions. 2. Beauty emotions,
d. Sublimity emotions, 4. Humor emotions.
III. Office of
1. Truth emotions. 2. Beauty emotions.
3. Sublimity emotions. 4. Humor emotions.
IV. Characteristics of
1. The truth emotions. 2. The aesthetic emotionsw
V. Definitions of
The truth emotions. The aesthetic emotions.
Beauty.
1. Objective. 2. Subjective.'
YI. Emotions of Sublimity.
VII. Emotions of Humor.
Yin. Edncaticn of
1. Truth emotions. 2. .^thetic emotions.
CHAPTER XXIY.
i CONSCIENCE, OR THE ETHICAL EMOTIONS.
JSy conscience is meant the power to feel ethical
emotions in view of right. The ethical emotions are
the feelings occasioned hy perceiving and discerning
right. These feelings tend to universal right, and
hence are classed with the tnith emotions and the
beauty emotions as cosmic emotions.
CONSCIEXCE, OR THE ETHICAL EMOTIONS. 241
'' Conscience, or the Ethical Emotions.
The Emotions of Conscience.
frames. 1 The Emotions of Right.
The Emotions of Good.
^ The Duty Emotions.
As these emotions look to good, to right, to duty,
they are called duty emotions, emotions of the right,
emotions of the good, and emotions of conscience. By
common consent the capability to feel Tightness is
tenned conscience, and the feelings incident to ideas
of right and wrong are called emotions of conscience,
or ethical emotions.
Analysis of Ethical Emotions. — Take Paul : " I perse-
cuted Christians conscientiously, for I thought I ought."
Because he believed Jesus to be an impostor, he felt it
his duty to crusli out Christianity. The feeling "I
ought " moved Paul to persecute. He believed it was
right, and felt that he ought. The impulses to do what
we believe to be right are impulses of conscience. Take
Joseph Reed. When tempted to betray his country by
the offer of $50,000 and high office, Eeed replied, " I
am not worth purchasing ; but, such as I am, the I^ng
of Great Britain is not rich enough to buy me." He be-
lieved that it was wrong to sell his country. The feel-
ing "I ought not" moved Reed to refuse the bribe.
The impulses to refuse to do what we believe to be
wrong are impulses of conscience.
Office of Conscience. — Conscience is the mental power
to feel lightness. Self, as conscience, always moves to
the right. " Get right and keep right," are its impera-
tives. To feel rightness is the sole office of conscience.
But ethical emotions are prospective, immediate, or
242 ELEMENTARY PSYCUOLOGY AND EDUCATION.
retrospective ; hence tlie three imperatives of con-
science :
1. Find out the right. Self, as intellect, finds out right, but
self, as conscience, inspires the search. " Be sure you are right, then
go ahead." I wish to invest in a tempting lottery ; is it right ? I
am offered $10,000 to lobby a bill through Congress ; ought I to accept
the offer! Is it right to play cards, attend theatres, dance, flirt,
drink wine, or smoke ? At every step these troublesome questions
meet us. The impulses of self as conscience to find out the right
are ethical emotions. Paul acted blindly but conscientiously. Be-
cause he refused to investigate, and went on blindly persecuting
Christians, he calls himself the chief of sinners. The world is full
of these sincere wretches. The sun shines, but men shut their eyes
and declare there is no sun : or, if there is, they can not see it. Find
out the right is the first imperative of conscience.
2. Choose and do the right. Do right is the deepest impulse of
the heart. You have investigated to the utmost. You believe tem-
perance is right and drinking intoxicants wrong. Appetite craves
alcohol. Conscience says, " Touch not, taste not, handle not — the
accursed thing." The impulse to choose temperance and live tem-
perately is an emotion of conscience. You repress your lawless
brute cravings and act in accord with your ethical emotions. You
choose and act conscientiously. Choose a?id do the right is the
second imperative of conscience.
3. Get right and keep right. Peter denied Christ. Remorse,
the supreme agony, overwhelmed him. Remorse, as a reformatory
energy, is conscience pleading, " Cease doing wrong and begin doing
right." The mute pleadings of conscience aroused Peter, and he be-
came the bravest of the brave. Continuing wrong is the unpardon-
able sin. The drunkard signs the pledge ; his heart glows with deep-
est satisfaction. This is conscience moving him to keep right. The
emotion of duty done is the highest joy. It sustains us amid all
trials. It sustains the martyr at the stake. Paul exclaims, " I have
kept the faith, and will receive the crown." When we do right, we
feel the approval of the Author of right ; but, when we do wrong, we
feel his disapproval. The poet has beautifully expressed this idea :
" An approving conscience is the smile of God, remorse his frown."
Get right and keep right is the third imperative of conscience.
CONSCIENCE, OR THE ETHICAL EMOTIONS. 243
Characteristics of Conscience. — Since conscience is onr
only power to feel riglitness, it is easy to distingxiisli
ethical emotions from other feelings. Other marked
characteristics in addition to those given may be pointed
out.
1. Ethical emotions are incident to ideas of right
and lorong, Iso other ideas occasion these feehngs, nor
do these emotions occur except in connection with ethi-
cal ideas. Brutes are incapable of gaining ethical ideas,
and hence feel no ethical emotions.
2. Ethical emotions are imperative. Conscience is
the only imperative soul-energy. / ought^ do right^
etc., arc the imperatives of conscience. Moral law is
supreme, as are the emotions of right. iNot may but
must is the ethical feeling. "I can not tell a lie"; I
can not afford to do what I believe to be wrong ; I can
not afford to disregard my ethical impulses.
3. Ethical emotions dominate. Pleasure, self-in-
terest, and even love must yield to the imperative of
conscience. " Do right though the heavens fall." " I
would rather be right than be President." These are
good illustrations. Conscience is the supreme sonl-
energy. Intellect and will, as vrell as all the lower feel-
ings, yield to conscience.
Definitions of Conscience. — What is conscience ? It
is not knowing, for seK, as intellect, does all his know-
ing. It is not choosing, for self, as will, does all his
acting, choosing, and directing. It is not a compound
faculty, for a faculty is a mental element. Clearly,
conscience is the power to feel rightness.
1. Conscience is the jpower to feel ethical emotions
in, view of ethical icfcas. It is the mental energy to
2i4 ELEMENTARY PSYCnOLOGY AND EDUCATION.
feel in tlie presence of right and wrong. The capabih'ty
to feel Tightness is an ultimate endowment of the human
soul. 'No analysis can resolve the emotion of right ; no
synthesis can derive these emotions from other feelings.
As the impulsion to right is a mental activity, distinct
in kind, we are compelled to class conscience as a mental
faculty. When the rubbish is removed, and the mists
are cleared away, how royally conscience stands out in
the mental economy !
2. Original definitions. You may write out your
definition of conscience. There must be no mystery.
Let there be sunlight cleaniess. The vast range of feel-
ings occasioned by a knowledge of right and wrong are
termed ethical emotions. The capability to feel ethical
emotions is called conscience. Our impulses to do
what we believe to be right are acts of self as con-
science.
3. Vaxious Befinitions. — 1. Dr. I. G. John : Con.science is the
moral impulsion in man. 2. Hopkins : Conscience is the impulse
felt by a rational being to obey law. 3. Bascom : Conscience is the
power to perceive and feel obligation.
Bemarks. — Self, as conscience, feels Tightness, in view of ethical
ideas. But all ideas are intellectual products. Self, as will, moved
by ethical emotions, chooses right. Confounding conscience with its
antecedents, ethical ideas, and its consequents, ethical actions, occa-
sions endless confusion. Ethical ideas, ethical emotions, and ethical
actions are as distinct as gold, silver, and copper. Because emotions
of right are central, conscience is often used to include its antece-
dents and consequents. But the psychologist must sharply distin-
guish between knowing right, feeling right, and doing right. In the
light of intelligence, we feel impulses to choose and do what we
believe to be right. The power to feel oughtness is conscience.
Ethical Knowledge.— How do we find out what is
right 'i Precisely as we find out what is true in botany.
CONSCIENCE, OR THE ETHICAL EMOTIONS. 245
The moral universe is an objective reality. Into tins
world, we have direct insight.
1. Ethical percepts. Self, as noumenal perception, immediately
knows concrete right. You observe a noble woman treating kindly
a starving old man, and notice his deep gratitude. You know intui-
tively that the act of kindness and the act of gratitude are nght.
We perceive concrete right.
2. Ethical concepts. We think ethical percepts into ethical con-
cepts. We perceive many acts of kindness and of gratitude, and we
know directly that each is right. We discern resemblances and
think these acts into groups. This group of kind acts becomes kind-
ness, and this group of grateful acts becomes gratitude.
3. Ethical judgments. We think ethical concepts into ethical
judgments. We discern agreement between the notions right and
gratitude, and ^o-j gratitude is right. We discern incongniity be-
tween the notions right and ingratitude, and say ingratitude is
iffrong.
4. Ethical laws. We discover laws. I investigate light. I find
that in this case and this, its intensity varies inversely as the square
of the distance. As nature is uniform, I find that 1 have discovered
a law of light. So in ethics I perceive that honesty is right in this
case and this. I find that honesty tends to the general good, and
that men everywhere believe that they ought to be honest. Moral
as well as physical forces are constant. I have discovered a moral
law. Ethical knowing is purely intellectual : it is relf, as intellect,
investigating the moral world.
Conscience is not a Moral Guide.— Self, as intellect,
finds out what is right. Self, as conscience, feels a
strong impulse to do what he believes to be right.
Steam impels the boat, but the pilot guides. Con-
science is the moral impulsion in man, but intellect
guides. To call conscience a moral judgment, or a moral
sense, or a moral guide, tends to hopeless confusion.
Conscience in Literature. — A crude psychology is
imbedded in literature. The distinctions between in-
tellect, emotions, and \vill, are not always clearly dis-
246 ELEMENTARY PSYCHOLOGY AND EDUCATION.
ccrned. A blind feeling is often represented as intelli-
gent. The conception of a faculty as an ultimate and
inexplicable endowment of tlie soul, as a simple and
distinct capability, is modern. Even the etymology con^
with, and sciens, knowing, embodies, as I think, a fun-
damental error. But the thoughtful student need not
be misled. Errors wrought into human thought can be
removed only by the slow processes of time and the
leaven of truth. However, the common sense of the
race has ever been right. Conscience to the masses is
simply a feeling of rightness. " It was an error of the
head (intellect) not of the heart (conscience)," gives the
true idea. "• My judgment was at fault but my inten-
tions were good," is sound psychology. "Conscience
doth make cowards of us all," and " The righteous are
bold as a lion," give the correct meaning.
Intentions and Conscience. — Intentions are purposes.
What were your intentions ? Self, as consciousness,
perceives his intentions. We can not be mistaken as to
our intentions.
1 . Good intentimis are purposes to do what we be-
lieve to be right. When we act with good intentions
we act conscientiously. Paul believed he ought to per-
secute the Christians. He did it "in all good con-
science," for his intentions were good.
2. Bad iritentians are pui-poses to do what we be-
lieve to be wrong. When we act with bad intentions
we act unconscientiously. Judas knew that it was wrong
to betray Christ. He acted unconscientiously, for his
intentions were bad. I know always with absolute cer-
tainty whether my intentions are good or bad. It is
the certainty as to good intentions that makes the right-
CONSCIENCE, OR THE ETHICAL EMOTIONS. 247
eous bold as a lion. One man with good intentions shall
chase a thousand.
" He whose cause is just is trebly armed.''
It is the certainty as to bad intentions that causes
the wicked to flee from shadows. "The wicked flee
when no man pursueth."
Conscience is Infallible. — Every one is liable to reach
false conclusions, and to consider the right wrong, or
the wrong right. But conscience, as invariably as the
needle points to the pole, moves us to choose and do
what we deem the right. The good man is a conscien-
tious man. A conscientious man habitually does what
he believes to be right. A bad man is one who habitu-
ally chooses and does what he believes to be wrong.
Conscience is not a guide ; intellect guides. Conscience
is the infallible impulse to do what we consider right.
Must we, then, always obey our consciences ? Cer-
tainly. Conscience moves us to search for right with
all our powers. Conscience never fails to move us to
do what we consider right. "We must obey.
Intuitive Ethical Ideas. — The moral universe is as
rear as the physical. Moral agents, moral phenomena,
moral laws, moral obligations, and moral responsibilities,
are objective realities. We are endowed with the
power of direct insight into the ethical world. Moral*
phenomena are what is right or wrong in conduct.
Self stands face to face with ethical phenomena, and
immediately perceives necessary ethical ideas. Take
the actions of the Good Samaritan and the Levite as
an object lesson. Here, right and wrong are acted.
By direct insight, you gain the concrete ideas, right,
ought, merit, and their opposites. Concrete right and
243 ELEMENTARY PSYCHOLOGY AND EDUCATION.
wrong are ethical phenomena. I need not prove to jou
that the Levite did wrong, or that tlie Good Samaritan
did right; you know it intuitively. This right and
this wrong are ethical percepts. Concrete ought and
ought not are ethical intuitions. You know at once
that the Good Samaritan ought to have acted as he did,
and that the Levite ought not to have acted as he
did. The ideas this ought and this ought not are ethi-
cal percepts. Concrete merit and demerit are ethical
intuitions. A big boy strikes his kind mother. Even
the little child cries " Shame ! " and intuitively blames
the unnatural son. You know at once that the Good
Samaritan merited praise Avhile the Levite deserved
blame. The ideas this merit and this demerit are ethi-
cal percepts.
Intuitive Ethical Truths. — Necessary inferences from
necessary ideas may be called intuitive truths. The
axioms of ethics, like the axioms of mathematics, are
intuitive truths. We venture to submit the following
statements :
1. Moral law. The uniform ways in which moral forces act are
called moral laws. As physical phenomena occur uniformly, in the
same way, we infer that physical law reigns in the physical world.
As moral phenomena are uniform in all lands at all times, we infer
the reign of moral law in the moral world.
2. Author of law. From the existence of right and laws of
right, we infer a law-giver. After half a century of philosophic re-
search, Herbert Spencer gives his final summary: "Amid all mys-
teries, there remains the one absolute certainty — we are ever in the
presence of the infinite and eternal energy, from whom all things
proceed." Mr. Spencer voices the conclusion of all thinkers. In the
same way we reach moral certainty. Moral law necessitates a moral
law-giver.
3. Law and its author are beyond and superior to self. This
CONSCIENCE, OR THE ETHICAL EMOTIONS. 24:i>
inference seems to be unavoidable. We are subjects of law. Law
reigns within and around us. Obedience to law works our good.
4. Self is responsible to law and its autlior. We are capable
and free. Law is the rule of right, and works for our good. We
are under obligations to obey law. As we are capable and free, we
are responsible for our acts. Morality is thus based on the rock.
Laws of Conscience. — The mental energy which
prompts the choosing and doing of what we deem right
is called conscience. The uniform ways in which this
energy acts may be called the laws of conscience. AYe
submit a few examples :
1. Conscience ivories in the light of intelligence. Ethical emo-
tions are agitations and impulses occasioned by ideas of right. In
the absence of ethical knowledge, ethical emotions are impossible. As
the brute has no ethical ideas, it feels no ethical impulses.
2. Conscience invariably moves to acts believed to be right. Intel-
lectually, it is human to err. Mistakes of judgment are unavoidable.
The Hindoo mother believes that she ought to sacrifice hor child.
Paul believed he ought to persecute Christians. But the action of
gravity is not more constant than the impulse to do what we believe
to be right.
3. Acting conscientiously strengthens conscience. Education by
doing applies to the ethical emotions. As exercise strengthens
muscle, and remembering strengthens memory, so acting conscien-
tiously strengthens conscience. Moral theories and moral sermons
may help or hinder. Only habitually doing what we believe to be
right can make us strong to do right and resist wrong.
4. Suppressing ethical emotions weakens conscience. Doing
what we believe to be wrong is disregarding or suppressing our
emotions of right. As restraining the limbs weakens them, so dis-
regarding conscience tends to weaken ethical emotions.
Growth of Conscience. — Yery early, children give
indications of ethical emotions. When child-experience
involves right and wrong, concrete right is perceived
and the impulse toward right felt. But the egoistic
emotions and the physical feelings are now strong, and
250 ELEMENTARY PSYCHOLOGY AND EDUCATION.
largely determine child action. Conscience moves to
the right, bnt moves feebly. Year by year the ethical
emotions grow stronger. Do right, the imperative of
conscience, more and more influences action. Later,
the ethical emotions begin to dominate all other im-
pulses. Now the child has become a conscientious
moral agent, doing the right because it is right.
Growth of conscience is indicated by the wonderful
changes from feeble ethical impulses felt by the child
to the dominant ethical emotions felt by the conscien-
tious man.
" The conscience," says Dr. McCosh, " grows as all living things
do, but it grows from a germ. The faculties of the mind, like the
properties of a body, are all of the nature of tendencies. There are
intellectual tendencies in infants and savages, but they need to be
called forth and ripened by light and by heat directed toward them.
It is the same with the moral power ; it is in all men native and ne-
cessary, but it is a germ requiring to be evolved. It grows as the
oak grows. As the tree needs earth in which to root itself and ait
of which to breathe, so the conscience needs a seat in our mental
sphere, with a stimulus to make it germinate and expand. When
reared in a bare soil, it will be dwarfish. When exposed to cold and
blighting, it will be stunted and gnarled. In a good soil and a
healthy atmosphere, it will be upright and well-formed. In particu-
lar, it grows and spreads out with the intelligence which enables it
clearly to apprehend facts and to discover the consequences."
Education of Conscience.* — Moral theories do not
make moral men, nor does the possession of a conscience
make any man virtuous.
1. Eight doing develops cmiseience. — Habitually
doing what one believes to be right develops the moral
faculty. Intellectual culture does not necessarily pro-
mote conscientiousness. Indeed, great thinkers are
* See " Education of Conscience," " Applied Psychology."
CONSCIENCE, OR THE ETHICAL EMOTIONS. 251
sometimes monsters of depravity. Bacon was desig-
nated as the wisest and meanest of mankind. He knew
the way, approved it, too, but still pursued the wrong.
Sermons and moral lectures are good, but preachers'
children and even preachers may be very immoral.
Acting conscientiously alone educates conscience.
2. JV^on-use or misuse weakens conscience. One
who constantly disregards the urgings of conscience
will have a weak conscience. Just as a person who
seldom recalls his experiences will have a weak memory.
Conscience, as an impulse to right and a restraint from
wrong, becomes weak, becomes seared, because un-
heeded. IN'ot so conscience as remorse. Too late,
apathy gives place to this dread fiend. Remorse
comes to stay. The guilty soul agonizes in almost
hopeless despair. " I knew my duty, but did it not,"
touches the deepest depths of human woe.
3. Sowing wild oats. In the light of history, Froude
says : " Eemorse may disturb the slumbers of a man
who is dabbling in his first experience of wrong ; and
when the pleasure has once been tasted and is gone,
and nothing is left of the crime but the ruin which it
has wTought, then, too, the Furies take their seats upon
the midnight pillow. But the meridian of evil is, for
the most part, left unvexed, and when a man has chosen
his road, he is left alone to follow it to the end."
Would you lift the curtain and know the end ? Witness
the death-scene of Charles IX of France. Ponder the
fate of Jean Yaljean. Study Macbeth and the dream
of Clarence. Ponder the miserable end of a Judas,
an Arnold, a Burr. Kemorse is a sure crop.
4. As happiness results from law oheyed^ so misery
18
252 ELEMENTAKY PSYCHOLOGY AND EDUCATION.
follows laio molated. A beggar on good terms with
liis conscience is infinitely better oif than the guilty
millionaire or wicked king. As you sow, so shall you
reap. All human experience verifi.es this truth. " A
man's character is but the stamp upon his soul of the
free choice of good or evil through life." " Sow acts,
you reap habits ; sow habits, you reap character ; sow
character, you reap destiny."
6. Train ujp the child in the way it should go,
" Before knowledge place culture, and before culture
place character." Keep the children's faces toward the
light ; keep their hearts open to the truth ; keep them
doing, ever doing, right things, and let the wrong se-
verely alone. Wrong is never so distinctly compre-
hended as when purity shines upon it from the depths
of a truth-loving heart. iN'ever allow a child to think
a wrong thing or form a wrong ideal, if it is possible to
prevent it. Lead children to spend their precious time
in doing right.
" Happy are they who hunger and thirst after right-
eousness." Let beatitudes take the place of curses ; let
the eternal do take the place of the everlasting " dorDtP
SUGGESTIVE STUDY-HINTS.
Eeview. — You may ascend the pyramid, defining and giving
the office of each mental power until you reach conscience.
What is meant by conscience f "Why are our feelings in tho
presence of right called ethical emotions ? emotions of right ? emo-
tions of good ? duty emotions ? conscience ?
Analyze three acts of conscience. W^hen you feel ought or ought
not, is it an act of conscience % Tell the story of Reed ; of Washing-
ton ; etc., etc.
State the office of conscience. Name the three imperatives of
conscience. Give two examples of each.
CONSCIEXCE, OR THE ETHICAL EMOTIONS. 253
Mention the first characteristic of conscience; the second;
third. Give two examples of each.
Give author's definition of conscience ; your definition ; defini-
tion of Dr. John, etc. Criticise definition of Bascom.
What are the antecedents of acts of conscience ? Consequents ?
Is conscience knowing right, feeling right, or doing right 1
How do you find out what is right f How do we get ethical
percepts? ethical judgments? ethical laws? Give an example of
each. Show that ethical knowing is purely intellectual.
Show that conscience is not a moral guide. Illustrate. What
powers guide us ?
Give the etymology of conscience. Does this give the correct
idea ? Is conscience always correctly used in literature ? Has the
common sense of the race been correct on this as on most subjects ?
What do you mean by intention ? How does conscience make
cowards ?
What do you mean by fallible ? infallible ? Is self as judg-
ment fallible or infallible? Is conscience fallible or infallible? Il-
lustrate by the magnetic needle. What do you mean by a good
man ? a bad man ? Must we always obey conscience ?
How do we gain concrete ethical ideas ? Give five examples.
What are moral phenomena ? Do we have direct insight into the mor-
al world f Illustrate by the good Samaritan. Show how we gain the
concrete ideas — ought, ought not, merit, demerit, praise, blame, etc.
Analysis of Chapter XXIV.
I. Names.
Conscience. The ethical emotions.
The emotions of conscience. The emotions of right.
The emotions of good. The duty emotions.
II. Acts of Conscience Analyzed.
A right act. A wrong act.
III. Office of Conscience.
1. Find out right. 2. Choose and do right.
3. Get right and keep right.
lY. Characteristics of Conscience.
Ethical emotions occasioned by right.
Ethical emotions imperative.
Ethical emotions dominant.
254 ELEMENTARY PSYCHOLOGY AND EDUCATION.
y. Conscience Defined*
1. Author's definition.
3. Various definitions.
VI. Ethical Knowledge.
1. Ethical percepts.
3. Ethical judgments.
VIL Intentions.
1. Good intentions.
VIIL Conscience Infallible.
1. An infallible impulse.
3. A bad man.
IX. Intuitive Ethical Ideas.
1. llight and wrong.
3. Merit and demerit.
X. Intuitive Ethical Truths.
1. The reign of moral law.
3. Law superior to self.
XI. Laws of Conscience.
1. Conscience works in the light.
2. Conscience always moves to duty.
8. Conscience is strengthened by doing right.
4. Confidence is weakened by doing wrong.
XII. Growth of Conscience.
1. Feeble in children.
3. Dominates in youth.
XIII. Education of Conscience.
1. Right doing.
3. Sowing wild oats.
5. Keep the face to the light.
2. Original definition.
2. Ethical concepts.
4. Ethical laws.
2. Bad intentions.
2. A good man.
2. Ought and ought-net.
4. Responsibility and
irresponsibility.
2. Author of law.
4. Self responsible to law.
2. Gradually gains power.
4. McCosh's views.
2. Non-use.
4. Happiness.
THE EMOTIONS— GENERAL VIEW. 255
CHAPTER XXV.
THE EMOTIONS GENERAL YIEW.
Emotions are strung on ideas as gems on golden
cords. Emotions are feelings occasioned by knowledge.
The golden sunset, the song of birds, and the fragrant
flowers, as they come to ns in waves of light and sound
and odor, thrill us with pleasure. As we explore na-
ture and life, science, biography and literature, the en-
tire key-board of our emotional nature responds, and
moves us to act well our parts. We feel while we
know, and will while we feel.
f 1. Perceptive Knowledge.
c 1. Knowledge, — -| 2. Representative Knowledge.
Order. — \ 2. Emotion. ( 3. Thought Knowledge.
The emotions are the capabilities of self to feel in
view of ideas. The feelings occasioned by knowing are
termed emotions. The capabilities to feel in view of
knowing are by some called the intellectual feelings.
" The heart powers " is the expression of the masses.
The head with them means the intellect ; and the
heart, the emotions. Formerly, heart was often used
in the sense of mind ; now it is used to include our
emotional powers, and is often restricted to our affec-
tions. The emotions — the powers to feel in view of
knowing — ^is every way the preferable name.
( The Emotions.
Kames. — ■! The Intellectual Feelings.
' The Heart Powers.
256 ELEMENTARY TSYCHOLOGY AND EDUCATION.
Mind as emotion moves outward. Some feelings
look to self, and hence are called egoistic emotions.
Some feelings are termed altrxiistic emotions^ because
the J look to others. But the feelings that look to the
truth world, the beauty world, and the duty world, are
called cosmic emotions. When an emotion arises from
contemplating the past, it is termed a retrospective emo-
tion. A present emotion is called an imm^ediate emo-
tion, but a feeling occasioned bj contemplating the
future is termed 2i prospective emotion. We thus reach a
satisfactory and convenient classification of the emotions.
Retrospective.
1. The Egoistic Emotions. — •{ Immediate.
Prospective.
Retrospective.
2. The Altruistic Emotions. — ■{ Immediate.
Prospective.
Retrospective.
3. The Cosmic Emotions. — -( Immediate.
Prospective.
The egoistic emotions are our 2>owers to feel in
view of self. The feelings occasioned by ideas pertain-
ing to self are called egoistic emotions. The power to
feel and the feeling are as distinct as perception and
perceiving. Personal emotions means emotions pertain-
ing to the person. Self emotions and egoistic emotions
better express the meaning. As these emotions arise
from contemplating self with reference to the past, the
present, or the future, they are called retrospective, im-
mediate, and prospective emotions.
The Emotions.-
-I
{
I
[ Tlie Egoistic Emotions, -j i Retrospective.
Names. — ■< The Self Emotions. v \ Immediate.
(. The Personal Emotions. ) ( Prospective.
THE EMOTIONS— GENERAL VIEW,
257
Tlie altruutio emotions are powers to feel in view
of others. The feelings occasioned by ideas pertain-
ing to others are termed altruistic emotions. When we
feel for and with others, these feelings are called sym-
pathies, affections, benevolent emotions, love, etc. ; but
when we feel away from and against others, they are
termed antipathies, disaffections, malevolent emotioiifi,
hate, etc.
Altruistic Emotions.
Sympathies and Antipathies.
-J. J Affections and Disaffections.
I Benevolent and Malevolent Erao- • i
I tions.
(^ Love and Hate.
'' Retrospective.
Immediate.
^ Prospective.
The cosmic emotions are our jpowers to feel in view
of the true, tlie "beautifitl, and the good. These feel-
ings are termed cosmic emotions. Because they are
limited to rational beings, they are named rational emo-
tions. As they are occasioned primarily by noumeual
percepts, they may be called noumenal emotions. Some
name these feelings spiritual emotions and higher emo-
tions^ because of their tendency to exalt the soul. Self
as cosmic emotion goes out to the universe. These feel-
ings are as boundless as the universe and eternity. Cos-
mic emotion seems to express the exact meaning.
^ f Retixispective.
Names. -
f The Cosmic Emotions.
The Rational Emotions.
The Spiritual Emotions.
The Noumenal Emotions.
^ The Higher Emotions.
-< Immediate.
Prospective.
The cosmic emotions are occasioned hy cosmic hnow-
ing. Self, as noumenal-perception, has immediate in-
258 ELEMENTARY PSYCHOLOGY AND EDUCATION.
eiglit into the truth world, the beauty world, and the
duty world. We know intuitively, in their concrete
forms, the true, the beautiful, and the good. But self
as reason finds out what is true, what is beautiful, what
is right. In the presence of truth we feel truth emo-
tions. In the presence of beauty we feel beauty emo-
tions. In the presence of right we feel duty emotions.
/ The Knowledge Emotions, or Truth Emotions.
EmoUons^ -j The Esthetic Emotions, or Beauty Emotions.
( The Ethical Emotions, or Duty Emotions.
Physiologi/ of the emotione. The soul is embodied
in an organism. The interaction between mind and
body is wonderful. Study that expressive face under
the play of diverse emotions. How joy lights up the
countenanc2 ! How grief drapes the face in gloom.
" When ideas are of objects appetible or inappetible they stir up
emotion. We have a glimpse of the way in which the feelings work
in the brain. The idea which evokes the feeling, and is its sub-
stratum, works in the cerebrum ; and the excitement produced, like
the original sensation, may be partly mental and partly bodily — the
bodily excitement often rising to movements in changes of color, in
paleness and redness of countenance, in blushing and in trembling,
in laughter and in tears. It is the office of psycholog}^ to unfold the
emotions ; it is the business of physiology to trace the bodily affec-
tions from the brain downward to the nerves and fibers." *
Tlie Haman Temperaments. f — "The temperaments are formed
by the proportion of those elements that enter into the bodily struct-
ure, causing the diversities in shape, form, and mental characteris-
tics that we observe ; and whether we employ the words ' lymphatic,
sanguine, bilious, and nervous,' or ' vital, motive, and mental,' to
denote the bodily constitution of individuals, these terms correspond
♦ McCosh.
t Superintendent J. M. Greenwood in " Principles of Education Practi-
cally Applied."
THE EMOTIONS— GENERAL VIEW. 259
to those real distinctions which prompt the possessor to move or act
in a certain direction. The mind is a unit ; it manifests its activity
in various directions. A distinct kind of mind activity is called a
faculty of the mind ; consequently, there are as many faculties of
the mind as it has distinct kinds of activity. In like manner, the
body is one organism, constructed upon temperamental conditions.
The manner of their combination produces tendencies either to men-
tal activity or to sluggishness, causing all those variations in human
nature that we observe. When the intellect, sensibility, or will pre-
vails, there is found a corresponding temperamental development
which exerts a controlling influence, and shapes and colors the whole
character of the possessor. He lives and acts in harmony with his
nature. Teachers furnished with eyes, ears, good sense, and an in-
clination to study, can tell what tendencies prevail in the pupils
they are called upon to teach. This is justly regarded as the key to
eminent success."
SUGGESTIVE STUDY-HINTS.
Beyiew. — Study this chapter with the tree (p. 56), and the pyra-
mid (p. 204), and the diagrams of the egoistic, altruistic, and cosmic
emotions before you.
What distinction do you make between knowing and feeling ?
between an intellectual power and an emotion I Illustrate. Explain
the logical order of mental activity. Do we feel while we know ?
Do we will while we feel f
Define the emotions. Explain the names given to these capa-
bilities. Why do you prefer the term emotion i
Explain the classification of emotions. Illustrate retrospective,
immedialte, and prospective emotions. Define the egoistic emotions.
Explain the several names applied to these feelings. Are these
names equally expressive ?
Define the altruistic emotions. Explain the various names
given to these feelings, and state your preference.
Define the cosmic emotions. Why do you prefer this to the
other names applied to these feelings ? Name the groups of cosmic
emotions. Define each. What do you mean by cosmic knowledge I
Illustrate the physiology of the emotions. What is the office
of psychology ! of physiology i
PART VI.
THE WILL-POWERS,
CHA-PTER XXVI.— Attention. ^
XXVII.— Action.
XXVIII.— Choice.
XXIX. — The Will-Powers.— General View.
PSYCHOLOGICAL PYRAMID.
THE WILL
^ I POWERS.
CHOICE.
ACTION.
ATTENTION.
THE
THE COSMIC EMOTIONS.
THE ALTRUISTIC EMOTIONS.
EMOTIONS. I THE EGOISTIC EMOTIONS.
THE
PHYSICAL
FEELINGS.
THE SPECIAL SENSES.
THE GENERAL SENSES.
THE APPETITES.
THE
INSTINCTS.
HUMAN INSTINCTS.
COMMON INSTINCTS.
STRICTLY BRUTE INSTINCTS.
THE
THINKING
10. POWERS.
X ^
REASON.
JUDGMENT.
CONCEPTION.
REASONS.
IJUDGMENTS.]
CONCEPTS.
THE
{REPRESENT^
O I ATIVE
3 / POWERS.
IMAGINATION.
PHANTASY.
MEMORY.
IDEALS.
o
, PHANTASMS.! c
O
MEMORIES
to
THE
(PERCEPTIVE/
POWERS.
NOUMENAL-PERCEPTION.
CONSCIOUS-PERCEPTION.
SENSE-PERCEPTION.
iNOUMENAL-l
PERCEPTS.
[CONSCIOUS-!
PERCEPTS.
SENSE.
PERCEPTS.
SIXTH PART.
THE WILL-POWERS.
By these we mean our ca][>dbilitie8 to attend, deter-
mine, and act Will is the power to make intentional
efforts. Knowing, feeling, willing is the logical order
of soul activity ; hence we place at the summit of the
psychological pyramid the will-powers.
8. THE WILL-POWERS.
2. THE EMOTIONS.
1. THE COGNITIVE POWERS.
Knowing occasions emotion ; emotion occasions
choice and action. The telegram states that your
brother is dying ; you are grieved to the heart ; you
hasten to soothe him in his dying hour.
c 3. Action.
The Will-Powers.— -j 2. Choice.
\ 1. Attention.
You concentrate your powers on the geometry les-
son; self, as attention, concentrates his efforts. You
determine to spend vacation in California; self, as
choice, determines. You execute your plan ; self, as
264 ELEMENT.iRY PSYCHOLOGY AND EDUCATION.
action, executes his determinations. Because choice is
the pre-eminent will-power, we place it as the cap-stone
of the psychological pyramid.
Will, Emotion, Intellect.— Will is mind in liberty.
Voluntary acts are intentional acts. AVe are endowed
with capabiHties to form and execute plans. Liberty,
intention, and volition are the characteristics of will,
and distinguish the will-powers from the emotions and
the intellect.
CHAPTEH XXYI.
By attention is meant the jpoioer to concentrate our
efforts. Self, as attention, concentrates his efforts, pro-
longs his efforts, and changes his efforts. Like con-
sciousness and memory, attention in some degree enters
into all distinct mental activity. What the will can do
is to fix the attention.
1. Sdf, as attention, concentrates effort.— As we can, under an
adequate motive, observe one point in the scene before us and ne-
glect everything else ; as we can single out one sound and be deaf
to the general hum ; as we can apply ourselves to the appreciation
of one flavor in the midst of many, or be aware of a pressure on a
particular part of the body to the neglect of the rest — so in mental
attention we can fix one idea firmly in the view, while others are
coming and going unheeded.
2. Attention is characteristic of cultivated ininds. — In the
uneducated and badly educated it is more or less wanting. The
power of giving the whole of the mind to any subject or work, what-
* Ke-examlne Chapter I; also, see "Education of Attention," "Ap-
plied Psychology."
ATTENTION. 265
ever be its nature, without permitting it to wander, is not common,
and where it does exist it is usually the result of severe discipline.
The mind, while it is the most active agent with which we are ac-
quainted, is also one of the laziest. Not lazy through idleness, but
because it shirks. It loves to remember, for remembering is not
work. It loves to form phantasms, for phantasy is sport, day-dream-
ing is pleasant. It loves reverie. It does not love to think, for
thinking is work. Whoever has taught children and observed their
ways closely has a thousand proofs of this. Place a spelling-book in
the hand of a little boy and watch him. Nine times out of ten he
will try to learn his task by going over it a great many times. The
mind is shirking, for the mind does not work that way. It is his
mental effort to get the lesson without fixing his whole attention.
He is trying to substitute a great deal of mechanical repetition for
a little hearty mental labor. The whole power of his mind is never
absorbed in his task. When the mind is fully at work, when the
whole power of attention is aroused, it always does one thing at a
time. This is a foundation or beginning principle in education.
3. Much novel-reading is mental shirJcing. This
is true as a rule. The novel-reader drifts, not think-
ing or even imagining; self seems to be little more
than emotion and phantasy. An excessive novel-reader
becomes incapable of concentrated and prolonged ef-
fort. Though a woman in years, she may be a child
mentally. Only the concrete and emotional interest
her. She is incapable of solid reading, or penetrating,
abstract study. She is a human butterfly.
4. Attention can he educated. Education must ac-
custom the learner to an exact, rapid, and many-sided
attention, so that at the first contact with an object he
may grasp it sufficiently and truly, and that it shall not
1x3 necessary for him always to be changing his impres-
sions concerning it. {The treatment of Attention in
Chapter I is considered sufficiently extended for an
elementary worh.
266 ELEMENTARY PSYCUOLOGY AND EDUCATION.
CHAPTER XXVII.
ACTION, OB EXECUTIVE VOLITION.
Self does things — acts. Action engages full half
our mental energies. Self, as action, executes his
determinations, and thus makes ideals actuals. The
capability to carry impulse or determination into action
is called executive volition, or action. In general, action
includes all efforts of body and soul ; but the term is
here used in the sense of executive volition. Actimi
is thej)ower of self to execute his determinations.
{Action.
Executive Volition.
Executive Power.
Volition.
Acts of Executive Volition analyzed. — Charles, on his way to
school, met Robert, who begged for his company for a hunt. Charles
desired to enjoy the sport, and his impulse was to go ; but he de-
liberated, weighing the pleasures of the hunt against the benefits of
the school, and the painful consequences of playing truant. After
a few moments he decided to go on to school. Without a moment's
delay, he acted — executed his choice — and proceeded on his way to
school.
I know that my neighbor is in need. Shall I administer to his
wants ? I fix my mind upon the question — I attend. Indifference
and avarice move me to leave the matter to others. The grudge I
have against the needy one moves me to let him suffer. Conscience
strongly moves me to go to his relief. In view of these conflicting
urgings, I make up my mind to help my neighbor — I choose. I
now direct my efforts to devising ways and means to execute my de-
termination and form a plan. Next I execute my plan, administer-
ing to my neighbor's wants — I act. You readily perceive in these
simple acts the distinctive work of each of the three will-powers.
ACTION, OR EXECUTIVE VOLITION. 267
Office of Executive Volitiom — We are endowed with
the capability to do things intentionally. Brutes exe-
cute their impulses ; men execute their determinations.
In the mental economy the office of executive volition
is to carry choice into action ; as when you spend the
evening with your sick friend instead of going to the
theatre.
Impulsive Action. — Only deliberative acts are rational. When
impulse is carried directly into action it is called impulsive action.
A large proportion of human as well as brute acts are of this kind.
But action, as here used, applies to intentional, purposed, delibera-
tive acts.
Characteristics of Action. — We do things intention-
ally, purposely, deliberatively. I intentionally pruned
the pear-tree. I purposely took a walk. I deliberately
signed the contract. When we act with a purpose, the
act is executive volition.
1. Self, as action, carries choice into execution, A
being without this power might form plans, but could
not carry them out. The engineer might plan a bridge,
but could not actualize his ideal.
2. /Self, as action, does intentionally and freely
what he does. After careful deliberation you deter-
mined to become a student ; now you intentionally and
freely devote youi*self to student work.
Action Defined. — You are conscious of power to
carry out your plans. The capability to execute plans
is termed action. Volition is self acting.
1. Action is the ^ower of self to execute his determi-
nations. We can do what we determine to do. Yoli-
tion is w411 in action.
2. Original definition. What do you mean by
19
268 ELEMENTARY PSYCHOLOGY AND EDUCATION.
action ? "Write a clear definition and give two illustra-
tions.
3. Various Definitions. — 1. Hazard: Action is the power to
make effort. 2. Brooks : Executive volition is the power to carry
choice into action. 3. Porter : Action is the power to execute pur-
poses. 4. Haven: Executive volition is the capability to put
choice into action. 5. Baix : Executive volition is the power for
purposed action ; the tendency to put forth effort is inherent in our
constitution.
Kinds of Action. — An act maj be meclianical, impul-
sive, or deliberative.
1. Heflex acticni. Sucb acts as breathing, winking,
walking, ordinarily are reflex actions, and are strictly
physical. The acts of the lower orders of animals
and of young infants are almost wholly reflex.
2. Impulsive action. The infant is attracted by the
glittering toy and tries to reach it ; there is no delibera-
tion, no choice, but simply impulse and action. The
brute feels, and carries impulse directly into action.
There is no deliberation, no rational choice. When we
act from impulse and without purpose, our acts are im-
pulsive acts. Instinctive action is impulsive action.
Simple and Complex Impulses. — When a single impulse moves to
action, the action is termed an act from a simple impulse ; but when
two or more conflicting impulses move to action, the action is
termed an act from complex impulses. In all cases the act itself is
simple.
1. Ads from simple impulses. The dog wants the meat, and im-
mediately seizes it. The child desires the flower, and immediately
plucks it. These are simple impulsive acts.
2. Acts from conflicting impulses. The dog has been punished
for his acts. Now dread of punishment contends with a craving
for the meat. Mother has told the child not to pluck certain
flowers. Now the little one wavers between the desire for the
ACTION, OR EXECUTIVE YOLITION.
269
flowers and the dread of its mother's disapproval. The acts resulting
are from conflicting impulses, but the acts themselves are simple acts.
3. Deliberative or rational . action. Rational be-
ings deliberate before acting. Impulse is subordinated
to reason. Self, as reason, weighs the considerations.
In view of all the reasons, we choose and act; such
action is rational action. This is the meaning of action
as here used.
SENSORIUM AND MOTOEIUM.
SENSOR
GANGLIA.
SENSOR
NERVES.
INTELLECTIVE
GANGLIA.
EMOTIVE
GANGLIA.
MOTOR
GANGLIA.
MOTOR
NERVES.
H
SENSOR
ORGANS.
r
'SPECIAL.
EYES,
EARS,
NOSE,
MOUTH,
W MOTOR \J r
ORGANS. n F
Action and Motion.* — We again stand, face to face
with the profound mystery of interaction between mind
and matter. "We know that self as sense-perception is
affected by matter, and that self as will affects matter.
Self as Yolition excites the motor ganglia. The motor
excitation passes in molecular waves through the motor
nerves to the muscles. In response to motor excitation,
the muscles contract and relax, thus producing motion.
Sec pa^es 45 and 52.
270 ELEMENTARY PSYCHOLOGY AND EDUCATION.
How self excites the motor ganglia is to us an insoluble
mystery; but, like all similar mysteries, the solution
could not profit us now. We can afford to wait.
" To move any part of the body voluntarily requires the follow-
ing particulars: (1) The possession of an educated reflex-motor
mechanism, under the control of those higher cerebral centers which
are most immediately connected with the phenomena of conscious-
ness ; (2) certain motifs in the form of conscious feelings that have
a tone of pleasure or pain, and so impel the mind to secure such
bodily conditions as will continue or increase the one and discon-
tinue or diminish the other ; (3) ideas of motions and positions of
the bodily members, which previous experience has taught us answer
more or less perfectly to the motifs of conscious feeling ; (4) a con-
scious fiat of will, settling the question, as it were, which of these
ideas shall be realized in the motions achieved and positions attained
by these members; (5) a central nervous mechanism, which serves
as the organ of relation between this act of will and the discharge of
Ihe requisite motor impulses along their nerve-tracts to the groups
of muscles peripherally situated. As to the definite nature of the
physical basis which underlies the connection of ideas of motion, fiat
of will adopting one idea, and the starting outward of the right mo-
tor impulses, our ignorance is almost complete. Self, as will, can
issue his fiat, but can do nothing more. Science, at the present, ca:i
only conjecture what then takes place." *
Language and Action. — In its hroadest sense, lan-
guage includes all communications from the inner to
the outer world. Motion is the means used. Take
away motion and the univei'se becomes silent and dumb.
1. Language is the iyiteniional expression of cogni-
tions, feelings, and purposes, ly 7)ieans of Tnotion.
Self, as action, utters ideas, emotions, and determinations
by signs, by sounds, and by symbols.
2. Reflex action supplements volition. You inten-
tionally speak to your friend ; what proportion of the
* G. T. Ladd, " Physiolo-ieal P.-^ycholo^y.'»
ACTION, OR EXECUTIVE VOLITION. 271
movements are reflex? You intentionally write a
letter; how much of the action is reflex? You play
and sing ; how largely are the movements reflex ? You
carve a Madonna ; what proportion of the movements
are reflex ? Some estimate that fully nine tenths of the
movements in these acts are strictly reflex. How infl-
nitely wonderful are speech and song and art 1
3. Musicj the language of the emotions, is a thing
of motion. Destroy movement, and dead silence reigns.
The grand strains that lift us up and inspire ns are pro-
duced by means of motion.
Habit and Action. — Effort of body or mind is called action. By
habit we mean acting without effort. In bodily activity, the first
steps are always taken with consciousness, which is often painful in
its intensity ; but by repetition the same acts are performed with
little or no consciousness. Walking, to a baby, is a solemn act, re-
quiring its whole attention ; walking, to us, is automatic. The tyro
in music or in the crafts is awkward, constrained, and intense in his
attention to the movements of his work ; the master is intent on the
end, the movements being made with the minimum of consciousness.
Indeed, so long as a part of the attention is necessarily directed to
the manner of doing, the work will be imperfect.
In mental processes the same truth holds. Thinking, in any
new direction, is usually slow and laborious, but with practice it
moves with ever-increasing freedom. The child, in adding, pauses,
hesitates, and thinks at each step; the accountant grasps results
with mechanic-like precision. The housewife performs her cookery
while chatting with a neighbor upon topics foreign to the occupa-
tion, the work going on semi-automatically.*
Growth of Action. — Movement, in some form, is cer-
tainly the earliest animal activity. At first the move-
ments are purely reflex. Tery early the infant begins
to try to do things. Slowly it gains a mastery over the
body. The helpless babe becomes the active, graceful
* James Jo.'jonnot.
272 ELEMENTARY PSYCHOLOGY AND EDUCATION.
child. Action gives pleasure. " Education hj doing "
is based on the intense activity of this faculty during
childhood and youth.
Education of Action.* — Intentional effort tends to de-
velop executive volition. The child is full of impulses
to action, but these efforts need to be directed. Well
guided action is an important feature of child edacation,
SUGGESTIVE STUDY-HINTS.
Eeview. — Carefully ascend the pyramid. Define each gronp of
faculties and state the office of each faculty in the group. Define
each faculty and give its characteristics.
What do we mean by the will-powers f Distinguish between
intellect, emotion, and will. Illustrate.
What is meant by attention ? Give its office and its character-
istics. Illustrate the importance of educating attention.
What do we mean by action ? Why is this power called execu-
tive volition ? Analyze a voluntary act.
Give the office of action. Illustrate the distinction between
impulsive acts and determined acts.
State the characteristics of action. What do you mean by in-
tentional action ? Illustrate.
Give author's definition of action ; your definition ; Hazard's ;
Bain's.
Explain and illustrate reflex action ; impulsive action ; rational
action. In what sense is action here used ?
Show that the soul as will originates motion. Trace motion
from the inner to the outer world. Explain the motorium (see p. 45).
What is language ? How do we express our thoughts ? our emo-
tions % our resolves % What proportion of our movements is reflex
action ?
Explain habit and action. Describe the growth of action. How
are motives related to rational action ?
letter. — Y^ou will take time to prepare a well-digested letter to
your friend.
* See "Education of Action," "Applied r.sychology."
CHOICE.
273
Ai^-ALYSis OF Chapter XXVII.
I. Names,
Action. Executive volition.
Executive power. Volition.
IT. Acts of Volition Analyzed.
Rational acts. Impulsive acts.
III. Office of Action.
Self executes choices. Self carries impulse into
action.
IV. Characteristics of Action.
1. Is voluntary.
V. Definitions of Action.
Author's. Original.
VI. Kinds of Action.
1. Reflex action.
3. Rational action.
VII. Impulsive Acts.
From a simple motive.
VIII. Action and Motion.
Mind a causa sui,
IX. Development of Action.
1. Growth.
2. Is intentional.
Various definitions.
2. Impulsive action.
From conflicting motives.
The motorium.
2. Education.
CHAPTER XXYIIL
CHOICE.
By this is meant the power of lyreference. Shall I
spend my vacation in Europe or in the Yellowstone
Park ? After long deliberation I finally make up my
mind to go to Europe. I prefer visiting the Old
274 ELEMENTARY PSYCHOLOGY AND EDUCATION.
World. I choose in view of motives. I determine to
spend my vacation in a foreign land.
{Power of Choice.
Power of Preference.
Power of Self-Determination.
Will.
I am rational, benevolent, free ; I am a person. I
am endovred with the power of self-determination ; I
am a sovereign. I can prefer one thing to another ; I
am free to choose. I determine for myself ; I am inde-
pendent. I originate activity ; I am a creative first
cause. Because I am endowed with the capability to
choose, I am a man and not a brute. Because I can at
will originate motion, I can understand the universe.
Acts of Choice Analyzed. — What is choosing ? You
carefully scrutinize some of your own acts of choice.
What mental processes precede choice ? What follow
choice? What do you do when you choose? ^N^ow
take this example : Moses chose to suffer with his peo-
ple rather than be king. Ambition and pleasure con-
tended with duty, but Moses did not hesitate. With
him right outweighed kingdoms. lie made up his
mind to cast in his lot with his enslaved people. He
preferred duty to pleasure. He chose to suffer for the
right rather than rule in the wrong. You find that his
choice was occasioned by motives or reasons for choos-
ing. You find that his determination to stand by his
people was his choice. You also find that his choice
was followed by action — a life devoted to the good of
his people. You will be profited by analyzing the
choice of Solomon, of Naomi, etc.
Office of Choice. — In the mental economy, self, as
CHOICE. 275
clioice, decides. The power of self-determination is tlie
master faculty of the soul. You make up your mind,
you determine, you choose.
1. Self^ as choice^ determines, "Washington made
up his mind to propose to Mrs. Custis, and she made up
her mind to accept him. Making up your mind, decid-
ing, determining, and choosing, are expressions for the
same mental act.
2. Self, as choice, originates activity/. You deter-
mine to take a walk. Your choice starts nerve-currents
which incite muscular action. Napoleon chose to stake
his fate upon a single battle, and many thousand soldiers
fought at Waterloo.
3. Self, q,s clwice, irrefers, . Clay preferred being
right to being President. You prefer education to
riches. The patriot exclaims, "Give me liberty, or
give me death." Choice is the power of preference.
Characteristics cf Choice. — We find nothing in the
material world with which to compare this activity.
Matter is passive ; only mind is endowed with sponta-
neity. Choice stands alone, and man is the only terres-
trial being that can say " I will."
1. Choice is uncaused cause. The choice is made
in view of motives, but the motive is the reason for
choosing, and net the cause of the choice. I determine
to build a house ; the choice is the cause of the build-
ing, but the determination to build is occasioned and
not caused. The power to originate movement is called
choice or will. Take away this power, and a man
ceases to be a person and becomes a mere machine.
2. Avoidability characterizes choice. The thief
takes my horse, but he could have done differently.
276 ELEMENTARY PSYCHOLOGY AND EDUCATION.
Whatever choice I make, I am conscious that I could
have chosen otherwise. Avoidabilitj characterizes
choice. I am responsible.
3. Self is free to choose. Choice is mind in liberty.
It is the power to detennine as one pleases. Liberty
is a necessary idea. I know intuitively that I am free.
Self, as ciioice, is unrestrained.
Choice Defined. — " Choice is the power of self to de-
cide what he will do." " Choice is the capability to
initiate acts." " Choice is the power of preference in
view of motives." " Choice is the power of spontane-
ous determination." "Choice is mind in liberty."
" Choice is personal cause." " Choice is the capability
to elect one of two or more alternatives." Here we
find substantial agreement. Whatever their theories,
thinkers agree as to the office of choice, and view with
awe this marvelous power. All men know what it
means, yet here we meet the profoundest of mysteries :
man is a creative first cause.
1. Choice is the power to determine in view of mo-
lives,
2. Original. Construct a definition of your own.
3. Various Definitions.— 1. Harris : Choice is the power of self-
determination. 2. Bain: Choice is the capability to decide. 3.
Bascom: Choice is the power to close deliberation and initiate action.
4. Hazard : Choice is the mental energy that originates motion.
Motives occasion Choice. — Motives are incentives to
choice. Ambition incited Macbeth to murder. Mo-
tives are mere considerations, and may be intensified
or weakened at will. A strong motive is simply a pow-
erful incentive to choice. A weak motive is merely a
slight incentive to choice. The soul, as choice, is sov-
CHOICE. 277
ereign ; motives incite, but are subject to the pleasure
of the sovereign. Motives are reasons for clioosing,
but choice is rational self-determination made in view
of motives. I make up my mind to take a trip to
Europe. My motives are to get rest and to behold the
wonders of the Old "World.
1. Zow motives are incentives to gratify the appe-
tites and passions, regardless of law. 'Appetite moves
the inebriate to drink to intoxication. The debauchee
is a creature who is a willing slave to his appetites.
In him the low motives prevail.
2. JSigh motives are incentives to right and noble
choices. Conscience ever incites us to choose what we
consider right. Right is the highest of all motives.
Choice — its Antecedents and Consequents. — As we
have advanced, it has become more and more apparent
that the soul is a unit, and that a faculty is merely
one of its capabilities. Rational choice involves each
capability of the soul ; we feel while we know, and will
while we feel.
1. Antecedents of choice, Eational beings work in
the light. We choose in view of motives. (1) SeK, as
intellect, evolves and weighs motives. A motive is sim-
ply a reason for choosing. Before deciding upon a plan
of work of great moment, you tax all your intellectual
faculties to the utmost. (2) Self, as emotion, in view
of ideas, feels impulses to choose. Our higher emotions
move us to choose the true, the beautiful, and the
good. Our appetites and passions clamor for gratifica-
tion regardless of law.
2. Choice. Self, as choice, decides or chooses, and
thus ends the strife of contending emotions. Without
278 ELEMENTARY PSYCHOLOGY AND EDUCATION.
intelligence, rational choice is impossible. Without
emotion, we should never choose. The antecedents of
choice are knowing and feeling. We know, we feel,
we choose. This law of mental succession is as in-
variable as the laws of gravity. Ideas occasion emo-
tions ; ideas and emotions occasion choice.
3. Consequents of choice. As ideas and emotions
lead on to choice, so choice leads on to action. We
execute our determinations — we act. Rational choice
necessarily precedes rational action. Rational acts are
consequents of rational choice. Cognition, choice,
action : this is the logical as well as the chronological
order of soul-activity.
ChoicG and Motion. — The correlation of energies leads
us back and back to a primary energy — back and back to
the primary energy. Reason can not stop short of the
iniinite First Cause. Self, as will, is a primary energy.
1. Self, as choice, initiates motion. Matter is neces-
sarily passive ; only mind is self-acting. I determine to
place my hand on my head ; this act is purely mental.
The determination, as I suppose, in some unknown way
causes molecular motion in the motor ganglia ; the vibra-
tions continue through the motor nerves ; the excitation
affects the muscles, causing them to contract and relax ;
my hand moves as I determined it should. I originate
motion. Mind controls matter. That self as choice
originates motion, seems certain ; but how mind acts on
matter is the unsolved mystery.
2. Self as choice, dominates the hody. So universal
consciousness testifies. I walk, I sit, I speak, I write ;
at will I act in these ways. Why do you sing ? " Be-
cause I choose to." Why do you read? "Because I
I
CHOICE. 279
choose to." This is the language of the human race,
and it is sound psychology. Our spirits dominate the
house of clay in which we sojourn.
3. The infinite will moves the universe. I am con-
scious that my finite will moves my material body, and
am thus enabled to apprehend the stupendous truth that
the infinite will moves the universe and is the original
cause of all movement. As I move my body, Jehovah
moves the universe. As my body is subject to my will,
so the universe is subject to " the infinite and eternal
energy from whom all things proceed."
Choice and Law. — Law is choice. Human detenni-
nation becomes human law. Divine determination be-
comes divine law.
1. Laws of nature. The infinite determinations
impressed upon mind and matter are called the laws of
nature.
The laws of attraction are the divine will impressed
upon material things. Mental laws are the infinite will
impressed upon mind.
2. Expressed laws are expressed determinations. Ex-
pressions of human determinations become human laws.
Determinations of the parent become lavvs to the child.
Legislative determinations become laws to the people.
Endowed with finite will and the capability to make
finite laws, we can apprehend the infinite will and in-
finite laws.
Fatalism — Choice is caused. — The fatalist intrenches
himself behind the following chain of argument :
1. Self, as intellect, perceives and elaborates, but
does not originate. Sensations cause perceptions, and
perceptions cause thought.
280 ELEilEXTARY rSYCHOLOGY AND EDUCATION.
■ 2. Self, as emotion, feels, but knowing causes
feeling.
3. Self, as will, chooses, but knowing and feeling
cause bim to choose.
4. We can not avoid choosing as we do, for motives
cause choice.
5. Liberty, merit, responsibility, are misnomers, for
man is a mere automaton.
G. There is no God, for there is no uncaused cause.
Man is a hopeless atheist.
Classing mind as a material force, and viewing
choice from the stand-point of the conservation of
force, the fatalist weaves around himself his fatal
web.
Liberty — Choice is uncaused cause. — Choice is mind
in liberty. We are free to choose. Motives occasion but
do not cause choice. The following facts are summoned
as witnesses :
1. Universal consciousness attests the freedom of
self as choice. You and all rational beings are conscious
of liberty in choosing. You know that you are a self-
determining being. Choice is mind in liberty.
2. Literature rej^^esents man as free and resjponsihle.
This characterizes the hterature of all ages and peoples.
Only theorists are fatalists. Common sense, in all the
ages, has built upon the rock of personal liberty.
3. Law is hased 07i the freedom of choice. Because
he knows that he could have chosen and acted otherwise,
the criminal considers his punishment just.
4. Liberty of choice is a necessary truth. What-
ever choices we have made, we know that we could
have chossn otherwise. Self, as noumenal perception.
CHOICE. 281
stands face to face with his acts of choice. We know
intuitively that we are free to choose. Being free, we
are responsible, and merit and demerit characterize our
choices.
5. Choice is uncaused cauee. You decide to sing
'• Hail, Columbia." Your determination originates
motion. The self-activity that originates motion is a
first cause. Self, as choice, is a creative first cause.
Realizing in ourselves ereative free-will, w^e apprehend
the infinite free-will. Man is a hopeful theist.
*' The question whether man is so far an automaton that his will
is stimulated to action through the agency of feelings produced by
knowledge over which he has no control, is as old as philosophy.
And perhaps no man lives who has distinctly raised the question in
its application to himself, and who has not decided it in the nega-
tive. We are conscious of our own freedom."
Growtliof Choice. — "Will includes all active operations
of mind. Tlie motor ganglia, the motor nerves, and
the muscles are the active organs or implements of will.
Determinations to act initiate movements.
1. Reflex action. In early infancy, all movements
are reflex. The infant strikes and kicks and crows
automatically. Reflex action seems to prepare the
organism for voluntary action.
2. Voluntary action. When a child or brute tries
to act in a certain way, the act is called voluntary. All
intentional acts are voluntary. The infant begins to
turn the head to keep the light in view. This is still
reflex action. But, when the babe tries to grasp the
light, we call the effort the beginning of voluntary
action. At first, impulse leads directly to action. There
is no deliberation, no choice.
282 ELEMENTARY PSYCHOLOGY AND EDUCATION.
3. Determined action. After two or three years of
effort, tlie child gets comraaiid of itself. It walks, it
runs, it talks. Its acts are now voluntary. But action
stni follows, for tlie most part, from impulse. Now the
child begins to consider before yielding to impulse.
MoUie hesitates to go with Willie, because ma will not
like it, and at last she chooses not to go. From these
almost imperceptible beginnings, the power to deter-
mine in view of motives and to adhere to plans, steadily
grows. Growth makes the difference between the im-
pulsive and pliant child and the man of iron will.
Education of Choice. "^^ — " What you achieve is simply
a question of ^vill." The men and women of great will-
power move and rule the world. The soft and pliant
Damocles, the wishy-washy thing, and the vacillating
creature with no mind of his own, are the ciphers of
society. Decision of character is the basis of a grand
manhood. The superior man chooses for himself,
forms his own plans, and changes not, except for suffi-
cient reason. Development of choice calls into activity
all the faculties, gives decision of character, and tends
to a grand manhood.
Comparative Psychology. — Instinct and perceptive in-
telligence guide brute action. Brutes do not deliberate.
Impulse becomes action. Brutes are not endowed with
the power of rational choice, and hence are not moral
beings. As brutes are destitute of the power of choice,
they are not responsible. Brute impulse dominates
brute action ; hence, merit and demerit do not apply to
brute actions.
* Seo '' Education of Choice," " Applied Psychology."
CHOICE. 283
SUGGESTIVE STUDY-HINTS.
Beview. — You may now ascend the psychological pyramid to
the summit. Show that each faculty is merely a distinct capability
of self. Show that the soul is a unit in action. What is meant by
a mental power! What do you mean by the will-powers f Explain
the other names.
What do you mean by the power of choice f Give the names
designating this power, and tell why each is used.
Analyze one of your acts of choice. What precedes rational
choice ? what follows f What do you do when you choose f
Give the first characteristic of choice ; second ; third. Illus-
trate each.
What is the office of choice ? Give the first example ; the sec-
ond ; the third.
Give the author's definition of choice ; give your definition ; give
the definitions of several authors.
What do you mean by a motive f a high motive f a low motive 1
Explain the difference between causing choice and occasioning
choice. Illustrate.
What are the antecedents of rational choice f consequents ! Il-
lustrate.
Show that self, as choice, originates motion; dominates the
body. Why are we able to apprehend infinite will f
What is law ! a law of nature I a human law! How are choice
and law related ?
Is the brute endowed with rational choice ? Are brutes moral
beings! Why?
What is fatalism ? Give the line of argument. Give the con-
clusion.
What is liberty ! Give the line of argument. Give the conclu-
sion. What is an atheist I a theist f an agnostic f
Tell about the growth of choice. About what age is purposed
action first clearly indicated! How early does the child deliberate !
At what age does choice become intentional action !
How is choice developed! What do you mean by decision of
character!
Letter.— You have a grand theme for your last psychological
letter. Lead your friend to grasp fully the idea that he is endowed
with the power of self-determination, that he is free and responsible.
20
284 ELEMENTARY PSYCHOLOGY AND EDUCATION.
L
n.
in.
IV.
V.
VL
VIL
VIIL
IX.
X.
XI.
XII.
Topical Analysis or Chapter XXVIII.
P<Ksitiott.
1. Intellect, 2. Emotion. 3. Choice.
Names.
Power of choice.
Power of self-determination.
Acts of Choice.
Choice of Moses.
Your choice.
Office cf Choice.
SeK-determination,
Origination of motion.
Characteristics of Choice.
Uncaused cause.
Mind in liberty.
DefiuitioEis of Choice.
Author's. Original.
Power of preference.
Choice of Solomon,
Preference.
Avoidability.
Various definitions.
JSfotiTes.
Definitions.
Acts of Choice.
Antecedents.
Low motives. Iligh motives.
Choosing. Consequents.
Choice and Motion.
Choice initiates motion.
Choice dominates the body.
Infinite choice moves the universe.
Choice and Law.
Law is choice.
Human laws.
Laws of nature.
Moral laws.
Choice and Sin.
Sin, intentional violation of law.
Only rational beings can sin.
Fatalism — Choice is cansed.
1. Sensations cause perception. 2. Emotions cause choosing.
3. We can not avoid choosing. 4. Man is an automaton.
5. There is no God.
THE WILL-POWERS— GENERAL VIEW. ^35
XIII. Liberty — Choice is cansa sni.
1. Consciousness attests liberty. 2. Literature attests liberty.
3. Law is based on liberty. 4. Liberty a necessary idea.
5. Choice, uncaused cause. 6. There is a God.
XIV. Growth of Choice.
Reflex action and volition. Impulsive action.
Determined action.
XV. Edncation of Choice.
Importance. Time. Method.
CHAPTER XXIX.
THE WILL-POWEKS — GENERAL VIEW.
Will is Self- Willing. — Our will-powers are our capa-
bilities of self -direction, self-determination, and self-
action. Because will is mind in liberty, these are called
the voluntary powers ; because determination leads on
to action, these are called the active powers.
r The Will-Powers.
I The Voluntary Powers.
Karnes. — -{ The Powers of Self-Control.
The Active Powers,
t The Will.
Intellect, Emotion, Will — Step by step we have as-
cended the psychological pyramid. At its summit we
find the will-powers. Choice is the cap-stone. Our
voluntary powers, we discover, are simple, as compared
with our cognitive powers or our emotions. Of our
mental energies, we find our emotions by far the most
numerous, complex, and varied. Our intellectual facul-
286 ELEMENTARY PSYCHOLOGY AND EDUCATION.
ties are relatively few, yet exceedingly subtile in their
interdependence and action. Our voluntary powers
are yet more simple, and offer their chief diiSculty in
the problem of liberty.
As possessed of intellect alone, we have represented
man by one line ; as possessed of intellect and sensi-
bility, we have represented him by two lines ; and we
now represent him as possessed of intellect, sensibilit}'',
and will by three lines, united thus ;
^^
^^
>
H
1-
o
J
-1
4
d
m
-J
_l
^
w
u
z
»-
HI
z
W)
Without intellect, there are no ideas, and therefore
no emotions ; without emotion, there is no motive ;
without motive, there is no choice; without choice,
there is no rational action.*
CHOICE.
WILL-POWERS.
^5A/
Hon.
Attention is the seK-directing power of the mind ;
volition is the seK-acting power of the mind ; choice is
the self -determining power of the mind. As attention,
seK concentrates his efforts ; as choice, self decides ; as
action, self executes his decisions.
Will is Self.—" We have now finished our study of the various
factors of the self. It is now necessary very briefly to notice their
relation to each other. The unity of the self is the will. The will
* Dr. Mark Hopkins.
THE WILL-POWERS— GENERAL VIEW. 287
is the man, psychologically speaking. Knowledge vre have seen to
be in its essence a process of the realization of the universal self-con-
sciousness ; feeling to be the accompaniment of self-realization ; and
its specific quality to be dependent upon the definite form of self-
realization accomplished. Will we have just seen to be the self re-
alizing itself. This is involved throughout in physical and pruden-
tial control, and it is explicitly developed when we study moral con-
trol. Here the will is seen to be self-determination. The will, in
short, constitutes the meaning of knowledge and of feeling ; and
moral will constitutes the meaning of will.
" Moral will is the conscious realization by man that the real and
the ideal ought to be one, and the resulting attempt to make them
one in specific acts and in the formation, of character. Religious
will is conscious realization that they are one because man is a self-
determining power. It is the realization that a perfect will is real-
ity. It is the realization of freedom through the realization of the
union of finite and the infinite Personality. It is only when we rec-
ognize this latter activity of will that we are able really to compre-
hend the previous forms of activity." *
Will, the Court of Final Appeal— Ideas fight. Emo-
tions wage war. Appetites and passions clamor for
gratification ; egoistic emotions contend for self ; love
pleads for others; conscience imperatively battles for
right. Fiercer conflicts rage in the human soul than on
fields of carnage. But self, as choice, is sovereign.
Eeason examines all the arguments and weighs all the
motives. In view of all the considerations, self, as
choice, decides. Happy he who chooses wisely I
* John Dewey, ia " Psychology."
INDEX.
Abstractioit, 156.
Action^ chapter xxvii, 2W.
Acts ot action analysed, 266.
of aesthetical emotions analyzetl,
234.
of altruistic emotion analyzed, 223,
226.
of appetite analyzed, 208, 2O0.
of attention aualyzed, 4.
of choice analyzed, 274.
of conception analyzed, 155.
of conscience analyzed, 240.
of consciousness analyzed, 72.
of egoistic emotions analyzed, 216.
of imagination analyzed, 134.
of ludgraent analyzed, 17L
of knowledge emotion, 231.
of memory analyzed, 103.
of noumeaal-perception analyzed.
87.
of phantasy analyzed, 125.
of reason analyzed, 180.
of sense-perception aualyzed, 60-
Esthetic emotions, 231,
Affections, 222.
Agnosticism,- 96.
Altruistic emotions, chapter xxi, 222,
256.
Analogy, 118.
Analytic observation, 156.
Antecedents of choice, 277-
Antipathies, 227.
Appetites, chapter xix, 208.
Applied psychology, xv.
Arguments, 184.
Attention, chapters i and xxvi, 4,
264.
Attention and conscLousness, 77,
113.
Attention and memory, 113.
Author of law, 248.
Author's preface, xviL
Avoidability, 275.
Axioms, 156-
Bad intentions, 246.
Beauty-emotions, 234.
Beautv, objective, 236.
Beliet and reason, 191.
Benevolent emotions, 222L
Body and soul, 52.
Brain, 39.
Capabilities, 56, 5Y, 2C2.
Cause, 28, 95, 181.
Cerebration, 44.
Cerebrum, 42, 43.
Certainty, 189, 190.
Character J 237.
Characteristics of action, 267.
of aesthetic emotions, 234.
of altruistic emotions, 223.
of an appetite, 209.
of attention, 6-
of choice, 275.
of conception, 158.
of conscience, 243.
of egoistic emotions, 217.
of imagination, 136.
of instinct, 16.
of judgment, 173.
of memory, 110.
ol noumenal-perccption, 88.
of phantasy, 128.
of reason, 183.
of sense-perception, Cl.
of truth-emotions, 232.
Choice, chapter xxvii, 273.
Choice and law, 279.
Classes of cesthetic emotions, 234.
290
INDEX
Classes of altruistic emotions, 224.
of cosmic emotions, 230.
of emotions, 21(i, 256.
of feelings, 206.
of self-emotions, 218.
of percepts, 103.
Classification, 157, 163.
Comparative psychology, 50, 68, 79,
121, 132, 143, 16t, 177, 192, 220,
282.
Comparison, 156.
Comprehension, 162.
Conception, chapter xiv, 155, 164,
166.
Concepts, 159, 199.
Conclusions, 185.
Conscience, chapter xxiv, 240.
Consciousness, cnapter vii, 71.
Conscious-percepts, 76.
Contiguity, 118.
Contrast, 117.
Correlation, 118.
Cosmic emotions, 230, 257.
Culture and attention, 264.
Deduction, 188.
Definition, 163.
Definition of actio'n, 267-
of appetite, 210.
of altruistic emotion, 224.
of aesthetic emotion, 235.
of choice, 276.
of conception, 158, 198.
of conscience, 248.
of consciousness, 102, 96.
of egoistic emotions, 217.
of imagination, 137, 148.
of instmct, 17, 106.
of judgment, 94, 198.
of memory, 111, 144.
of noumenal-perception, 102, 96.
of phantasy, 127, 144.
of reason, 183, 196.
of sensation, 60.
of sense-perception, 101, 62.
of truth, 232.
Denomination, 159.
DesireSj egoistic, 219.
Determined action, 282.
Disbelief, 189.
Divine energies, 23.
Doubt, 189.
Dreams, 129.
Duty emotions, 241.
Editor's preface, vii.
Education of aesthetic eraoLionSj 238.
Education of attention, 265, 10.
of altruistic emotions, 226.
of conception, 167.
of conscience, 250.
of conscious-perception, 78.
of cosmic emotions, 250.
of imagination, 142.
of judgment, 177.
of memory, 120.
of noumenal-perception, &7.
of phantasy, 132.
of reason, 192.
of sense-perception, 66.
of senses, 51.
of self-emotions, 220.
of truth-emotions, 233.
Egoistic emotions, chapter xx, 215,
256.
Elementary psychology, xiv.
Elements of memory," 109.
of conception, 156.
of faith, 191.
of judgment, 174.
Emotion, intellect, ■will, 264.
Emotional imagination, 140.
Emotions, general view, 255.
classed, 256, 216.
defined, 255.
Energies defined, 28.
Enthymeme, 186.
Ethical emotions, 240.
imagination, 140.
knowledge. 244, 248.
Executive volition, 266.
Experience and memories, 112.
Faculties of the soul, 56, 57, 162.
Failure— emotions, 223.
Faith, 190.
Fatalism, 279.
Feelings, 57, 206, 255.
Forgetting. 119.
Forms of tninking, 200.
Ganglia, 36, 47.
Generalization, 157.
Genus, 162.
Good intentions, 246.
Gratification of appetites, 211»
Growth of attention, 8.
of conception, 167.
of conscience, 249.
of conscious-perception, 77.
of imagination, 142.
of judgment, 177.
of memory, 119.
of noumenal-perception, 97.
INDEX.
291
Growth of phantasy, 132.
of reason, 191.
of sclf-emotionSj 220.
of sense-perception, 66.
of sympathy, 226.
of trutn-emotion, 233.
Guides to appetite, 211.
Habit, 271.
Happiness, 211, 219, 251.
Huppy dreams, 132.
Hates, 227.
Heart, 215, 24G.
Higher emotions, 230.
Humor, 237-
Ideals, 138, 150.
Imagination, chapter xii, 133»
defined, 137, 148.
and memory, 139.
and phantasy, 142.
Immediate self-emotions, 220.
Imperatives of conscience, 242»
243.
Important terms, 25.
Impulsive action, 267.
Individual, 161.
Induction, 187.
Infallible, conscience, 247.
Infinity, 95, 279.
Insanity, 131.
Instinct, chapter ii, 15, 206.
Intellectual faculties, 57, 195, 190.
Intellect and instinct, 19.
emotion, will, 57, 264.
Intemperance, 212.
Intentions, 246.
Introductory lessons, 4-44.
Intuition, 100, 104, 247.
Intuitive ethical ideas, 2i7.
Judgment, chapter xv, 171, 177.
Judgments, 176, 200.
Kinds of action, 268, 281.
of jmadnation, 140.
Knowledge emotions, 231.
Language, 270.
Lawful gratification, 211.
Law and choice, 279.
Laws, 30.
of conscience, 249.
of memory, 114.
Liberty, 2S0.
Limits of imagination, 136.
Literature, conscience, 245.
Love, 225.
Low motives, 277.
Malevolent emotions, 222.
Matter, 27, 94.
Memory, chapter x, 108.
and phantasy, 128.
Memory-knowledge, 111.
Mental phenomena, 26.
laws, mental energies, 29, 30.
Mesmerism, 131.
Mmd, 27, 83, 94.
Misery, 212.
Moral' guide, 245.
law, 248.
Motion and action, 45, 269.
and choice, 278.
Motives, 276, 277.
i Motorium, 45, 269.
I
i Natural appetites, 210.
j Necessary ideas, 86, 91.
judgment, 177.
! realities, 90.
Nerve-cells, 35.
Nerve-currents, 38.
Nerves, 36.
Noumena, 26, 8G.
Noumenal-perception, chapter vii,
85.
Noumonal percepts, 89.
Oflace of action, 267.
of aesthetic emotion, 235.
of altruistic emotion, 217.
©t appetite, 209.
of attention, 264, 265.
of choice, 274.
of conception, 157.
of conscience, 241.
of consciousness, 73.
of egoistic emotion, 217.
of ima^nation, 134.
of instinct, 15.
of judgment, 72.
of memory, 110.
of noumenal-perception, 88.
of phantasy, 125.
of sense-pe'rception, 61.
of truth-emotions, 231.
Origin of instincts, 21.
Perceptive faculties, 100.
knowing, 100.
products, 103.
Personal emotions, 216.
Perverted appetites, 211.
INDEX,
Phantasy, chapter xi, 124.
and ituagmation, 141.
in di'cams, 129.
Phenomena, 26.
Philosophical imagination, 141.
Philosophic emotions, 231.
Physical feelings, 44, 60, 207.
forces, 23, 30.
Physiological psychology, 51, 201.
Physiology of the emotions, 258.
Play of emotions, 227.
Pleasure, 211.
Powers of the mind, 56, 67, 262.
Premises, 185.
Private students, xix.
Products of conception, 159, 199.
of conscious-perception, 103, 76.
of imagination, 138, 150.
ot judgment, 175, 200.
of memory. 111, 147.
of noumenal-perception, 89, 103.
of phantasy, 149.
of reason, 184, 200.
of sense-perception, 103, 63.
Properties of concepts, 159.
of judgments, 175.
Prospective self-emotions, 219.
Psychology defined, 32.
Psychological pyramid, lOG, 152, 204,
252.
tree, 56.
Pyramid of energies, 28.
Eation.ll action, 269.
emotions, 230.
Reason J cliapter xvi, 180.
Keasonmg processes, 183, 187.
Reasons, 183, 184, 200.
Reflex action an instinct, 18.
sensor-action, 45, 268, 281.
Remorse, 242, 251.
lieprescntative powers, 107, 108-146.
Resemblance, 117.
Retrospective emotions, 220, 225.
Science', 31.
Self-betterment, 219.
Self-consciousness, chapter vii, 71.
Self-control, 212.
Self-determination, 274.
Self-emotions, 216.
Sensation, chapter v, 44, 60, 207.
Sense-perception, chapter vi, 59, 101.
Sense-percepts, 63, 103.
Sensibilities, 206.
Sensorium, 35, 45, 207, 2C9.
Sensor-lines, 48, 50.
Sensor-organs, 38. 39.
Somnambulism, 130.
Soul-energies, 28.
energies, outline, 50, 57, 262.
Space, 27, 86, 92.
Species, 161.
Spiritual emotions, 230.
Sub-consciousness, 80.
Subject-lessons, xiii.
Sublimity, 237.
Success-emotions, 228.
Suggestion, laws of, 116.
Suggestive Study- Hints ;
Action, 272.
JEsthetic emotions, 238.
Altruistic emotions, 229.
Appetites, 213.
Attention, 12.
Choice, 283.
Conception, 168.
Consciousness, 83.
Ethical emotions, 258.
Imagination, 144.
Instinct, 23.
Judgment, 178.
Memory, 121.
Noumenal-perception, 98.
Phantasy, 133.
Reason, 193.
Self-emotions, 221.
Sensation, 53, 207.
Sense- perception, 68.
Terms, 33.
Truth-emotions, 233.
Syllogisms, 184.
: Sympathies, 226.
: Teaching psychology, xx.
j Temperance, 212.
, Terms of a judgment, 175.
j Tests of necessary ideas, 88.
I The instincts, 20.
j Thinking, 153, 196, 201.
Thought powers, 155-195.
I pvramid, 163.
! Time, 87, 92.
I Topical analvses, 14, 24, 84, 54, 70,
1 84, 99, 123, 133, 144, 150, 170,
I 179, 194, 214, 240, 253, 273, 284.
Training, 252.
Tree of necessary ideas, 91.
Truth-emotions, chapter xxii, 230.
Ugliness, 236.
Unbelief, 189.
Uncaused cause, 281.
INDEX.
293
Cnconscious cerebration, 8L
Unlawful gratification, 212.
Verification, 189.
Vision, 131.
Volition, 264.
Voluntary action, 281.
"Ways of studying mind, 2.
Wild oats, 251.
Will defined, 253, 285.
Will, emotion, intellect, 264.
Will-powers, 57, 263, 285.
Wit, 237.
THE END.
International education series,
Edited by WILLIAM T. HARRIS, LL. D.
It is proposed to publish, under the ahove title, a library for teachers
and school managers, and text- books for normal classes. The aim "will bo
to provide works of a useful, practical character, in the broadest sense.
The following conspectus will show the ground to be covered by the
series :
I. HISTORY OF EDUCATION, (a.) Orimnal systems as expounded
by their founders, (b.) Critical histories which set forth the customs of
the past and point out their ads'antages and defects.
II. EDUCATIONAL CKITICISM. (a.) The noteworthy arraign-
ment which educational reformer have put forth against existing systems,
(b.) The critical histories above mentioned.
III. SYSTEMATIC TREATISES ON THE THEORY OF EDUCA-
TION, (a.) Works written from tlie historical standpoint, (b.) Works
written from critical standpoints.
IV. THE ART OF EDUCATION, (a.) Works on instruction and
discipline^ and the practical details of the school-room, (b.) Works on
the organization and supervision of schools.
The series will contain works from European as well as American au-
thors, and will be under the editorship of Wm. T. Harris, A. M., LL. D.,
who will contribute more or less matter for the different volumes in the
way of introductions, analysis, and commentary, aa well as some of th«
works entire. '
VOLUMES ^^0W READY:
Vol-. I.— THE PHIIiOSOPHY OF EDUCATION. By Joh\kk Kart.
FRiEDBicn RosENKRANz, Doctor of Theology and Professor of Philosophy
at the University of Konigjsberg. Translated from the German by Anna
C. Beackett. Price, §1.50.
Vol. II.— a history OF EDUCATION. By Profcseor F. V. N. Painteb,
of Koanoke College, Virginia. Price, $1.50.
Vol. III.— the RISE AND E ARIiY CONSTITUTION OF UNIVER-
SITIES. WITH A SURVEY OP MEDIiEVAL EDUCATION. By S. S.
Laitrie, LL. D., Professor of the Institutes and Histoiy of Education la
the University of Edinburgh. Price, $1.50.
Vol. IV.— the ventilation AND "W^ ARMING OF SCHOOI.
BUILDINGS. By Gilbert B. Morrison, Teacher of Physics and Chem-
istry, in Kansas City llighSchooh Price, 75 cents.
Vol. V. THE EDUCATION OF MAN. Br Friedrich Froebel. Trans-
lated from the German by W. N. Hailman, Ph. D., Superintendent of Public
Schools at La Porte, Indiana.
Vol. VI.— ELEMENT ABY PSYCHOLOGY AND EDUCATION. Bj
Dr. J. Baldwin, author of " Art of School Management," etc.
D. APPLETON & CO., Publishers,
New York, Boston, Chicago, Atlanta, San Francisoo.
BOOKS FOR TEACHERS.
Spencer's Education:
INTELLECTUAL, MORAL, AND PHYSICAL. Divided into fonr chap,
tere: What Knowledge is of most Worth 7— Intellectual Education— Moral
Education— Physical Education. Price, $1.25.
Bain's Education as a Science.
The author yievra the " teaching art " from a f cicntific point of view, and
tests ordinary experiences by bringing them to the criterion of psychological
law. Price, |l.75.
Bain's On Teaching English,
WITH DETAILED EXAMPLES, AND AN INQUIRY INTO THE DEFI-
NITION OP POETRY. Price, $1.25.
Johonnot's Principles and Practice of Teaching.
This is a practical book by an experienced teacher. Tlie subject of education
Is treated in a systematic and comprehensive manner, and shows how rational
processes may be substituted for echool-room routine. Price, $1.50.
Baldwin's Art of School Management.
This is a very helpful hand-book for the teacher. He will find it full of prac-
tical euiigestions in reojard to all the details of school-room work, and how to
manage it to best advantage. Price, $1,50.
Greenwood's Principles of Education Practically Applied.
The object of this work throushout is to impress this important question
upon the mind of the teacher: '^ How shall I teach so as to have mypupili
become self-reliant, independent, manly men and womarUy women f^^ Price,
$1.00.
Sully's Outlines of Psychology,
WITH SPECIAL REFERENCE TO THE THEORY OP EDUCATION.
Price, $3.00.
Sully's Hand-Book of Psychology,
ON THE BASIS OP OUTLINES OP PSYCHOLOGY. A practical exposi-
tion of the elements of Mental Science, with special applications to the Art
of Teaching, designed for the use of Schools, Teachers, Reading Circles, and
Students generally. Price, $1.50.
Bain's Moral Science.
A COMPENDIUM OP ETHICS. Divided into two divisions. The first—
the Theory of Ethics— treats at length of the two great questions, the ethical
standard and the moral faculty; the second division— on the Ethical Systems
—in a full detail of all the systems, ancient and modern, by conjoined abstract
and summary. Price, $1.50.
Mc Arthur's Education,
IN ITS RELATION TO MANUAL INDUSTRY. The important subject
of manual eJucation is thoroughly and clearly treated. Price, $1.50.
Hodgson's Errors in the Use of English.
A work for the teacher's table, and invaluable for classes in grammar and
literature. Price, $1.50.
Descriptive Catalogue sent free on application. Special prices will be made on
doss supplies.
D. APPLETON & CO., Publishere,
New York, Boston, Chicago, Atlanta, San Francisco.
EDUCATION IN RELATION TO
MANUAL INDUSTRY.
By Arthur MacArthur, LL. D. 12mo. Cloth, $1.60.
" Mr. MacArthur's able treatise is designed to adapt to the nsual methods of
instruction a system of rudimental Fcience and manual art. He describes the
progress of industrial education in France, Belgium, Russia, Germany, and Great
Britain, and the establishment of their professional schools. The technical
schools of the United States are next reviewed. Mr. MacArthur is anxious that
the Slate governments should take up the subject, and enable every girl and boy
to receive a practical education which would fit them for use in this world. This
valuable book sliould be carefully read and meditated upon. The discussion is
of high iniT^ortance.^''— Philadelphia Fublic Ltdger.
"The importance of this book can not be too greatly urged. It gives a
statistical account of the industries of various countries, the number of workmen
and workwomen, and the degree of perfection attained. America is behind in
native production, and, when we read of the importation of foreign workmen iu
simple manufacture such as glass, it is a stimulus for young men to train them-
selves early as is done in foreign countries. The necessity of training-schools
and the value and dignity of trades are made evident in this work. It is particu-
larly helpful to women, as it mentions the variety of employments which they
can practice, and gives tlio success already reached by them. It serves as a his-
tory and encyclopssdia of facts relating to industries, and is very well written.''—
Boston Globe.
"The advocates of indastri'il education in schools will find a very complete
mantial of the whole subject iu Mr. MacArthur's hook."— Springfield Republican.
" A sensible and much-needed plea for the establishment of schools for indus-
try by the state, supported by the practical illustration of what has been accom-
plished for the good of the state by such schools in foreign countries. Great
Britain has never regretted the step she took when, recognizing at the Crystal
Palace Exhibition her inferiority in industrial art-work, she at once established
the South Kensington Museum, with its annexed art-schools, at a cost of six mill-
ion dollars."- The Critic.
'* The aim of f he book is succinctly stated, as it ought to be, in the preface :
•What is industrial education ? What are its merits and objects, and, above all,
what power does it possess of ministering to some useful purpcse in the practic««l
arts of life? ' These are questions about which we are deeply concerned in this
country, and the author has essayed to answer them, not by an abstract discus-
sion of technical instruction, but by giving a full and accurate account of tho
experiments in industrial trainin? which have been actually and successfully
carried out iu Europe."— A^eii; York Sun.
"A most interesting and suggestive work on a matter of immediate and
universal importance." — Iffew York Daily Graphic.
"An admirable book on a mncb-neglected subject. Those countries have
made the roost rapid advance in the line of new industries which have paid the
most attention to the methods here recommended of primary instruction. The
land that neglects them will sooner or later cease to be in the front ranks ol
applied science and the useful arts."— iV<?i^ York Journal of Commerce.
For salt by aU booksellers ; or sent by mail, postpaid, on receipt of price.
New York: D. APPLETON & CO.. 1. 3. & 5 Bond Street
SULLY'S TWO GREAT WORKS.
Outlines of Psychology, with Special Reference
to the Theory of Education.
A Text-Book for Colleges. By James Sully, A.M., Ex-
aminer for the Moral Sciences Tripos in the University of
Camhridge, etc., etc.
" A book that has been long wanted by all who arc engaged in the
business of teaching and desire to master its principles. In the first
place, it is an elaborate treatise on the human mind, of independent
merit as representing the latest and best work of all schools of psycho-
logical inquiry. But of equal importance, and what will be prized as a
new and most desirable feature of a work on mental science, are the
educational applications that are made throughout in separate text and
type, so that, with the explication of mental phenomena, there comes at
once the application to the art of education."
Crown 8vo. Price, $3.00.
Teacher*s Hand-Book of Psychology.
On the Basis of "Outlines of Psychology." By Jamjes
Sully, M. A.
A practical exposition of the elements of Mental Science, with spe-
cial applications to the Art of Teaching, designed for the use of Schools,
Teachers, Reading Circles, and Students generally. This book is not a
mere abridgment of the author's "Outlines," but has been mainly re-
written for a more direct educational purpose, and is essentially a new
work. It has been heretofore announced as " Elements of Psychology."
NOTE. — No AmeHcan ahHdgments or editions of Mr. SuUfs works
%re authorized except those published by the undersigned.
12mo, 414 pages. Price, $1.50.
D. APPLETON & CO., Publishebs,
New York, Boston, Chicago, Atlanta, San Francisco.
J
>
^
UNIVERSITY OF TORONTO
LIBRARY
Do not
re move
the card
from this
Pocket.
Acme Library Card Pocket
Under Pat. " Ref. Index File."
Made by LIBRARY BUREAU
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11