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 ©GIll&lliES^ 
 
 ©F 
 
 ►^ PSIi©l#l©k©Q¥. ^ 
 
 — RY- 
 
 HENRY G. WILLIAMS. 
 
 A BOOK 
 
 FOR 
 TEACHERS AND STUDENTS. 
 
 S;-5J-53Sf>5Sf5«Saa'^^iS3S;-5a8SSa»?5S3SSSr^J^»aSMJ«SW®®i.^ 
 
BO)©MS WBm TmAmmmmm. 
 
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ryg^ EM Mi 
 
 — OF— 
 
 PSYGHOLOQY. 
 
 A PRACTICAL BOOK 
 
 FDR TEACHERS ^NE STEEENTS 
 
 m HENRY o/:XAiILL-IH7VCS. t^ 
 
 n 
 
 SUPT. SCHOOLS, LYNCHBURG, OHIO. 
 
 COPYRIGHTED BY THE AUTHOIJ. ISik 
 
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 HILbSHORO, OHIO \C£f_WASIrt3^ 
 
 PUBLISHED BY THE AUTHOR. '7rX^VJ2l. 
 
 Prom the Prevs 
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This little book does not pretend to be a treat- 
 ise upon psychology, bnt an outline of principles log- 
 ically arranged so that the student of psychology and 
 of the theory of teaching may use it as a guide-book 
 in directing his investigations upon this subject. 
 Definitions and principles are not here extensively 
 elucidated, but the facts of the science are plainly 
 stated in their relation, to each other, with ample sug- 
 gestions to the student who desires to make further 
 investigations. It has been the aim of the author to 
 incorporate the cardinal principles that underlie all 
 empirical psychology, and to show the inseparable 
 relationship existing between these principles and the 
 successful practice of the teacher. As "science is 
 knowledge properly classified," it has been the aim 
 of the author to show the co-ordination and subordi- 
 nation of every topic, suggesting also the order in 
 which each should be studied. That there is a phi- 
 losophy of education is no\v generally admitted, 
 though not universally. The applicjition of universal 
 principles to teachin^j^ is based upon such a philoso 
 phy. To aid the young teacher to discover and real- 
 ize that psychology is not an isolated science, the au- 
 thor has appended other outlines and suggestive ar- 
 ticles showing the application of psychological prin- 
 ciples. That this little book may prove a real help 
 to some and a source of inquiry, at least, to others, 
 is the hope of 
 
 The Author. 
 
A BKIKF SYNOPSIS 
 
 If the student be not entirely familiar with this sys- 
 tt-m of outlininiJ^ he will do well to study carefully the 
 followiniJ hriel synopsis of the more extended out- 
 line that follows. It will be noticed that thf^ lar^»er 
 houres represent co-nrdination when placed one above 
 the oth.r in a vertical column, and subordination 
 when placed one column to the right. The expo- 
 nents placed to the right and at the top of the nu- 
 merals indicate the order and extent of the subdi 
 visitms made. A half hour of careful study will en- 
 able any student to comprehend readily the entire 
 scheme, and to observe the manifest superiority ot 
 the exponential numeral system above all others, 
 i' Psychology. 
 
 i^ Definition.- Psychology is the science of the 
 
 phenomena of the soul. 
 2^ Methods of Study. 
 
 r^ Introspective, or subjective^ method. — The 
 
 study of one's own mental activities 
 2'^ Inferential, or objective, method. — The study 
 of the worda and acts of others, by obst-rva- 
 tion, biography, history, literature. 
 3'^ Physioloi^-ical. -The study of the relations be- 
 tween physical conditions and mental phe- 
 nomena. 
 3^ Relation of body to mind, 
 i^ The nervous system. 
 2^ Philosophies arising from this relation. 
 
OUTLINES OF PSYCHOLOGY. 
 
 4- The Powers ot the Soul, 
 r' Its general powers. 
 2'^ Its individual powers, 
 i^ The Intellect. 
 
 i^ Definition. -The soul possessing the pow- 
 er to know. 
 2'^ Products of knowing. 
 3^ Objects of knowledge. 
 4^ Kinds ol knowledge. 
 5'^ Powers, 
 
 i^ Presentative 
 
 1'^ Uef.-That intellectual power by 
 which the soul attends to what is 
 within or about it when objects of 
 knowledge are presented. 
 2^ Its forms. 
 
 1*^ Self-Consciousness. 
 
 2^ Sense-Perception (Authors differ.) 
 
 1^ Definition and etymology. 
 2^ Conditions of sense-perception. 
 3^ Intuition 
 2 Representative. 
 
 i^ Def.-The power to represent and 
 
 reknow objects previously known. 
 2^ Classes. 
 
 i^ Association, and the Laws of As- 
 sociation. 
 2^ Phantasy, or simple representation. 
 3^ Memory, or real representation. 
 4*^ Imagination, or ideal representa- 
 tion. 
 3** Thought powers. 
 1''^ Definition. 
 2^ Classes. 
 
OUTIJNES OF PSYCHOLOGY. 
 
 i^ Conception. -The power to form general 
 
 notions representing classes of objects. 
 2^ Judgment. --The power to discern com- 
 mon likeness of objects by comparison. 
 3^ Reason.--'! ht^ power by which judgments 
 are inferred. 
 2^ The Sensibility. 
 
 ]^ Del.— 'i'he soul exercising the power to feel. 
 2" Classification. 
 
 i*^ Corporeal, or physical feelings, 
 i^ Sensations. 
 
 1^ General sensations.- Organic and vital. 
 2® Special sensations. --Sight, hearing, etc. 
 2^ Appetites. 
 
 I'"* Natural -1 hose arising from some want 
 
 in the organism. 
 2^ Acquired. --Physical cravings produced 
 by habit. 
 2® Psychical feelings 
 
 i' Emotions. --Instinctive, mixed and rational. 
 2^ Affections.-- Benevolent, malevolent and 
 
 defensive. 
 3' Desires and Aversions. 
 3^ The Will. 
 
 i^ Def.-The soul exercising the power to do. 
 2'^ Its nature. 
 3'^ Its powers. 
 
 i^ Passive wili power, as influenced by motives. 
 2^ Elective will power, exercising choice and 
 
 decision. 
 3*^ Executive will power, or volition proper. 
 
i'^ Def. --Psychology is the science of the phenomena 
 of the soul. Gordy says it is the science of men- 
 tal facts. Steele says, "Psychology is the science 
 of the human soul," and so say a large majority of 
 authorities, but a close study ol the tacts will con- 
 vince one that the science is based upon a study ol 
 the phenomena or activities ot the soul. 
 2^ Etymology. -From the Qx^t^ psyche, meaning soul, 
 
 and logos, meaning discouse. 
 3^ Province. -The mind and its activities. 
 4 Reasons why it should be studied, 
 i^ By all who desire a good education. 
 r^ It develops the intellect. 
 
 2^ It teaches the importance of a study of hu- 
 man nature in order to win success in any 
 avocation or profession. 
 3^ It enables one to know how best to develop 
 
 his own mind. 
 4^ It is of great value to all who would influence 
 their fellow-men to moral excellence and the 
 best use of their faculties. 
 2^ By teachers and prospective teachers. 
 
 i^ It aids the teacher in strivintr for that which 
 
 is best within himself. 
 2^ It enables him to teach scientifically. 
 3^ With the mind the teacher deals, concerning 
 
 mind he should know. 
 4^ "On earth there is nothing great but man, and 
 in man there is nothing great but mind." 
 
8 OUTLINI-.S OF PSYCIlOLOCiY. 
 
 5^ It tnables the teacher to direct with a purpose 
 and to a definite end the early deveUjpment of 
 the child mind. 
 5/ The soul. 
 
 i^ Del.- I he soul is that part ot man's beinj^ which 
 
 feels, knows, and wills. 
 2'^ Synonyms. -Mind, ego. self, spirit, etc. 1 he 
 t^rm mind, is used as almost identical with the 
 term suul, yet there should be a difference in 
 their application. Ego means the self as distin- 
 guished from all material creation — the individ- 
 ual soul ; I, myself. I'he ego is the subjective 
 as distinguished trom the objective. Other syn- 
 onyms are conscious subject, human conscious- 
 ness, and spirit. 
 3^ Distinction between soul and spirit. -Hewett 
 makes this distinction : The word soul, includes 
 in its meaning, such of the lower psychical pow- 
 ers as the nobl'-r brutes possess in some degree 
 in common with man. The spiritual part ^i 
 man's psychical nature includes personality, 
 morality, and responsibility, while the soul-attri- 
 butes possessed by the higher orders ot the 
 lower animals do not included reason, conscience, 
 and a free will, hence no personality, morality, 
 and responsibility. 
 4^ The powers or faculties exercised by the soul.- 
 Sensibility, inlTellect, and will. 
 
 i^ This classification was first made by Sir Wil- 
 liam Hamilton, about 1840. 
 2^ Divisions. 
 
 i^ Sensibility-The power of the soul to feel, 
 includes physical as well as psychical ieel- 
 ings, because the former can only be recog- 
 
OUTLINES OF PSYCHOLOGY. 
 
 nized by the conscious subject, the soul. 
 2' Intellect. -i'he power ot the soul to know. 
 3^ Will. -The power ol the soul to do or exe- 
 .:ute. 
 Psychology proper. ' • 
 
 i^ Classification. 
 
 1^ Empirical psychology. -Thai: which restricts it- 
 self to observation and experience, and does 
 not speculate upon the nature of the princi- 
 ples involved. All psychology proper is em- 
 pirical, and to this branch of the subject 
 teachers should devote particular attention. 
 2^ Rational psychology. -That which deals with 
 the nature of the soul and deduces philosoph- 
 ies from the underlying . principles discovered 
 in the study of phenomena. Empirical psy- 
 chology gives but greater prominence to the 
 phenomena oi the soul with the conditions 
 and laws of the same, while rational psychol- 
 ogy gives prominence to the faculties implied 
 by these phenomena. The terms cognition, 
 ieeling, and volition apply directly to the first, 
 while the terms intellect, sensibility, and will 
 are more prop-.-rly used in the classification of 
 the second. 
 2'^ Methods of study. 
 
 r^ The study of self, or by means of conscious- 
 ness, 
 i^ The method. 
 
 i" We know that we think, feel, and will. 
 2' We know that we see, hear, smell, taste, 
 
 and touch. 
 3^ We know that we perceive, imai^ine, re- 
 member, judge^ and reason. 
 
lO OUTLINKS OF PSYCHOLOGY. 
 
 2^ Consciousness.-- The mind knowin^,^ itself 
 and its own activities and statrs. 
 
 3^ Causes. -We can study the causes that ex- 
 cite certain feeHngs in the mind. Psychi^.a! 
 feelings are here referred to. 
 
 4^ Circumstances. -We can observe under what 
 circumstances we teel pain and pleasure, joy 
 and sorrow, indignation and pity, etc. 
 
 5^ Difficulties encountered by this method. -- 
 This method of introspection, as it is call- 
 ed, is at first quite difficult, but becomes 
 easier by practice. A mental act of any kind 
 is a fleeting phenomenon, and while we at- 
 tempt to concentrate our thoughts upon any 
 mental act it. becomes a past act. However, 
 memory comes to our assistance and calls 
 up our past mental phenomena, thus in part 
 obviating the difficulty 
 
 6"* Extent of this method.-- We can thus study 
 only isolated mental facts, hence the method 
 gives us knowledge only of individual tacts. 
 1 o obtain a law ot mental activity we 
 must connect these individual facts : laws 
 are the results ol inference. It can thus be 
 seen that we use also, to a slight extent, 
 the inferential method in the study of our 
 own minds. 
 2^ Ihe study by observation. 
 
 i"* Application — While the first method m.ay be 
 called the introspective, or subjective, the 
 study oi the mind by observation may be 
 called the inferential, or objective, method. 
 
 2^ Advantage. -We have, in the school room 
 and out of it, all the steps in the child's pro- 
 
OUTLINES OF PSYCHOLOGY. II 
 
 gress in development, together with the 
 real and apparent influences and environ- 
 menls. 
 
 3^ Difficulty. --One can not study a sin^^^le mind 
 long enough < r under a sufficient variety of 
 circumstances to arrive at definite cor,clu- 
 sions. I he same child is not under the di- 
 rect observation of a teacher long enough 
 tor him to make a series of observations 
 that shall discover tor him a law of men'al 
 growth. The prt-sent insecure ten i. re of 
 teachers only aggravates this difficulty. 
 
 4^ Relation to introspective methods. --In the 
 study and collection of individual lacts, you 
 can use the introspective method without 
 the interential, but the latter can not be used 
 at all without the former, When we make 
 an intert-nce it is because we know by intro- 
 spection that we have certain mental activi- 
 ties when certain circumstances c-xist. 
 
 5^ How the method is used. 
 
 i^ Ihrough a study of the words and acts 
 
 of others. 
 2'^ By observation we may trace the growth 
 ot a child's mind. 
 
 3^ We may learn the traits, motives, and be- 
 liefs of men trom a study of the auxiliarv 
 branches: 
 
 i^ Biology, the science ot life. 
 2*^ Sociology, the science of society. 
 3^ Biography, the history or narrative of 
 
 an individual life. 
 4^ Anthropology, the science which treats 
 
12 OUTLINES OF PSYCHOLOGY 
 
 of man in his relation to the animal 
 kingdom. 
 5^ Physiology, the science which treats of 
 the functions of man's individual organ- 
 ism. 
 6'' History, when studied in the light of 
 
 , cause and effect. 
 7*^ Literature, when studied in the light oi 
 the history of the language and the 
 growth ol thought. 
 3^ The study of psychology from books. 
 
 i"* It is a necessary method, but should not be 
 
 be used exclusively. 
 2^* Difficulty --The different nomenclatures 
 used by different authors tend to confound 
 the learner. 
 3'' Importance.— Teachers must study psychol- 
 ogy from books if they expect to learn the 
 science. Only in this way can they profit 
 by the experience and wisdom of those who 
 have given much time to the study. It is 
 necessary to study books on this subject in 
 order to know the generalizations that have 
 been made as the results of centuries of ob- 
 servation, and to learn tbe scientific terms 
 that have been thus evolved. 
 3'^ Psychology as a science. --Inductive, because its 
 laws are founded upon and forn-^ulated from the 
 observation of related mental activities. 
 4^ Relation of the soul to the body; of the psychic- 
 al to the physical. 
 
 i^ Reason for his relation. --As there can be no 
 mental activity, without a living organism sup 
 plied with a nervous system, the study .of 
 
OUTLINES UF PSYCHOLOGY. 
 
 Psycholoy^y is necessarily closely connected 
 wiih that of physiology. 
 2^ What the relation is-- Neither internal or ex- 
 ternal observation will reveal the exact rela- 
 tion between soul and body. Reflection, con- 
 sciousness, and intuition are alike unable to 
 solve the uroblem. The doctrine nl theircon- 
 nection is simply theoretical and as such does 
 not belong to psychology. It will be of in- 
 terest to the student, however, to sketch an 
 outline of the 
 3® Theories or philosophies arising from the rela- 
 tion of the souL and body. - Monism and 
 Dualism. 
 1^ Monism. 
 
 r^ Del.— The assumption that the soul and 
 body are each material, and of one sub 
 stance. 
 2^ Etymology— From the Greek word nionos, 
 
 meaning one. 
 3'^ Forms of monism. -Materialism, Idealism, 
 and Agnosticism, 
 i*^ Materialism. 
 
 i^ Del. --The doctrine that denies the 
 existence of material substances and 
 regards the soul as a function of 
 matter in motion. 
 2" Example of materialists.-- Alexander 
 Bain, a Scotch philosopher, 1818- 1877, 
 who called the body a double-faced 
 unity with mind on one side and 
 matter on the other. 
 2" Idealism 
 
^ 
 
 14 OUTLINES OF PSYCHOLOGY. 
 
 i^ Def--The doctrine that admits no ot'ier 
 reality than ideas, regarding all known ob- 
 jects as the products of psychical action, 
 and the soul as immaterial. 
 2^ Idealists--George Berkeley, Irish metaphy- 
 sician, 1684-1753, was probably the founder 
 of idealism. John Stuart Mill. English 
 poltical economist. 1806- 1 873, was an ide- 
 alist. I"le defined mind as a seri s oi leet- 
 inj^s an<l matter as 'a permanent possibility 
 of sensations." 
 \^ A:^nosticism. 
 
 i'^ Def.— The doctrine that the existence ol a 
 pi-rsonal deity can neitht-r be asserted nor 
 denied, neither proved nor dispro'vcd, 
 owinL^ to the necessary limits to the human 
 mind. 
 2^ Agnostic.-- 1 lerbert Spencer, ling, philoso- 
 pher born 1820, who reters the phenomena 
 of both mind and matier to a substance 
 which is both unknown and uuKnowable. 
 He rejects all evidence that is not positive 
 and conclusive. 
 '^Dualism (i^ Monism.) 
 
 1^ Def,- The doctrine that man is constituted oi two 
 ori inal and indep'mdent elements, matter and 
 spirit. 
 2^ Etymology,— From the Latin duo, meanin;^ two. 
 3" Forms. --Mysticism and Dualistic Realism 
 
 i' Mysticism.— The doctrine ot pre-established 
 harmony in all things and the direct commu- 
 nication of the soul with the divine spirit. The 
 French philosopher, Nicholas Malebranche, 
 J 638-1 7 15, and the (ierman philosopher, jG. 
 
OUTLINES OF PSYCtlOLOGY. 1 5 
 
 VV. Liebnitz, 1646-1716, were dualists. It 
 seems that dualists themselves, although be- 
 lieviiiL!:- the doctriri'/ in the main as stated 
 above, could never ay;ree as to the extent ol 
 the soul's vision in comprehending the divine 
 spirit. 
 2** Dualistic Realism. 
 
 1' Def.-- The belief in the clear apprehension of 
 the soul by sell-consciousness and a knowledge 
 of the body through sense-perception. 
 2' Its validity.— This theory or philosophy adheres 
 to the facts and rejects arbitrary hypotheses. 
 It does not pretend to unravel all the mysteries 
 of soul, determine its locus, or disblieve all 
 things because it can not see all things. It is 
 ready to confess ignorance when there are no 
 means for further knowledge. 
 3" Believers in dualistic realism. --Since the time 
 of Thomas Ried. a Scotch philosopher, 1710- 
 1796, this doctrine has been the leading one 
 held by the gre it body of advanced thirikers 
 of Europe and America. James McCosh, an 
 American philosopher of Scotch birth, 181 1 — , 
 is probably the greatest leader in this philoso- 
 phy, of the nineteenth century. It would be 
 well, for those who have the inclination, to 
 secure the works of the authors mentioned in 
 this outline of the various philosophies ol the 
 soul, and study their bearing upon the devel- 
 opment of thought in this advanced age. 
 4^ The nervous system as the intermediate factor in 
 all sensations. (See 3^ and 4^ to observe the con- 
 nection of this topic.) 
 
l6 OUTLINKS OF PSYCHOLOGY. 
 
 i^ The processes in every complete sensation. 
 
 i^ The external excitant, or physical excitant, as it 
 is sometimes culled. It is that which when pre- 
 sented to the nervous system under proper con- 
 ditions will produce a physical sensation. To 
 illustrate: A bright light placed before the eyes 
 will produce a certain change in the optic nerve, 
 which is a physical sensation. The light is the 
 external excitant. 
 2° The sensorium, or that part of the nervous sys- 
 tem engaged in conveying sensation. 
 3^ The mental or psychical excitement, sometimes 
 called the sensorial excitement. It is probably 
 better to say that the sensorial excitement is in 
 the sensory nerves and that part of the brain 
 used in receiving sensations while the psychical 
 excitement is the sensation proper and is in the 
 soul. This distinction shows that there are 
 physical or corporeal sensations, and psychical 
 sensations. By those who use unscientific 
 speech the former is meant when sensation is re- 
 ierred to. 
 2^ Analysis ot the nervous system, 
 i^ Cerebro-spinal system. 
 
 i" Def-That part of the nervous system compris- 
 ed in the brain, spinal cord, their nerves, and 
 the ganglia belonging to them, 
 2^ Parts. 
 
 1^ The Brain, or encephalon. 
 
 i*^ Weight. -In the male adult, 49 to 50 oz. ; 
 
 in the temale adult, 44 to 45 oz. 
 2*^ Parts. 
 
 i^ Cerebrum.-The portion of the brain oc- 
 cupying the top and front part of the 
 
OUTLINES OF PSYCHOLOGY. \J 
 
 cranium, (jray matter to the depth of 
 about 1-8 of an inch c(3vers the (juter 
 part, constituting- the cortex ol the cer- 
 ebrum. Beneath it is tlu: white matter 
 consisting- ot nerve-fibers. It is esti- 
 mated that the number of nerve-cells in 
 the cerebrum alone is 900,000,000, 
 while the number of fibers is probably 
 about 4,500,000,000. The cerebrum is 
 the seat of intelligence, and has control 
 of all the voluntary movei-nents of the 
 body. (See outline below.) 
 2^ Cerebellum.-Called the "little brain," it is situated 
 in the posterior part of the cranium beneath the 
 cerebrum or brain proper, and is composed of gray 
 and white matter in about the same proportions 
 and relations as in the cerebrum, but is only about 
 1-8 as large. Its function is not definitely known, 
 but it is generally believed that the cerebellum has 
 a co-ordinating power with the cerebrum in con- 
 trolling voluntary muscular movements. As the 
 cerebrum is the seat of thought it can not be doubt- 
 ed that all voluntary muscular movements must be 
 under the control of the cerebrum, so far as the will 
 is concerned, but it is believed that the will of the 
 cerebrum is carried out by the cerebellum. But 
 the fact that the cerebrum may sometimes carry 
 out these acts alone in case of an injury to the 
 cerebellum, leads scientific men to conclude that 
 the exact function of the latter is not yet definitely 
 known. 
 3*^ Medulla Oblongata-This is really an enlarged por- 
 tion of the spinal cord, situated just above the 
 foramen magnum at the base of the skull. It is 
 
1 8 OUTLINES OF PSYCHOLOGY. 
 
 about one inch and a quarter long by three- 
 quarters of an inch wide, and weighs about 
 one ounce. Its weight is a Httle greater in 
 females than in males. Its functions are to 
 control wholly or in part the actions ot the 
 heart, lungs, and blood-vessels, and all vital 
 actions. Although respiration is to some ex- 
 tent under the control of the will, yet under 
 ordinary circumstances we breathe by reflex 
 action. 
 3*^ Intellectual power and size of brain, 
 
 i^ The rule. -Great intellectual power is usually 
 associated with a large brain, especially a large 
 cerebrum. Examples are Abercromba, Cuvier, 
 Webster, Disraeli, and others. 
 2^ The exceptions. 
 
 i'** The weight of the brain is relatively great- 
 er at birth and in childhood than in youth or 
 manhood and womanhood. 
 2^** A few cases of imbecilii y have been noticed 
 where the brain was very heavy, usually 
 abnormally heavy. 
 2' Nerves of the brain-system. (1^ The brain.) 
 
 r"^ Sensory, -Those that carry sensations to the 
 brain. They are also called afferent nerv^es, be 
 cause of the direction in which they c.irry sensa- 
 tion. The term sensation is here used in its 
 physical srnse, as used in physiology. 
 2*^ Motor. -Those that carry sensation from the 
 brain, They are also called efferent nerves. 
 Sensory nerves are sometimes called centripetal 
 nerves, because center-seeking, and motor nerves 
 for the similar reason are called centrifugal 
 nerves. As their names indicate, the former are 
 
OUTLINES OF PSYCHOLOGY. 1 9 
 
 nerves of sensation proper, while the latter 
 are nerves oi motion 
 3' i he spinal cord. ( (' Brain, 2' Nerves.) 
 
 1''' Of what it consists -A gray axis surrouiided 
 by white maiter and investing" membranes, 
 occupyini.^ the spinal canal. Its length is 
 about eighteen inches; weight, one and a 
 half ounces. 
 2^ Its functions. --I1 acts as a conductor to and 
 from the brain, and by reflex action controls 
 the involuntary movements of the limbs and 
 exerts a certain control over the organs ol 
 digestion, respiration, and circulation. 
 2'^ Sympathetic system. --(r' Cerebro-spinal system.) 
 i*^ (Jf what it consists. --A double chain of ganglia 
 situated on either side ol the spinal cord and 
 connected with the nerves of the spinal cord and 
 the nerves of the brain by means ol transverse 
 connecting nerves. These panulia are also con- 
 nected with the organs of the chest and abdomen. 
 2^ Function. --To regulate the processes of organic 
 life. 
 3'' The Special Senses in their relation to psychology. 
 i'' Sense ol Smell. 
 
 i^ The nerve of smell.- -Olfactory, which arises 
 from the anterior portion ol the base of the 
 cerebrum and is spread out upon the surface 
 of the turbinated bones. It is peculiar in that 
 it is the only nerve in the body known to con- 
 tain gray matter in its axis 
 2' The excitant. --'Ihe floating particles of odor- 
 ous matter coming in contact with the delicate 
 Schneiderian membrane which invests the 
 nostrils. 
 
20 OUTLINES OF PSYCHOLOGY 
 
 3^ The result.-- The nerve is irritated and the sen- 
 sorial excitement is the sensation ol smell. 
 2" Sense of 1 aste. 
 
 1^ ihe nerves of taste. 
 
 i*^ The inferior branch of the trifacial nerve/also 
 called the gustatory nerve, which supplies the 
 front half of the tongue. 
 2^ The glosso-pharyngeal, so-called because dis- 
 tributed to both tongue and throat. 
 2^ The excitant.-Matter in a state of solution 
 
 passing over the tongue. 
 3^ The result or sensorial excitement.-The sensa- 
 tions of flavors and tastes. 
 4' Peculiarities. 
 
 i^ Modifications of the sense of taste.— Sweetness 
 and sourness, detected in particular by the 
 gustatory nerve; and saltness and bitterness, 
 detected by the glosso-pharyngeal. Potas- 
 sium chlorde, sodium sulphate, and other sub 
 stances are exceptions. 
 2^ Sensations oi touch detected by the tongue. - 
 Roughness, smoothness, oillness, pungency, 
 starchiness, etc. 
 3^ Sensations of smell apparently detected by the 
 tongue.- In the case of articles having an aroma 
 the smell seems closely allied with the taste, 
 but by closing the nostrils while tasting such 
 substances the deception will be observed, 
 3*^ Sense of Hearing. 
 
 i^ The nerve. --The auditory nerve, which arises 
 from the medulla oblongata and supplies the in- 
 ternal ear. 
 2'^ The excitant. --The vibrations of the media in 
 which the sensorial end-plates of the auditory 
 
OUTLINES OF PSYCHOLOGY. 2 1 
 
 nerves are situated, caused by the vibratiuns of 
 the external air, which have been induced by 
 the sudden change in position ol some material 
 object. 
 3' The result. --The sensorial excitement in this 
 case results in a knowledge ol the many varieties 
 ot sound. 
 4*^ Sense of Sight. 
 
 i'^ The nerve. -The optic nerve, which has its origin 
 in the anterior portions of the cerebrum and 
 whose sensorial endplates terminate in the retina. 
 The olfactory and the optic are the only cranial 
 nerves arising directly from the cerebrum. 
 2' The excitant. --The waves of light. For a clear 
 discussion of the cause of light and how it is 
 communicated, the student is referred to any 
 good work on physics, 
 ■^ The result. 
 
 i^ Primarily considered^ it gives us a knovvledge 
 
 of color and form. 
 2^ When assisted by touch, hearing, an I experi- 
 ence it gives us notions ol size, distance, 
 roughness, smoothness, and many other quali- 
 ties of objects. This is probably the most 
 remarkable and wonderful of the senses when 
 considered Irom rt psychological standpoint. 
 5*^ The Sense of Touch. 
 
 i^ Nerves of touch. --They have no special names, 
 although sometimes called tactile nerves. They 
 belong to the spinal cord, hence, to the cerebro- 
 spinal system. They end in peculiar sensorial 
 end-plates in the cutis and other investing 
 membranes. 
 
22 OUTLINES OF PSYCHOLOGY. 
 
 2^ I'he excitant. --Properly, touch involves 
 pressure or actual contact oi objects with 
 portions ol the body supplied with these 
 nerves, the fingers bein^ most sensitive 
 to touch. The tip of the tongue, how- 
 ever^ possesses this power to a very high 
 degree. 
 3' The result. --The information thus derived 
 is probably the most extensive and di- 
 verse of all we gather by sense-perception. 
 4^ A g(Mieral observation. -It will be noticed 
 that in this outline of the special senses 
 three things were in each case considered: 
 the excitant, the part of the sensorium. par- 
 ticularly affected, and the sensorial excite- 
 ment, or the sensation proper. These are 
 the three necessary antecedents ot sense- 
 perception 
 5''' Conclusion of this topic. --It will now be 
 noticed that all the outline from 4^, page 
 12, to this point has dealt with the topic, 
 "I he relation of the soul and body." We 
 now take up the study of the powers ot the 
 soul, but shall have irequent need to think 
 of this relation of the soul, that which reall)- 
 knows, feels, and vi^ills, to the body, that of 
 which we are so prone to think as knowing, 
 teeling, and willing. 
 5^ Ihe powers of the soul. 
 
 1^ Its General Powers. -Consciousness, Attention, 
 and Conception. 
 
 i^ Def.--Those powers of the soul distinguished 
 from the faculties, not co-ordinate with them, 
 but connected with them all. 
 
OUTLINES OF PSYCHOLOGY. 23 
 
 2"' General functions. --They can not act separately 
 from each other nor from some one or more ot the 
 inteiiectual faculties. 
 3^ Distinction. --A faculty is a power under the con- 
 trol of the will, haviny;- some particular work of its 
 own to do. -Kewett. 
 4^ Analysis. 
 
 i'' Consciousness. See"Self-Consciousness, "below 
 i*^ Del.- -Consciousness is tht- general power of 
 the soul by which it knows its own acts and 
 states and itself as the knower. 
 2^ Authors compared. --Consciousness can not be 
 defined. -Hill. Consciousness is the power 
 the mind has to know its own acts and states, 
 and to know them as belonging to the Ego.— 
 Hewett. Consciousness is the immediate 
 knowledge the soul has of its own phenijmena. 
 --Schuyler. Consciousness is the inner per- 
 ception, the perception ol our thoughts and 
 feelings. --Putnam. Consciousness is the 
 power of the mind by which it knows its own 
 acts and states.- Baker. 
 3'^ Use of the term. -Denotes both an act and the 
 
 power to which the act is referred. 
 4" Etymology. -L. con and scio, indicating that 
 along with knowing an object, I know also the 
 knowing. 
 5*^ Objects of Consciousness." fhey are all 
 psychical phenomena, actual and present. 
 V Distinction. 
 
 i'^ Consciousness is immediate knowledge. 
 2^ Knowledge ot external objects is medi- 
 ate. 
 2^ Classes of objects of consciousness. 
 
24 (^UTLINKS OF PSYCIiOLOCiY. 
 
 i*^ The Ego.-- We are conscious of the Ego as 
 thinkintr, feelino- and willinof'.--Hewett. We 
 are not conscious of the soul, nor ol the soul 
 as knovviny;, f(^elinL:, and willing, but ol the 
 knowing, feeling, and willing. --Schuyler, with 
 whom we agree on this point. 
 2® Acts or states. --We may be conscious of the 
 activity ot the mind in perceivin;^, remember- 
 ir.ii, etc 
 3*^ All psychical phenomena.-- The soul is con- 
 scious of all its phenomena. The realization 
 of these phenomena is the state of conscious- 
 ness. 
 4* The non-Ego. --Sir William Hamilton held that 
 we may be conscious of the non-Ego. which is 
 generally denied. 
 5^ Products.-- We may be conscious of our 
 thougrhts and Ifelingrs, which are th:- results nf 
 psychical action. 
 6^ As to time ot consciousness --Consciousness can 
 neither be before nor after a phenomenon. We 
 are conscious ot a phenomenon only at the instant 
 of its occurrence. We are not conscious ot things 
 we remember, but of the concepts of them, which 
 must be immediately before the mind. We may 
 also bt; conscious ot a present concept of that 
 which is future^. 
 7*^ To which special faculty of the soul most closely 
 connected. — It' is itself an act ot the intellect, 
 though implied by all psychical phenomena, cog- 
 nitions, feelings, and volitions. 
 8*^ Kinds of Consciousness.— Schuyler 
 
 i^ Natural consciousness. --Immediate knowledge of 
 all three class- s of psychical phenomena. 
 
-OUTLINES OF PSYCHOLOGY. 2$ 
 
 .2^ Ethical, --Reflection applied to moral states. 
 
 3^ Abnormal. -As exhibited by persons who im- 
 agine others are noticing their awkwardness, 
 dress, etc.. 
 
 i*^ Due to morbid sensitiveness --Hewett. 
 2^ To a real or supposed feeble condition of body. 
 3^ I o undue pride or self-love. 
 4*^ To a knowledge of unworthiness. 
 9^ Degrees of consciousness. 
 
 i^ Of certain organic phenomena, such as appetites, 
 we are scarcely conscious. 
 
 2' The stronger the cause which induces psychical 
 activity the stronger the degree of consciousness 
 lo*^ (reneral conditions ot consciousness. 
 
 i^ A living subject who is conscious. 
 
 2^ A faculty of consciousness. 
 
 2,'' A psychical phenomenon, the only kind of ob 
 jects of consciousness. 
 1 1^ Relation of Consciousness and Attention. 
 
 i^ By attention any of the degrees of consciousness 
 may arise into the region of clear consciousness, 
 —Baker. 
 
 2^ Attention is often spontaneous. In this it is 
 like consciousness, and may be termed "volun- 
 tary consciousness." 
 12^ Relation of consciousness and cerebration 
 
 i^ Unconscious mental activity. -Strictly speaking, 
 there can be no unconscious mental activity, but 
 many cases have been cited where there seems 
 to have been mental activity without conscious- 
 ness. 
 
 2^ Unconscious cerebration. -In such cases ot ap- 
 parent mental activity, it is not improbable that 
 brain activity may be unaccompanied by mental 
 
26 OUTLINES OF PSYCHOLOGY. 
 
 activity. I^)rain activity may become reflex, 
 like muscular habits. It is nor improbable 
 that mental activity may be started in a cer- 
 tain direction and become so intense that it 
 will continue unconsciously to work in ihat 
 line until the result is accomplished, when 
 the cerebration becomes conscious again. 
 13" Cultivation. -Consciousness can not be culti- 
 vated, as it is not under the control of the will. 
 2'' Attention, (i^ Consciousness.) 
 
 1*^ Etymology. -L. ad, meaning toward, and te^t- 
 
 dere, to stretch. 
 
 2*^ Def.-It is the concentration of consciousness 
 
 in one direction and upon one object. 
 3*^ Authors compared. -The self-governing 'intel- 
 ligence applying itself to what it wills. --Com- 
 payre. The, power the mind has to bring all 
 its forces to bear on one thing.-- Hewett. The 
 voluntary directing of the energy of the mind 
 toward an object or an act.— Steele. The 
 power of exercising active self-direction. ■- 
 White. Attention is conscious or unconscious , 
 — Day. Although under the control of the 
 will, it produces no result alone, and of itself.-- 
 Hewett. It is not a special intellectual 
 taculty.-Hill. The voluntary determination of 
 the intelligence to objects ol knowledge. 
 4^ How the term is applied. 
 
 1^ As applied to external objects it is known 
 as observation, which includes both stages 
 of cognition, perception and judgment. 
 
OUTLINES OF PSYCHOLOGY. 2'] 
 
 2' As applied to subjects ot our own consciousness 
 it m-iy be desi^trnated reflection, whicii includes 
 intuition and judgment. For an explanation ot 
 these terms, see outline. 
 5** Classes of attention.-- Voluntary and involuntary. 
 i^ Voluntary. 
 
 1*^ Etymology --From L. vulens, the will. 
 2^ Def.-'rhe active direction of the mind toward 
 any object of knowledge, either external ob- 
 jects or objects of consciousness. 
 3^ Elements of voluntary attention. 
 
 i^ The mind must have had experience in 
 
 order to perceive relations. 
 2^ The mind must have sufficient development 
 to interpret that experience. 
 4^ Age at which first experienced by the child — 
 
 About 3 to 6 months. --Gordy. 
 5*^ Functions. 
 
 i^ Development of interest in things not nat- 
 urally attractive to us, but beneficial to us. 
 2^ Development of continous attention, con- 
 centration, that the mind may direct its own 
 energies. 
 2^ Involuntary. 
 
 i^ Etymology. ~-L. in, within, and volens. 
 2^ Def. -That attention which results from the 
 influence exerted upon the mind by the thing- 
 attended to, in and of itself 
 3*^ Also called non-voluntary. 
 4^ Causes in children --Gordy. 
 
 i^ The quality of sensations or their character 
 
 as pleasurable or painful. 
 2^ 1 he intensity of the sensation. 
 6^ Knowledge depending on attention. 
 
2S OUTLINES OF PSYCHOLOGY 
 
 i' The objectG of knowledge to which attention 
 may be directed inchide everything, external 
 objects and objects of consciousness, upon which 
 mental force may be made to bear. 
 2^ Gordy says what we are conscious ot depends 
 upon aitention, as does also what we perceive^ 
 remember, recollect,, believe, ieel, and will. 
 7*^ Relation of attention to n^ental activity, --When 
 our brain activities are thoroughly habitual there 
 is no attention, but it is doubtlul if there is any- 
 mental activiiy in such cases. Authors generally 
 admit that there can be no mental activity without 
 attention. Can we attend to more than one thing 
 at a time? "In a case of perfect attention the 
 mind's forces are all brought to bear upon one 
 thing, but experience shows that in imperfect at- 
 tention the mental force is divided/'--Hewett. It 
 is said th it we could reach no conclusion in com- 
 paring two things unless the mind have both be- 
 fore it at once. But we believe it possible for the 
 attention to vibrate from one to the other in rapid 
 succession. Try it in close analysis or comparison, 
 and see if the attention must not be wholly upon 
 the one while it is lorming concepts of it with which 
 to compare the concepts formed of the other. Sir 
 William Hamilton says, however, that the mind 
 can attend to as many as six things at once, but 
 that the intensity is weakened in proportion to the 
 number of objects before the mind. See Steele, 
 Schuyler, Hewett, Gordy, and Sully. 
 8^ Laws of attention. 
 
 i" Especially with children, whatever is curious, 
 odd, bright^ noisy^ etc., attract the attention and 
 develop it. 
 
OUTLINES OF PSYCHOLOGY. 29 
 
 2' Whatever occasions strong emotions of pleasure 
 or oi pain claims the attention. 
 
 3' The degree oi the attention will .vary with the 
 exciting cause, or stimulus. 
 
 4' Variety oi related objects attract the attention. 
 
 5^ Attention is more likely to be aroused ii the ob- 
 ject accords with one's tastes and tendencies. •- 
 Baker. 
 
 6' Weber's Law. --In order that a sensation may 
 increase in quantity in arithmetical progression, 
 the stimulus must increase m geometrical pro- 
 gression, which expresses a general truth. 
 9^ Conditions unfavorable to attention. 
 
 i^ Too frequent repetition. 
 
 2} Abrupt or rapid transition Irom one subject to 
 another. 
 
 3^ Prolonging an effort to weariness. 
 
 4^ External influences that are more exciting 
 stimuli than those designed to be kept before 
 the mind. 
 
 5^^ Mental agitation from lear, etc. 
 
 6' Tasks too difficult to comprehend. 
 
 f 111 health causing bodily pain. 
 10*^ iVlotives proper to employ to secure it. 
 
 i'^ The lear ol pain, in exceptional cases. 
 
 '2} The love ot praise. 1 o be used with caution. 
 
 3^ The hope of future good. 
 
 4^ The desire to excel in merit. 
 
 5^ The motives of duty: do the right because it is 
 right. 
 
 G All proper incentives to study. The Royal 
 Seven —Dr. White. 
 i^ A desire for standing or rank. 
 
30 OUTLINES OF PSYCHOLOGY. 
 
 2*^ A desire for the approbation of equals and 
 
 ol superiors. 
 3*^ A desire for activity and power. 
 4^ A desire for knowledge. 
 5** The hope of future good. 
 6^ A sense of honor. 
 7® A sriise of duty. 
 1 1" Growth of attention. 
 
 i^ The early life of a child is almost a continual 
 exercise of this power, the stimuli being pre- 
 sented through the senses, especially ol sight, 
 touch, and hearing. 
 
 2' Cultivation. -As the attention is under the 
 control of the will it can be cultivated. -This 
 may be done by a persistent exercise of the 
 will power over the mind's movements. Like 
 
 . the law of habit, it grows by repetition under 
 proper circumstances, 
 
 3'^ Results of concentrated and prolonged effort. 
 --Genius is simply a persistent, continuous at- 
 tention. Without it the greatest natural gen- 
 ius is doomed to lailure. With it, any student 
 can command success. 
 3'^ Conception. See Consciousness, Attention. 
 
 i*^ Etymology. -From L. con, meaning with, and 
 
 capere, to take, signifying a taking or grasping 
 
 together. 
 2^ Varied use of the term. 
 
 i' Formerly used to denote the power, the pro- 
 cess, and the product of forming general ideas. 
 
 2"' Recent authors have chosen concept to denote 
 the product of conception. 
 
OUTLINES OF PSYCHOLOGY, 3 1 
 
 3*^ Def.-Conception is the process of forming a gen- 
 eral notion, or idea through the operation ot anal- 
 ysis, abstraction, and generaHzation. 
 4*^ Authors compared.-- That process of elaboration 
 by which the intellect forms general notions of 
 classes ol objects having common attributes. -- 
 Schuyler. The process of forming abstract or 
 general ideas. --Hill. The process ol forming a 
 general notion of a class of similar objects.- Baker. 
 The power by which we see with the mind's eye.-- 
 Hewett. The whole mental activity by which the 
 complex precess of analysis, abstraction, and gen- 
 eralization is performed. - Putnam. 
 5*^ Processes, or steps of conception, 
 
 i" Presentation.— That step in the formation of ideas 
 which consists in presenting the objects of 
 knowledge through sense-preception. Some 
 call this step observation. 
 2^ Comparison -That step by which objects of 
 knowledge are presented to the mind by noting 
 their points of similarity. 
 3' Abstraction. -F"rom L. ad, off or from, and tra- 
 here, to draw. That process by which we "draw 
 off" for iurther attention, the common character- 
 istics ot the objects examined. 
 4" Generalization. --L. gemts, meaning kind. That 
 process in conception by which we select the com- 
 mon attributes found in an entire class of objects. 
 It embraces synthetic specificaLion, or the form- 
 ation of species from individuals ; and generifica- 
 tion, or the formation of genera from species. 
 5^ Denomination. 
 
32 OUTLINKS OF PSYCHOLOGY. 
 
 i'^ Uef.-That step by which we assign names to 
 the classes tormed by generalization, and these 
 classes, with the concepts of them, become em- 
 bodied in verbal signs. 
 2^ What it embraces: Nomenclature. -The col- 
 lection of the names applied to the classes ot 
 objects grouped in a science. Terminology.- 
 The collection of the names of these parts and 
 properties of individual objects belonging to a 
 science. (Condensed from Schuyler.) 
 6'* Relation of conception to classification. 
 
 i^ Classification is forming groups oi objects hav- 
 ing common qualities, 
 2' While conception is forming a general notion of 
 the class of such objects. 
 7" What the term conception embraces. 
 
 1^ It is not a faculty. -It is a general power of the 
 soul, largely under control of the will, but it ac- 
 companies each of the mental powers and pro- 
 duces no specific result alone. 
 2^ The act of the mind and the product of this act. 
 3^ Concepts. 
 
 i^ Def.— A concept is a combination of common 
 attributes into a single term, but it is a men- 
 tal product, not a verbal or written expression. 
 2^ Classes. 
 
 i^ Simple concepts. -The simple mental prod- 
 ucts of the representative power ; see im- 
 ages and ideas. 
 2^ General concepts. -The mental notions of a 
 class of objects. The simplest act of think- 
 ing is the forming of the general concept or 
 notion.— White. 
 
OUTLINES OF PSYCHOLOGY. ^^ 
 
 3*^ Other terms. --Simple concepts are called in- 
 dividual concepts and general concepts are 
 called logical 
 4^ Difference between them. --The former rep- 
 resent individual things or objects, while the 
 latter represent "a bundle ot attributes that 
 belong to every one of a class to which the 
 term may be applied " 
 8*^ Cultivation ot conception. 
 
 i^ Why it may be done. --Because the will has al- 
 most exclusive control over our conceptions. 
 2' How it m.ay be done.--Hewett. 
 
 i*^ Avoid "parrot" recitations, for in them you 
 have words without their accompanying con- 
 cepts. 
 2^ Avoid mechanical reading and meaningless 
 
 mathematical work 
 3® Induce accurate perceptions of objects studied 
 through the senses ; hence, cultivate sense- 
 perception. 
 9" Relation of conception to education. 
 
 i^ It is essential to scientific knowledge. --Not an 
 accumulation ot isolated facts, but ot facts group- 
 ed in classes according to known laws and known 
 by a suitable nomenclature. 
 2^ Steps of conception necessary to a scientific 
 knowledge. -Abstraction and generalization in 
 particular. 
 3' Conception is developed by linguistic study. 
 \^ Language is made up largely of general terms, 
 
 hence conception is developed. 
 2^ It calls forth the habit of comparing. 
 4^ It affords a criterion for the order of study. In 
 
34 ' OUTLINES OF PSYCHOLOGY. 
 
 the g^rowth of the mind there are three essen- 
 tial processess : 
 i*^ Apprehension of facts. --For example objects 
 
 must be presented to the senses. 
 2*^ Analysis of facts.-- For example, the parts 
 
 of things studied must be separated. 
 3*^ Synthesis of relations.-- llie common char- 
 acteristics of things studied must be united 
 
 under general terms. 
 5^ The method of developing abstract ide.is. - 
 Condensed from "Bain's Education as a Sci 
 ence " 
 i^ The selection of particulars should be such 
 
 as to show all extreme varieties. 
 2^ The instances cited should bring out the 
 
 agreements. 
 3* The accumulation of the facts should be con- 
 tinuous, until the effect is produced. 
 4^ A sudden flash of agreement between things 
 
 in many respects different is what is aimed 
 
 at. 
 5*^ Aid can be derived from tracing the cause 
 
 and effect. This is the crowning notion of 
 
 science. 
 6*^ The number ol instarices necessary varies 
 
 with the character of the things. 
 y^ The nanie and the definition should be given 
 
 along with the general notion, when it is 
 
 formed. 
 2^ Its Individual Powers, commonly called the psy- 
 chical powers, (but general powers are also psy- 
 chical.) See General Powers, p. 22. 
 1^ The Intellect. 
 
OUTLINES OF PSYCHOLOGY. 35 
 
 i'' Def.-The faculty of knovving. -Hill. The soul 
 possessing or exercising the power to know.— 
 White. To think is the same thing as to know 
 and comprehend.- Compayre. 
 2" Etymolo;.4y. -From L. i?Uer, between^ and legere, 
 to gather ; indicating that knowledge is gathered 
 in the transition from one experience to another. 
 3 Its functions. -Sully. 
 
 I** Discrimination.- The knowintr of differences. 
 2^ Assimilation.- The knowino^ of resemblances. 
 4° The product ot knowing. -Knowledge. 
 
 I*' Def.-That condition of certitude in the soul that 
 arises when realities or relations are consciously 
 apprehended. -Hill. 
 2^ Objects of Knowledge-White. 
 
 i^ Subjective, or subject-objects. -The acts and 
 
 states of the soul and their products. 
 2^ Objective, or object-objects. -External material 
 
 objects. 
 3^ Relational, or relation-objects.-- The relation 
 of objects, whether discerned intuitively or by 
 thought. 
 3^ Kinds of knowledge. 
 
 1" As to manner in which known. 
 
 r"" Scientific. --Knowledge properly classified. 
 2^ Unscientific — UnclassiHed knowledcr^, sim- 
 ply information. 
 2' As to its stage in the soul. 
 
 I* Primitive.— Crude, first knowledge, as gain- 
 ed by the use of the perceptive powers 
 alone. 
 2^ Developed. -Knowledge in which the signif- 
 icance, relation, and use of what has been 
 
J 
 
 6 OUTLINES OF PSYCHOLOGY 
 
 gathered by the perceptive powers are cen- 
 tralized and classified by conception. 
 3' As to powers of Intellect, by which known. 
 i*^ Presentative knowledge. -The knowledge 
 the soLil has of iiiself and things immediately 
 about it through self-consciousness, sense- 
 perception, and intuition. 
 2^ Representative. --Knowledge the soul has of 
 objects and their qualities when neither is 
 actually pre:<ent to the senses, but re-pre- 
 sented by ideas. 
 3*^ Elaborative.-- Presentative knowledge work- 
 ed out by purely psychical processes into 
 higher and more general forms. -Hill. 
 4** Constitutive. -Knowledge acquired by an 
 examination ot postulates and hypotheses. 
 5° Intellectual powers.-- Three classes. 
 
 i'' Presentative powers.-- Three in number. 
 
 i^ Self-Consciousness. --Authors generally make 
 no distinction between consciousness and self- 
 consciousness. Pur a study of the former see 
 "General Powers." There may be the lollow- 
 ing distinction : 
 
 1*^ Consciousness includes the three elements 
 in every act of knowledge : The knowing 
 subject, the object of knowledge, and the 
 states ol the soul as affected by the object 
 of know.ledge. But self-consciousness is 
 limited to the soul's knowledge of itself in 
 the act of consciousness. 
 2*^ Forms of self-consciousness. --Hill. 
 
 1^ Spontaneous. --May be calT d inherent, 
 such as savages possess--a consciousness 
 without an inquiry into cause and effect. 
 
OUTLINES OF PSYCHOLOGY. 2)7 
 
 2^ Reflective.— 'That energetic realization of self- 
 existence acquired by profound reflection upon 
 the nauu'e and cause of our beings." 
 i'^ Its normal forms. --The philosophical and 
 
 the ethical. 
 2"^ Its iibnormai forms.- Ihe precocious, the 
 egotistic, the hypochondriacal. 
 2" Sense-perception. 
 
 i^ Def.-- The soul's power to know material objects, 
 to know the nonEgo. It is the foundation of 
 all our knowledge, but not the immediate source 
 of all knowledge, as we may gain knowledge by 
 intuition and self-consciousness also. As indi- 
 cated by the term itself, it is perception through 
 the senses. 
 2^ Etym(-)U)gy.-From Latin Z*^;-, meaning through, 
 and caper e, to take. This implies taking in 
 knowledge through one or more ot the senses 
 -^ Uses of the term. 
 
 i^ To designate a power. — We speak of the per- 
 ception possessed by the soul. 
 2^ To designate an act. --As your perception of 
 
 sound is not acute. 
 3^ To designate the thing perceived 
 4*^ The physical conditions of sense-perception, 
 i^ Material object, or external excitant, capa- 
 ble ot furnishing an impression. 
 2^ The nervous organism, or sensorium, adapted 
 
 to receiving and conveying impression. 
 3'' The sensorial excitement, or the actual exci- 
 tation of the sensorium. These three condi- 
 tions of perception may be called the antece- 
 dents of perception. 
 5** The psychical elements of sense-perception. 
 
38 OUTLINES OF PSYCHOLOGY. 
 
 1^ Perception proper. --The act by which the ex- 
 ternal object is known. An act or process ot 
 the mind immediately successive to a sensation, 
 by which we refer this sensation to something 
 external as its cause. --Steele. 
 2^ Sensation. --A state of mind produced by some 
 external object or influence operating on the sen- 
 sorium The pleasures or pains which immedi- 
 ately follow a material phenomenon. --Compayre. 
 A cognized affection of the nerves. --Hewett. 
 6*^ Classes of sense-perceptions. 
 
 i^ An original perception is one that is obtained 
 from the excitation oi a single sense, and that 
 the one exercised. 
 2^ An acquired perception is oriven by one sense as 
 a sign of knowledge usually gained by another. 
 i^' Kxamples.--By the sound in the stethoscope 
 the physician knows the condition ot the heart, 
 though he can not see it. By rapping on a 
 barrel we knew by the sound whether it is 
 empty, partially filled, or entirely filled. Here 
 the sense of sound givt-s us an acquired per- 
 ception that might be given by the sense of 
 sight. 
 2'° Classes of acquired perceptions. 
 
 i^^ Those of touch are the most valuable. 1 o 
 the artisa4i they are a kind of mechanicrd 
 conscience. 
 2^^ Of smell,- 1 he odor of a peach will cause 
 
 us to identify the object. 
 3" Of taste. — By taste we have perceptions of 
 
 objects commonly known to us by smell. 
 4'' Of hearing. --We have perceptions of a per- 
 son by the familiar sound of his footstep. 
 
OUTLINES OF PSYCtlOLOGY. 39 
 
 5^' Of sight.-- We judge of distance by sight, also 
 the intensity of color and distinctness of out- 
 Hne. We judge ot the magnitude of objects 
 by distance and by comparing them with other 
 objects known to us or in the same view with 
 other objects. 
 7^ Classification of the Senses. 
 
 i^ Molar or dynamical senses.— Tactile, the sense 
 
 of touch, and acoustic, the sense of hearing. 
 2^ Molecular or chemical senses. --Dialytic, the 
 sense of taste, and catalytic, the sense of smell. 
 3^ Intermolecular or etheric senses. --Thermic, the 
 sense of temperature, and photic, the sense of 
 sight. 
 8*^ Percepts. 
 
 i^ Def.— A percejjt is a simple and single presen- 
 tation ol sense-perception-an isolated fragment 
 of knowledge. Any object of knowledge as 
 known by us . is a group ot percepts. Putnam 
 says a percept is a complete mental product ot 
 the act of perceiving. The individual notion we 
 get ol an object by our senses while we are ex- 
 ercising our senses upon it. 
 ' 2^ Difference between percept and concept. -When 
 our senses cease to act upon an object, the no- 
 tion that persists or returns is a concept of it.-- 
 Hewett. When several successive and related 
 percepts are united into one psychical whole the 
 result is a concept, particularly a sense-concept. 
 3^ Difference between percept and image.-- A sense- 
 concept, or a percept revived by an act of the 
 memory, is usually called an image, but it is 
 doubtful if percepts of smell, sound, and taste 
 
40 OUTLINKS OF PSYCIJOLOCiY. 
 
 may be revived into images. They may be 
 called sense-concepts, however. 
 9*^ Relation of perception to education. 
 
 1^ Sense-perception furnishes the crude material 
 lor all mental activity, except that mentioned in 
 intuition and the soul's knowledge of itself in 
 self-consciousness, vv^hich together include much 
 less than sense perception. 
 
 2^ The growth of the perception is the growth of 
 our discriminative power, that is, our conscious- 
 ness of differences and agreements. 
 
 ■^ A study of the laws of perception teaches us 
 that the earliest studies of childhood should be 
 objective and presentative. 
 
 4^ Concrete facts and not abstract ideas should be 
 imparted, and by actual observation whenever 
 possible. 
 
 5'^ The method of study should be that ot object 
 lessons. 
 
 6^ (he improvement ol sense-perception is attained 
 by exercise* 
 
 7'"^ The degree of education and the kind of knowl- 
 edge the child has already obtained through 
 sense-perception before he enters school should 
 be recognized there, and his training continued 
 according to the laws of mind growth. The per- 
 ceptive faculty should continue to be exercised. 
 
 8^ These facts are the basis of Kindergartenism, 
 which was founded by Frederick W. Froebel, 
 a German thinker, 1782- 1852, who borrowed the 
 idea from John H. Pestalozzi. a Swiss educator, 
 1 746-1827. The etymology of the word kinder- 
 garten really means a children's garden, a place 
 where the child-mind can be naturally developed 
 
OUTLINES OF PSYCHOLOGY. 4 1 
 
 by exccise in the lines of activity in whicii the 
 child-mind deli^^hts. Here is an all-important 
 th')Ught for teachers of primary grades. 
 3^ Intuition. -See i^ Sell-consciousness, etc. 
 
 i^ Def.- That power of the soul by which wt- know 
 Ccjrtain fundamental things without being taught. 
 -Hewett. The power of mind which makes us 
 acquainted with simple, primary ideas and truth. 
 -Putnam 
 2* Relation. -Knowledge which appears to comt- of 
 itself by some law of mind, but not by any pro- 
 cess of reasoning. 
 3*^ What intuition embraces. -Ideas and truths, 
 i^ Intuitive Ideas. 
 
 i^*^ Def --Ideas that spring from the mind's own 
 
 energy. 
 2^^ Classes of intuitive ideas. 
 
 i^^ Ideas of space. -Evidently space is not 
 known, through the senses, nor by self- 
 consciousness. 
 2^^ Ideas of duration are intuitive. 
 3^^ Ideas ot time are intuitive. 
 4" Ideas of being.--All men naturally, in- 
 
 t'litively believe in their own existence. 
 5^^ Ideas of right and wrong.- Children nat- 
 urally have an idea of right and wrong at 
 a very early age. Teachers should place 
 more stress upon this fact in dealing with 
 the young child. 
 6^^ Ideas ot personal identity. -T can not rid 
 myself ot the idea that I am the same 
 person I always was. No testimony or 
 argument could change my conviction, 
 hence, the idea is intuitive. 
 
42 OUTLINES OF PSYCHOLOGY. 
 
 3^^ Nature.- A knowledge of intuitive ideas is in- 
 nate, and for that reason intuition may be called 
 natural reason. Idiots are lacking in intuition, 
 while an insane person may lose his intuition and 
 still reason logically. 
 2^ Intuitive Truths. 
 
 1^*^ Del.- I ruths which every sane and sound mind 
 apprehends at once, without the aid of memory, 
 judgment, or reason. 
 2'*^ Synonyms. -Necessary truths, self-evident truths. 
 3^'^ Characteristics, or tests. --If a truth possess the' 
 following characteristics it is intuitive. 
 i^^ Universality. --It must be the truth every- 
 where and at all limes. 
 2^^ Self-evidence. -They can not br demons'trated. 
 No amount ot evidence can make them more- 
 distinct. We can not disbelieve them. 
 3^^ Necessity. --To contradict any intuitive truth 
 
 is at once manifestly ai)surd. 
 4'^ Singleness.- No intuitive truth can be resolv- 
 ed into other truths — they can not be analyzed 
 into simplicity. 
 4^*^ Examples of such truths. 
 
 i^^ Two thing can not occupy the same space at 
 
 the same time. 
 2^^ The whole is equal to the sum ol all its 
 
 parts. 
 ^'^ All axiomatic truths. 
 
OUTLINES OF PSYCHOLOGY. 43 
 
 2'' Represcntaiive i^owers.-See i*^ Presentative. 
 
 i" Def.-That intellectual power by which objects, 
 their qualities and relati* ns, not actually present 
 to the senses, are represented by concepts, 
 ideas, and images. Let the student see the def- 
 inition of each of these terms. 
 2' Illustration. --A year ago I witnessed a memo- 
 rable scene in Chicago. At that time 1 had im- 
 mediate or presentative knc^wledge ot the objects 
 about me. To-day I have a representative idea 
 of that scene that still gives me a distinct knowl- 
 edge of it. 
 3^ Classification. 
 
 i''' Phantasy. (2^ Imagination. 3'^ Memory.) 
 i^ Def.--lhe power ol the soul to reproduce 
 its past acts and states spontaneously and 
 involuntarily. The images thus reproduced 
 are not recognized as products oi past ex- 
 perience, and usually seem as present reali- 
 ties. 
 2^ Etymology.-- From the Qr&QV. pkantazein, to 
 
 cause to appear. 
 3® When exercised.- When the other intellec- 
 tual powers and the will are at least partially 
 passive. It occurs in reverie, dreaming, 
 delirium, somnambulism, hypnotism, and 
 msanity. Tne first is the simplest form. 
 4^ Distinction between phantasy and memory. 
 i^^ The function ol phantasy is to reproduce. 
 2^^ That of memory is to recognize. 
 5'^ Causes. -"A heat-oppressed brain," disor 
 dered stomach, anticipation of future pleas- 
 ures, brooding over real or imagined wrongs, 
 and various forms of disease. 
 
44 OUTLINES OF PSYCHOLOGY 
 
 6^ Characteristics of the idea reproduced by phan- 
 tasy. 
 
 1^° It is less vividly realized than the original. 
 2'° They are slowly combined. 
 3^** The representative image: usually contains 
 k-wer elements than the original. 
 7^ The modes of reproducing images. 
 
 i^*^ By physical stimulation -Hill says sounds 
 have been known"to riny["in the ears for fifteen 
 days after a niusical concert, 
 2^** By physiological stimulation. 
 3^° By psychical stimulation. 
 2* Imagination, 
 
 i^ Def.- The power to modify and recombine im- 
 ages and ideas. Sense-concepts are not repro- 
 duced in imagination. 
 2^ Activities of the imagination. -Ruskin. 
 
 i^° Associative^ as exercised b) the painter who 
 
 imagines an object less than its real size. 
 2^^ Penetrative, when one seeks out the central 
 
 idea in connection with an object. 
 3^° Contemplative, when one is lead to employ 
 other images in connection \vith an object. 
 ;f Limits. -Imagination recombines truthful con 
 cepts i.ito complex images and pictures unlike 
 anything known, but still within the limits ot ■ 
 possibility, while phantasy combines withoui 
 regard to law or possibility. Baker says "Phan- 
 tasy simply recalls, memory recognizes^ but im 
 agination constructs,'' to which we would add. 
 Phantasy recalls and reconstructs without regard 
 to the possible. 
 4^ Varieties of imagination -Hill. 
 
OUTLINES OF PSYCHOLOGY. 45 
 
 i^^ Scientific, in which the end is to realize more 
 completely the true relation of things. It has 
 three forms-mathematical, mechanical, and 
 philosophical. 
 2^*^ Artistic, the end being to realize such relations 
 as will give pleasure to our aesthetic nature, 
 under the guidance of sensibility. Its forms are_, 
 poetical, pictorial, and architectural. 
 3^^ Ethical, the end being the r(^alization of an ideal 
 character and conduct, such as will satisfy the 
 convictions of conscience, under the guidance of 
 the will. 
 5^ Relation of imagination to education. 
 i'° Used in acquiring knowledge. 
 
 i^^ In reading we must exercise the imagina- 
 tion in combining into mental pictures the 
 elements of thought suggested. 
 2^^ In listening we must do the same. 
 3^^ In studying science. -For instance in chemis- 
 try : atoms and molecules are invisible. In 
 astronomy : the solar system as a whole is not 
 presented to the senses. In ueology: we can 
 picture geoloi.^ical periods only in succession. 
 In geometry : we can comprehend figures by 
 the aid of the imagination. 
 4^^ In acquiring immediate knowledge we must 
 use it. The senses give us only fragments ot 
 knowledge, which must be combined and 
 unified in the mind. 
 2^^ Used in rhetorical production.-- In composition 
 it aids us to grasp the subject ; to form a plan ; 
 in the search for material ; in arranging this 
 to meet a purpose ; in the selection of figures 
 ot speech. 
 
46 OUTLINES OF PSYCHOLOGY. 
 
 2,^^ Other uses of imagination. -Hewett. 
 
 i^^ For pure enjoyment. 
 
 2'' Imagination may lighten Hie's burdens. 
 
 3^^ It gives vividness and lorce to language. 
 
 4^^ It Ls essential to success in some ol the most 
 practical affairs of lite. 
 
 5^^ It makes possible all that art gives us, both oi 
 enjoyment and ot culture. 
 
 6'^ 1l gives us the idea ol pt rsonal excellence tow ard 
 which we strive. 
 
 7'^ To the teacher, it may be 01 great service in 
 imparting knowledge; it may assist greatly in 
 governing, especially in the case o small chil- 
 dren ; the successful building of good chanacter 
 is not possible without appeal to the imagination. 
 4^*^ General laws of imagination. 
 
 1" In imao^iiiatioii we use the materials derived 
 Irom our experience 
 
 2^^ We only imagine particular and concrete no- 
 tions, while we may think abstract and general 
 notions. 
 
 3^^ The imagination tends toward the production 
 ot ideals only. 
 
 4^' ihe imagination constructs according to the 
 laws of association, which see under "Memory." 
 5"^ ihe training of the imagination. 
 
 i^^ Ihe characteristic of an undisciplined mind.- 
 Superfluity of images and ideas, disorderly, 
 lacking in unity and design. 
 
 2^^ Aim of the educator,- -To prune away redun- 
 dancies, to supply deficiencies, and restore unity 
 and order in the mental store-house. 
 
 3^^ Means of training. 
 
 1^^ By having pupils observe nature. 
 
^8 
 
 OUTLINES OF PSYCHOLOGY. 47 
 
 2^^ By practicing the paraphrasing- ot poems. 
 3^'^ By study of itnaginative literature. 
 4^"^ By having pupils practice writing on sub- 
 jects purely imaginative, construct ques- 
 tions and problems, and make efforts at 
 poetry. This wonderful faculty is very 
 active in children and should be carefully 
 "drawn out" by the teacher. 
 6^" Phases of imagination. -White. 
 
 i^^ Modifying phase. — Appears very early in 
 the child's life and includes, ist, the imag- 
 ining of one thing to be another known 
 thing ; 2nd^ the imagining of a known object, 
 material or spiritual, to be enlarged or 
 dimmished, or otherwise changed 
 2^^ Constructive phase. -Eminently the school 
 phase, and is used in teaching reading, 
 •geography, history, etc. 
 3'^ Creative phase. --The imagination that fur- 
 nishi'S the artist, inventor and discoverer with 
 their ideals, and characterizes the dram- 
 atist, poet, and novelist. 
 Memory, (i'* Phantasy, 2^ Imagination.) 
 i''^ Def.-That representative power which brings 
 before the mind concepts of absent objects, caus- 
 ing us to recognize and reknow them as once 
 known. 
 2^ Authors compared.-- The soul's power to repre- 
 sent and reknow objects previously known or 
 experienced.— White. The power of the mind to 
 retain, to reproduce, and to recognize its pre- 
 vious acquisitions.- -Putnam. Ihe capacity to 
 retain, and the power to recall, represent, and 
 recognize our previous cognitions. -Schuyler. 
 
48 OUTLINES OF PSYCHOLOGY. 
 
 That intellectual function which preserves and re- 
 news inner states ol consciousness. -Compayre. 
 The reproduction ot some idea once present in the 
 mind but not now so, with a reference of it to its 
 proper place in time. -McLellan. 
 3^ The acts of memory. --Three in number. 
 1^*^ Retention. 
 
 i^^ Def'-That function of the. memory which 
 produces a contitiuation of concepts in a passive 
 state of intelligence. 
 2^^ Its importance. "Recollection or reproduction 
 depends upon retention. Retention depends 
 upon the de<;ree of attention mainly. 
 2^^ Reproduction. 
 
 i^^ Def.-- That function of memory which brings 
 again into consciousness the concepts of ob- 
 jects once known but not now, present. 
 2^^ Importance. --Our acquisitions of knowledge 
 are of no use to us unless we can recall them 
 with readiness and accuracy when we will. 
 See ''Laws of Association" below. 
 3^*^ Recognition. 
 
 i^^ Def.--That function of memory which reknows 
 concepts when recalled as being former ac- 
 quisitions ot the intellect. 
 2^^ Importance. --It is the last and completing act 
 of memory Retention and reproduction 
 would both' be useless without recognition. 
 4^ Varieties of memory. 
 
 J 10 Perfect and imperfect. --In perfect memory we 
 recognize the time and place, i. e., when and 
 where the object was formerly known. ^ Very 
 lew of our acts of memory are perfect. 
 
OUTLINES OF PSYCHOLOGY, 49 
 
 2'" Voluntary and involuntary memory.- These; 
 terms are more properly applied ro recollection 
 or reproduction. Voluntary recollection is the 
 recalling of past acquisitions through an effort 
 ol the will. This recognizes a very important 
 law, that the power of recollecting is increased 
 by exercise. Involuntary recollection is the re- 
 calling of concepts through their associaiion with 
 ideas already in the mind, and without an effort 
 of the will. 
 5^ Conditions on which to improve memory. 
 
 i^^ Make your acquisitions under the most favor- 
 able circumstances of physical and mental states. 
 
 2^° Preserve the vigor of the mind by exercise. 
 
 3^° Frequently repeat ) our cognitions and recol- 
 lections. 
 
 4^^ Make frequent a-nd accurate reproductions of 
 your acquisitions through the medium ot lan- 
 guage — write them and speak them. 
 
 5^° Always ascertain relations of objects and store 
 up concepts of them as classified knowledge. 
 
 6^^ Always strive to identify reproduced ideas, 
 understand what you may think you know but 
 in reality only seem to know. 
 6^ Forgetfulness. 
 
 i^^ Amnesia. --A loss of memory; caused by dis- 
 eases or wo'unds affecting the brain, old age, 
 excessive use of the memory, or by ansesthetics. 
 
 210 Degrees of forgettulness --Schuyler, 
 i^^ When the displacement is momentary. 
 2^^ When the withdrawal of attention is voluntary. 
 3^^ VV^hen the recollection requires an effort. 
 4^^ When we can not, at present, recall. 
 5^^ When repeated efforts to recall have tailed. 
 
50 OUTLINES OF PSYCHOLOGY. 
 
 7^ The Laws of Association. 
 
 i^" Def.-- They are laws governing the relation of 
 impressions. They were first laid down by 
 Aristotle. (See "History of Education.") 
 2^*^ Classification. 
 
 i^^ Primary or objective laws. -Refer to the rela- 
 tions existing between thoughts or the objects 
 of thought.— See lUcCosli's Psychology, 
 i^^ The Law of Similarity --Objects or thoughts 
 which resemble each other tend to recall 
 each the other. 
 2^'^ Fhe Law of Contrast.- Contrasted ideas 
 tend to recall each other. Many objects, 
 also, when presented to the mind tend to 
 recall other objects in contrast with them 
 3'^ The Law of Contiguity -Objects and ideas 
 associated in time or place tend to recall 
 each other. 
 
 I ^^ Contiguity of time. --Very important in 
 school instruction. VYe associate Wash- 
 ington and the Revolution ; Lincoln and 
 emancipation ; and many of the most im- 
 portant facts in history. 
 2'^ Contiguity ot place. --Events are associ- 
 ated with the places at which they occur- 
 red ; the metals with the mountainous 
 countries ; the grains with the fertile soil, 
 and-numerous other examples in history 
 and geography. 
 2^^ Secondary or subjective laws. --Refer to con- 
 ditions of both mind and body which contrib- 
 ute to make the association of ideas more 
 complete. 
 
OUTLINES OF PSYCHOLOGY. 5 I 
 
 i^'^ The relation of cause and effect. -By 
 reason the mind will arrive at a conclu- 
 sion when a cause is known, or accurately 
 presume the cause when the effect is 
 known. 
 2'^ Exclusive attention and clear discrimina- 
 tion during the acqusition of knowledge 
 will tend to fix that knowledge. 
 3^^ Familiar objects and thoughts often re- 
 viewed tend to make knowledge more 
 permanent- — hence, the importance of rep- 
 etition, even thoug^h it be merelv mechan- 
 ical with children 
 4'^ If our individual feelings, habits, and 
 tendencies are tavorable, ideas will be 
 most permanent. 
 5'^ The more recent the experience the 
 more readily it may be recalled. 
 ^^^ Cultivation of the memory. 
 
 i"' General rule. -If the tcracher or the student ad- 
 here strictly to the application of the laws of as- 
 sociation in their connection with attention and 
 reproduction, a sound and vigorous memory will 
 be the reward. 
 2^^ Special rules. 
 
 i'^ Skilliul questioning brings the mind in close 
 contact with the relations between facts, and 
 these relations become the bonds of associa- 
 tion for the memory. -Dr. Baker. 
 2'^ For the greater part, memory should be a 
 
 memory ot ideas rather than of words. 
 3^^ Interest is the mother ot attention, and attention 
 is the mother of memory; hence, create an in- 
 terest to spring up in the mind of the student. 
 
52 OUTLINES OF PSYCHOLOGY 
 
 3^° Memonic devices.— Simonides, the Greek 
 poet of 500 B. C, was the first to use this 
 method. The vahje of mnemonics is ques- 
 tionable, In some instances they assist 
 what may be called the mechanical mem- 
 ory, :See Sully's Hand-Book lor an ex- 
 cellent treatise upon the subject of mem- 
 ory culture. 
 3** Thought Powers. 2^ Representative. 
 
 1^ Def. — The powers of intellect by which we form 
 
 and rationally apply general conceptions. 
 2" Classification. -Conceptive Generalization, Judg- 
 ment, and Reason. 
 
 1*^ Conceptive Generalization, or Conception -- 
 The author thinks this one of the intellectual 
 powers inseparably connected with the other 
 functions of the intellect, hence has classed it 
 as a General Powtr, which see. 
 2^ Judgment. 
 
 i^ Def.--The process ot asserting agreement 
 
 or disagreement between ideas.— Hill. 
 2^ A judgment. --The psychical product of 
 judging when expressed in a proposition is 
 a judgment. 
 
 1^" Parts of judgments. -Every judgment em- 
 braces the expression of two related 
 ideas.' One of these is the subject, the 
 other the predicate. They are joined by 
 the copula. These are the three necessary 
 parts of a proposition. 
 2'*^ How a judgment is obtained. --By affirm- 
 ing or denying one thing ot another. It 
 can only be arrived at by comparing the 
 
OUTLINES OF PSYCHOLOGY. 53 
 
 agreements, relations, and differences between 
 ideas or things. 
 3*^ What judgment implies. --No one can form a judg- 
 ment without a pre-existing knowledge of the 
 agreements or differences between the things to be 
 judged. This knowledge may be obtained almost 
 immediately before making a judgment concerning 
 them, but it must be known. 
 4^ Age at which judgment is first developed.— It is an 
 earlier faculty than reason, and is probably mani- 
 fest in observing children at the age of 3 or 4 years. 
 Dr. White thinks that the judgment awakens at 
 the age of three and reason at the age of six, gen- 
 erally. 
 5^ Classification of judgments, 
 i^*^ As to origin. 
 
 i^'^ A primitive judgment. --Not derived from any 
 other judgment, and may be intuitive or a 
 mere assumption. 
 2^^ A derivative judgment. --One derived from 
 other judgments, and may be called demon 
 strative when capable of prooi, and problemat- 
 ical when incapable of proof. 
 2^° .\s to relation of their two ideas. 
 
 i^^ Affirmative. -When the two ideas are conso- 
 nant, or possess agreement; as, "The man is 
 insane." 
 2^^ Negative. -When the two ideas are not com- 
 patible, or possess disagreement ; as, "The 
 man is not insane." 
 3^'^ As to their scope, or quantity. 
 
 i^^ Singular, or particular. --Those made about 
 single things or parts of a class ; as, "This 
 man is insane." 
 
54 OUTLINES OF PSYCHOLOGY. 
 
 2^^ Universal.— Those relating to classes or the 
 whole oi a subject, and must be true at all 
 times and in all places; as, "iso work ot 
 man is enduring," showing also that singu- 
 lar and particular judgments may be affirm- 
 ative or negative. 
 4^° As to form. 
 
 i^^ Categorical.-- When the relation is express- 
 ed without qualification by conditions ; as, 
 "Man is mortal," ''Some men are wealthy." 
 2^^ Conditional. --In which the judgment is con- 
 ditioned on an hypothesis, an alternative, or 
 both ; as, "It Mars is a fixed star it is a 
 sun." 
 6'^ Relation of judgment to education. 
 
 i^*^How iar can we encourage independence of 
 judgment in the learner ?— Hill says "To de- 
 velop power without conceit is the teacher's 
 difficult task." i he teacher should lead out 
 and guide the self-confidence ol the pupil, but 
 give iiim to see that his judgments must be 
 subject to the revision and correction of the 
 teacher. 
 2**^ Cultivation of the judgment.-- The exact sci- 
 ences and experiments in the laboratory are 
 the best means of cultivating the judgment. 
 All lessons" gained by experience strengthen 
 the judgment. 
 3** Reason. 8ee Conception and Judgment. 
 
 i^ Def.-lhe process by which we prove the truth 
 
 or falsity of a proposition. 
 2^ Authors compared.— A process ol inference in 
 which a new judgment is derived from other 
 known judgments.— Hill. A combination of 
 
OUTLINES OF PSYCHOLOGY. 55 
 
 judgments brought together in such a way that the 
 result is a legitimate conclusion of the comparison. 
 --Compayre. The process of comparing judgments. 
 --Putnam. 
 3*^ The torms ot reasoning.— When expressed in full 
 the process of reasoning is expressed in a regular 
 series of judgments. 
 
 i^" Implicit.-- When the grounds for the conclusion 
 are assumed as understood and admitted. See 
 enthymeme. 
 2^^ Explicit. --When the whole series of necessary 
 judgments are formally expressed. See syllo- 
 gism. 
 4"* Methods of reasoning, 
 i^" Induction. 
 
 i'^ Def.— The process of inference, or the process 
 of inlerring general judgments from particular 
 instances. 
 2^^ Authors compared, --The process of rising 
 from particular truths to general truths. --Com- 
 payre. The operation of reaching a general 
 truth by an examination and comparison of 
 facts. "Sully. Reasoning from individuals or 
 particular classes to general facts. --Steele. In 
 short, it may be called proceeding from the 
 known to the unknown, from fact to law. 
 3" Its form. --One of the three terms may be 
 omitted, but three propositions may be used 
 in induction. The conclusion reached by in- 
 duction may be used as a premise in deduc- 
 tion, which see. 
 4'^ Basis.-- 'The belie! in the uniformity of the 
 laws ot nature is the ground upon which we 
 
56 OUTLINES OF PSYCHOLOGY, 
 
 argue from the known to the unknown. ""-Dr. 
 Baker, President Colorado University. 
 5^** Processes of complete induction. 
 i" Observation or experiment. 
 2^^ Stating an hypothesis. 
 3^^ Reversing by deduction, and verification. 
 2^ Deduction. 
 
 i^*^ Def.-An act of judgment by a mediate process 
 in which we arrive at a particular conclusion 
 based on a general law. 
 2^" Authors compared.— The process by which we 
 derive a particular truth from a general truth. - 
 Hewett. Deduction descends from principle to 
 consequence. --Compayre. Reasoning from a 
 general fact to a particular fact. -White. 
 3^" Forms of deduction. 
 
 i^^ The enthymeme.--An enthymeme is an abridg- 
 ed syllogism, a statement in which a conclusion 
 is reached by omitting one of the three propo- 
 sttions of the syllogism. The omitted state- 
 ment must be evidently true in order that the 
 conclusion may be undeniable. 
 2^^ The syllogism. 
 
 i^^ Def.-- rliat form of deduction in which the 
 conclusion is reached by means of three 
 related propositions. 
 2^2 Parts. - 
 
 1^^ Major premise. --The proposition contain- 
 ing the major term and expressing an af- 
 firmation ot the class; "All men make 
 mistakes." 
 2^^ Minor premise. -The proposition that 
 states that the individual in question be- 
 
ni-i '1 
 
 OUTLINES OF PSYCHOLOGY. 57 
 
 longs to the clas^ named in the major 
 premise; "Charles Brown is a man." 
 2^'^ Conclusion, --llie proposition expressing 
 the resulting judgment based on a com- 
 parison of the two premises ; "Therefore, 
 Charles Brown makes mistakes " 
 The terms. -The subject of the conclusion 
 is the Minor Term ; the predicate of the con- 
 clusion is the Major Term. : the term with 
 which these two are compared is the Middle 
 Term. 
 4'^ Illustration. "In the example given "Charles 
 Brown" is the minor term: "makes mis- 
 takes" is the major term; "man" is the 
 middle term. 
 5^ Relation oi reason to education.- Inductive 
 reasoning is best developed by a study ol the 
 natural sciences, while deductive reasonmg is 
 greatly improved by a study of mathematics. 
 The importance of developing the reasoning 
 powers of pupils can hardly be over-estimated 
 by the teacher. 
 2^ Sensibility, (i^ Intellect, p 34.) 
 
 r^ Def.--The soul exercising the power to feel. 
 2" What it includes. --Corporeal feelings and psy- 
 chical feelintrs 
 3'^ The sensibilities. -The term is applied to the 
 
 various states of feelina. 
 4^ Classification, 
 i*^ Corporeal feelings. -Outlined in connection 
 with the nervous system and sense percep- 
 tion. 
 2^ Psychical fee-lings. 
 
58 OUTLINES OF PSYCHOLOGY. 
 
 r The emotions. 
 
 1^ Det. -Simple leelings arising in the mind in con- 
 sequence of some knowledge of certain facts, or 
 some genera! consciousness ot condition. -Steele, 
 p. 174. 
 2*^ Classification. 
 
 1® Instinctive. --Those feelings of joy or sorrow 
 experienced especially by young children, 
 usually aimless, and occasioned by an accumu- 
 lation of energy or a lack of energy. 
 2^ Rational.- Those feelings that arise in the soul 
 in consequence of some activity of the intellec- 
 tual powers. They may be excited through 
 the senses, or by recollection or by anticipa- 
 tion. 
 I '" Egoistic emotions. 
 
 i^' Joy and sorrow.- These terms include 
 many forms ot gladness and depression, 
 mirthfulness and melancholy, etc. 
 2^^ Content and discontent. -May be made 
 to include satisfaction and dissatislaction. 
 3^^ Pride and humiliation.- With the first 
 might be placed selt-love, self-respect, etc. 
 4'^ Hope and fear. -May be subdivided. 
 2^*^ Altruistic emotions. 
 
 1^' Sympathy and antipathy. 
 2'^ Love' and hatred. --These may be classed 
 under the affections, which see. 
 3^'' ^Esthetic emotions. 
 
 i'^ Wit, humor, the ludicrous, etc. 
 2'^ Beauty, grandeur, sublimity, etc. 
 4^*^ Ethical emotions. 
 
 i^^ Emotions of right and wrong. 
 
 2" Of duty, responsibility, obligation, etc. 
 
OUTLINES OF PSYCHOLOGY. 59 
 
 2^ The affections. 
 
 i^ Def.-They are feelings of the soul directed 
 toward external objects, such as the love ot God, 
 of home, of country, ol kindred^ etc. 
 2^ Classification. 
 
 i^ The beneficent affections-Feelings of good- 
 will toward those we wish to benefit in some 
 way. 
 i^'^ Domestic affections, such as parental love, 
 
 filial love, and fraternal love. 
 2^° Social affections^ very numerous. 
 
 1^^ Friendship, gratitude, sympathy, com- 
 passion, etc. 
 2^^ Patriotism and philanthropy. -Patriotism 
 is that feeling which causes us to place 
 first in our affections the ethics ot our 
 families, then of our neighbors, then our 
 state, and next our country. Philanthropy 
 is a feeling of good-will going out to the 
 human race in general with a desire to 
 make all mankind better. 
 2^ The defensive affections. -Putnam, p. 138. 
 i^"^ Def.-Feelings that prompt to self defense 
 
 or the protection of others. -Same. 
 2"^ Resentment.— ''It springs up in the soul 
 when we believe ourselves to have been in- 
 sulted, injured, or wantonly wronged by de- 
 liberate intention^ and when the injury or 
 wrong may work serious harm to us in per- 
 son, property, or reputation. "-Same, p. 139. 
 3^^' Indignation. -The feeling which prompts one 
 to protect and defend others who have been 
 unjustly injured or wronged. 
 3^ The maleficent affections. 
 
6o OU'J'LINES OF PSYCHOLOGY 
 
 i'^ Dcf.-Those feelinu:> directtrd toward 
 others with the intent to do them harm. 
 2"* Some of the forms.- Anger, hate, pre- 
 judice, jealously, envy, revenge^ malice. 
 3*^ linportance ol 'the affections.- The leacher 
 should strive to understand human nature. 
 A careful study ot the affections in their 
 relation to the work ot the school is of vast 
 importance to every teacher 
 3' Desires. 
 
 i*^ Def.-- The longings of the soul lor some real 
 
 or supposed good not posses.sed. 
 2** Classification. 
 
 i^ Desire for property.-- The main^pri'ng of 
 industry, all advancement and civilization 
 depend on it. 
 2^ Desire for' knowledge. -This springs di- 
 rectly trom the feeling excited by curios 
 ity. Its stimulus must not be overlooked 
 in the education ot the child. 
 3^ Desire ot self-preservation. -It may be 
 instinctive or voluntary. Needs no illus- 
 tration No principle in our beings is 
 stronger than this one. 
 4'-* Desire ot power.- This desire is strong 
 and natural, and should sometimes be 
 curbed and sometimes en-couraged. 
 5^ Desires for liberty, happiness, esteem, 
 and general worthiness. 
 3^ The will. (2^ Sensibility, i^ Intellect.) 
 
 r^ Det.--The soul's power to do, or to exert con- 
 scious action toward some definite end. 
 2'^ Forms of activity. 
 
OU'J'LINES UF PSYCHOLOGY. 6 1 
 
 I** Nou-vokintary or reflex. --Does not include lunc- 
 tions of tne will as the term is ordinarily used, 
 bu; lunctions of the doing power ot the soul 
 nevertheless. All our random, reflex, and in- 
 stinctive movements come under this head. 
 2^ Voluntary, activity ot the will proper. 
 1^ Steps in the process. 
 
 \^ Objects are pres.ented to the mind, through 
 the sources ol desire, motive, or sense-per- 
 ception ; the objects may be physical or 
 mental. 
 2*^ Examination and analysis.-- i he mind re- 
 quires some time to perceive relations be- 
 fore an act ot the will is completed. This 
 step includes the excitation ol a leelmg. 
 3*^ Choice. --Desire prompts the possession ot 
 the object, while aversion prompts rejection. 
 iHere perlect freedom ot choice is exercised. 
 4^ Executive volition - ihe final act of the will, 
 by whicii desires culminate into reality ot 
 possession. 
 2' This voluntary activity alone subject to train- 
 ing. 
 3'^ Moral Lraining. 
 
 I ' Depends upon the training ot the will. 
 2^ [Methods. 
 
 i' As Icnowledge tends to awaken teeling, it is 
 all-important that right tetrlings be awakened. 
 In some ciildren these teelings may be dor- 
 mant, but by skiiltul training the teelings may 
 be awakened, then directed. 
 2' Stories eiiectively told biographies beautifully 
 expressed, some tairy tales judiciously told, all 
 may tend to cultivate the moral nature. 
 
62 OUTLINES OF PSYCHOLOGY. 
 
 3^ Feelings may be ennobled by use of literary gems. 
 
 songs, and works of art. School-rooms should be 
 
 adorned with suitable pictures. 
 4^ By example. --Moral instruction from mouth to ear 
 
 will hardly reach the heart — it must come from the 
 
 heart and the life of the teacher. 
 
 (See "Qualifications of the Teacher" in Outline of 
 
 Pedagogy.) 
 
£ 
 
 i^ Def.--See "History ot Education,'' following this 
 
 outline. 
 2^ Synonyms. --Science of Teaching, Paideutics, Sci- 
 ence of Education. 
 3^ Basis of Pedagogy.— The one comprehensive end 
 of pedagogy is to prepare man a being of capaci- 
 ties, susceptibilities, and possibilities, for the most 
 complet'i fulfillment of the purposes for which he 
 was created. 
 4^ Means of accomplishing these purposes, --Physical, 
 Psychical, and Technical, or power, knowledge, 
 and skill. 
 5^ Kinds ol education based on the means, 
 
 j^ Physical education. -The development and train- 
 ing of the bodily powers. 
 2^ Moral education.-- The development and training 
 of the moral faculties with a view of forming 
 character. 
 3^ Intellectual education. --The development and 
 training of the intellectual powers along the laws 
 governing the processes in the acquisition of 
 knowledge. 
 6^ f he elements. -Knowledge, power, and skill, 
 i^ Knowledge as a result of teaching. 
 
 r^ Original. -Obtained without the aid of a 
 teacher, by observation and reflection, chiefly 
 from nature. 
 
64 OUTLINES OF PEDAGOGY. 
 
 2^ Recorded. -Knowledge obtained Irom books, 
 
 paintings, sculptures, newspapers, rtc. 
 3"^ Tuitionary.--l"hat obtained directly from the 
 teacher. In each case the mind can receive 
 knowledge only when it puts forth an inner 
 energy. 
 2^ Power. 
 
 i'^ Inherent.--The capacity of the intellectual, 
 moral, and physical natures to receive ability 
 from without, or their capability for doing 
 when called into activity. 
 2^ Acquired.- These intellectual, moral, and phys- 
 ical powers developed into lines of activity 
 they would not have taken without tuition. 
 2^ Skill, or educated and trained power. 
 
 i^ School phase. --The trained power to practice 
 the arts embraced in school instruction, such 
 as writing, reading, singing, and use of lan- 
 cruay^e and numbers. 
 2^ The technical phase. -Includes manual train- 
 ing and the practice ot power in the mechanic 
 arts. 
 7^ Conditions of the application of principles to school 
 government, 
 i^ Subjective. 
 i^ The teacher. 
 
 i"* His qualifications. 
 
 1^ Good scholarship.- His knowledge must 
 
 be thorough, fresh, and progressive. 
 2'^ A thorough knowledge ot the human 
 mind. — Any artisan would be foolish to 
 undertake a work without knowing his ma- 
 terial. A doctor might as properly ad- 
 
OUTLINES OF PEDAGOGY. 65 
 
 minister to the sick without knowing" the body 
 as the teacher without knowing- the mind. 
 
 3^ A thorough knowledge of methods. -Although 
 teachers must not blindly adopt the methods ot 
 others, yet in all professions and trades we must 
 know what methods have been most successful 
 in the hands of others. 
 
 5*^ Skill in government.-Executive ability and tact. 
 
 6° Thoroughness of discipline.- Coming from a 
 knowledge of human, nature and of the end to be 
 reached. 
 
 7" Must understand his pupils personally --Must 
 know their wants — moral, intellectual, and phys- 
 ical. 
 
 8° Heart power.— He must have love for his pupils, 
 and a kindness not feigned. 
 
 <f Self-control.- His control of himseli must be com- 
 plete and his motives always pure. 
 
 10' Positive morality." I4is character should be 
 above reproach, his life pure, that his example 
 may be worthy. 
 
 II" Respect for the profession.-Not only a thorough 
 scholar, but a lady or a gentleman ot dignity, 
 who has a strong desire for professional improve- 
 ment and to create a healthy sentiment for the 
 profession on the part of all intelligent people. 
 2^ His authority. 
 
 i^ He must possess a certificate. 
 
 2^ He must be legally employed. 
 
 3^ He must have the support of his board of edu- 
 cation. 
 
 4" He must be vested with all the authority nec- 
 essary to carry out every detail of school man- 
 agement. 
 
66 OUTLINES OF PEDAGOGY. 
 
 2'^ P Lipils. 
 
 r^ Their rights.-- I o equal attention, equal confi- 
 dence, equal immunities, unless privileges are 
 
 abused, and equal personal rights. 
 2^ 1 heir duties.- lo themselves to be cleanly and neat 
 
 in attire ; to their teacher to be kind, respectful, 
 
 and obedient; to each other to keep the Golden 
 
 Rule; to school property a careful preservation ; 
 
 to the community respectful. 
 3^ Their offenses. 
 
 i^ Against themselves. --In tearing and soiling 
 their books or clothing; in idleness ; in bad 
 manners; in saying and doing immoral thmgs. 
 
 2^ Against the teacher. -In disob(^'dience and dis- 
 respectiul obedience; in slandering the teach- 
 er in conversation with school-mates or others. 
 
 3^ Against other pupils.- Encouraging them to 
 do wrong; accusing them talsely; tr) ing to 
 create a sentiment of dislike upon the part of 
 their teacher or their school-mates; injuring 
 their books, clothing, or play things. 
 
 4^ Against the community.-- Making a noise ; 
 throwing stones ; molesting property ; disre- 
 spect and rudeness toward the public. 
 
 5'^ Against God. -Profane language ; vulgar lan- 
 guage and conduct; scoffing at religion and 
 religious customs; general immoral conduct. 
 4^ Their rewards. 
 
 i^ The approbation of teachers, parents, and 
 Iriends. 
 
 2° Promotion in school or in society. 
 
 3^ Successful life resulting from discipline. 
 
 4^ Present material gain, such as prizes and 
 other gifts. 
 
OUTLINES OF PEDAGOGY. 67 
 
 5^ 'J'heir punishment. 
 
 r^ Deprivation of privileges in school, on tlie 
 
 play-grounds, or private immunities. 
 2° Private or public reprooi; teacher may some 
 
 times use sarcasm, but with care. 
 3^ Confinement, in school-room or solitary ; 
 
 from privileges of school or play. 
 4^ Additional duties and repairing damages. 
 5^ Public and private acknowledgment of ol- 
 fense, with petitien ior pardon and for re- 
 instatement in class and in the confidence 
 of the teacher and school. 
 6° Corporal punishment, private or public, 
 usually the tormer; must accomplish pur- 
 pose for which intended or it will be harmful. 
 7^ Suspensions and expulsions. -Severe, but 
 some times necessary. The claims of justice 
 and the good oi the school and of society 
 demand protection. 
 2^ Objective conditions — the environments. 
 1^ The school-room. 
 
 i^ It should be attractive and convenient. 
 2^ It should be well heated and ventilated. 
 3! It should be adorned with pictures. 
 4* The light should enter from left and rear. 
 5^ It should not be over-crowded. 
 2^ The furniture. 
 
 i^ Desks should be single and of pattern design- 
 ed on sanitary principles. 
 , 2'^ Recitation seats should afford ample accom- 
 modations. 
 3"* The teacher's desk should be provided with a 
 
 waste-basket. 
 4^ The blackboards, pencils, erasers, etc.. 
 
OUTLINES OF PEDAGOGY. 
 
 should be the best and always kept in order. 
 
 5^ Heating" and ventilating appliances should 
 be perfect and kept in good order. 
 3'^ The apparatus. 
 
 I* Should have a good globe. 
 
 2^ Good wall maps and special charts. 
 
 3^ Appliances lor illustrating practical princi- 
 ples of weight, measures, mensuration, etc. 
 
 4^ If grade ot school is advanced, physical and 
 chemical laboratories are essential. 
 
 5* A good school library.--No teacher can fully 
 comprehend the disadvatages to which his 
 school is subject without a good library, 
 until he and his school have had free' and 
 irequent access to one. Every school 
 should have a library of careiully selected 
 books. 
 4^ An educational sentiment. 
 
 i^ The community must appreciate the efforts 
 of her earnest educators. 
 
 2^ The economy in public administration should 
 not all be visited on the schools, 
 
 3'' Boards of education need to possess more 
 than average intelligence. An institution 
 as sacred as the public school needs to be in 
 the hands of earnest, thoughtful, progres- 
 sive men. 
 !^ Some Universal Principles. 
 i^ Formulated by Joseph Payne, London, Eng. 
 1^ First.-" Mind and body are mutually interde- 
 pendent, and co-operate in promoting growth." 
 2^ Second.— "Faculty of whatever kind grows by 
 
 exercise." 
 
OUTLINES OF PEDAGOGY. 69 
 
 3'" Third.--'' Exercise involves repetition, which, as 
 regards bodily actions, ends in habits of action, 
 and as regards impressions received by the mind, 
 ends in clearness of perce[)tion." 
 4'^ Fourth.--" The exercise of the child's own powers, 
 stimulated but not superseded by the educator's 
 interference, ends both in acquisition of knowl- 
 edge and in the invigoration of the powers for 
 further acquisition." 
 5'^ Fifth.--" Natural education consists in the devel- 
 opment and training of the learner's powers, 
 through intiuences of various kinds, which are 
 initiated by action from without and met by cor- 
 responding action from within." 
 2- Formulated by Dr. E. E. White in his "Ped- 
 agogy." 
 
 i^ First. --"Teachings both in matter and method, 
 must be adapted to the capability of the taught." 
 2^ Second --"There is a natural ori^ler in which the 
 powers of the mind should be exercised, and the 
 correspondin:^; kinds of knowledge taught." 
 3'^ Third. --".A. true course of instruction lor ele- 
 mentary school cuts off a section of presenta- 
 tive, representative, and thought knowledge 
 each year." 
 4'^ Fourth. -"Knowledge can be taught only by 
 occasioning the appropriate activity of the learn- 
 er's mind." 
 5'^ Fifth. --''The primary concepts and ideas in every 
 branch of knowledge must be taught objectively 
 in all grades of school." 
 6'^ Sixth. --"The several powers of the mind are 
 developed and trained by occasioning their nat- 
 ural and harmonious activity." 
 
']0 OUTLINES OF PEDAGOGY. 
 
 7'^ Seventh. -"In the teaching of any school art, 
 clear and correct ideals should inspire and guide 
 practice." 
 
't 
 
 i^ Uef.— That division of the subject of education that 
 treats ot the principles of teaching as applied to 
 school-room practice. 
 2^ Extent. "Methodology belongs to both the science 
 of teaching and the art of teaching. See "Laurie's 
 Institutes ot Education. ' 
 3^ Universal Principles of Instruction. 
 
 1^ iVIake instruction practical and find some ^.^ood 
 in everything. 
 
 i^ Call for the reproduction ot everything you 
 teach and a practical application to the wants 
 ot a successful lite. 
 2^ Proceed trom the known to the unknown by 
 making everything known usetul in obtaining 
 new knowledge. 
 2^ F'ollovv the natural order ot development of the 
 faculties, as laid down in the subject of psy- 
 chology. 
 3^ Cultivate sense-perception in every lesson. — If 
 anything taught can not be presented to the 
 senses directly, then you should use representa- 
 tive knowledge and appeal to memory and im- 
 magination. If the subject be still more abstract, 
 judgment and reason must aid conception in 
 formulating correct ideas. 
 4^ The true secret in the acqusition of knowledge 
 
72 OUTLINES OF METHODOLOGY. 
 
 is the self- activity of the pupil; hence, teach to 
 do by having the pupil do. 
 5^ leach one thing at a time, and that well 
 6'^ Practice your pupils in the analysis ol complex 
 things and in the synthesis of individual things 
 into wholes. 
 7'^ Have your pupils understand distinctly what 
 you wish them to do ; they can do best what 
 they see and \\^'d.x you do. 
 8^ Cultivate the imagination by frequent practice 
 
 in composition, etc. 
 9'^ Cultivate the memory by applying the laws of 
 association and by practice, 
 4^ Methods in study, 
 i^ Objects. 
 
 1^ For discipline. -It develops and quickens all 
 the intellectual activities, trains the sensibili- 
 ties, and refines the affections. 
 2^F'orthe acqusition of knowledge. --Stores the 
 mind with facts and classifies them ; increases 
 the power to think and investigate ; gives us 
 an intellectual capital. 
 3^ For professional purposes.-- We are thus pre- 
 pared for our professions ; it improves our 
 chances for success; helps us to originate and 
 discover. 
 2'^ Incentives. 
 
 i'^ The benevolent desire. -To please parents, 
 teachers, or friends ; to do good and secure 
 happiness; to perfect our knowledge and de- 
 velop the soul. 
 2^The selfish desire. -To outrank others ; to re- 
 ceive the praise of others ; to increase our 
 wealth ; to make labor easier. 
 
OUTLINES OF METHODOLOGY. ']2i 
 
 3^ The involuntary incentives-Pleasing stories ; 
 iascinating developments or discoveries ; arti- 
 ticial stimulation through the senses. 
 3^ Manner. 
 
 i^ A clearly-defined purpose urges the will. 
 
 2^ Attention, perception, and conception must be 
 awake, 
 
 3^ Investigations by analysis, induction, and de- 
 duction should be made. 
 
 4^ Students should note facts learned and store 
 them away analytically, i. e., place them upon 
 the proper "shelf" properly labeled, 
 
 5^ (Should study to know, not to recite. 
 5^ The Recitation, 
 i^ Objects. 
 
 i^ To ascertain extent ot pupil's preparation. 
 
 2^ To have pupil's reproduce, express their 
 knowledge. 
 
 3^ io ascertain how well the pupil comprehends, 
 
 4^ To correct wrong impressions formed in study. 
 
 5^ To repeat and fix knowledge in the mind, 
 
 6^ lo enable the teacher to supply the defici- 
 encies in the student s mind by giving him 
 further directions. 
 
 7^ To cultivate power of expression and to quick- 
 en the pupil's perception by immediate con- 
 tact with other minds. 
 2^ Mode of conducting. 
 
 i^ Depends .much upon branch of study, age of 
 
 pupil, number in class. 
 2^ By questions propounded in consecutive order 
 to the entire class, or promiscuously ; gener- 
 ally the last. 
 
 3^ By "Socratic Method;" see "Socrates." 
 
74 OUTLINES, OF METHODOLOGY. 
 
 4^ By topicai outlines, black-board drills, etc. 
 
 5^ By topical recitation by pupil. 
 
 6^ By requiring answers in complete sentences. 
 
 7^ Sometimes by essays, lectures, illustrative lessons, 
 experiments, etc. 
 
 8^ No answer should be allowed to pass if not ex- 
 actly correct and logical. 
 
 9'^ Skill in conducting recitations reveals the teacher's 
 power as an in,structor. 
 
rm .ifiSTow or 
 
 Pedagogy, — The theory or science of education, 
 which embraces an inquiry into the principles upon 
 which the art of teaching is based, and inquires into 
 the validity of methods when applied to the laws of 
 mental growth 
 
 Didactics. — The practical application of the prin- 
 ciples of pedagogy and psychologyto the wants of 
 the growing mind, in helping it to obtain the best 
 food in the best way and at the best rime ; in short, 
 the art, or practice, of education. 
 
 Teaching a Profession. — Is it ? Education is 
 looked upon by many people as expensive For this 
 reason cheap (?) teachers are often employed in coun- 
 try districts and in primary grades. They are un- 
 qualified professionally, hence fail. By their failures 
 they cast a cloud of disrepute over the profession, 
 which subjects even prolessional teachers to a want 
 of confidence from patrons. As a result, they are 
 placed on a level with those who are only seeking a 
 pittance for a livelihood, and their salaries are weigh- 
 ed in the same balance. These conditions and the 
 insecure tenure of teachers, are the results of profes- 
 sional ignorance. 
 
 'What is Education? — It is the development 
 and training of the learner's whole nature by means 
 of the conscious and persistent energy and influence 
 of the instructor. Much of our education, however. 
 
']6 THE IIISTOKY OF EDUCATION. 
 
 comes from the unconscious tuition of nature, indi- 
 viduals, and institutions. 
 
 History of Education. — A complete history of 
 education would be co-extensive with the history of 
 the development ot the human race. Civilization is 
 the direct product of education. The history of edu- 
 cation sets forth the influences that have moulded the 
 human race, and records the cause and effect of every 
 step of advance or retreat in human progress. It is 
 the true basis ot all history. 
 
 Its Importance. — Every educator should study 
 educational history. It is too generally neglected, 
 even by professional teachers. It inspires every edu- 
 cational worker v^ith greater zeal and profes8ional 
 enthusiasm by citing to him the examples and meth- 
 ods of the world's most renowned educators. 
 
 China and Japan. — Although we find little of 
 importance outside the history of the Caucasian race^ 
 and, outside ot Greece and f^ome, little of ancient 
 history bearing on the history of education, yet a 
 few nations should be studied. In the Chinese we 
 find the opposite of our educational aims most clearly 
 crystallized. Kong, whose name was Latinized into 
 Confucius, lived about 500 B. C, declared that man's 
 destiny and whole duty was to perfect himself. In 
 China all deviation Irom the customs of tradition is 
 looked upon wifh disfavor, so that their system is 
 adapted to perpetuate an exclusive national existence. 
 Recent developments prove the Japanese to be a 
 much more progressive people. Many English and 
 American works are translated for use in their 
 schools. 
 
 Persia. — Zoroaster, who lived in the sixth century 
 B. C, discovered the dualism in all nature — the right 
 
THE HlsrORY OF EDUCATION. 'J''] 
 
 and the wrong — and conceived of two co-existent 
 spiritual beings, Ormuzd at the head of the kingdom 
 of light and Ahriman at the head of the kingdom of 
 darkness. His doctrine did much to moralize Persia. 
 The Magi were the learned class. It is said that 
 much of the learning of Pythagoras was borrowed 
 from them. 
 
 iigypt. — Kere perhaps is the oldest civilization ot 
 the world. She made her highest attainment in the 
 mechanic arts. Psammetichus introduced the Greek 
 and Phoenician elements iniio Egyptian civilization. 
 
 Greece. — Homer tells us that during the Heroic 
 Age, prior to i lOO B. C, education was chiefly 
 patriarchal With the Dorian Migration family life 
 gave way to state liie, hence state education. Dori- 
 an, or Spartan^ culture made physical strength and 
 war-like skill the objective points in order to main 
 tain the perpetuation ot the ruling class. 
 
 Pythagoras. — 582-500 B. L. Although not a 
 Dorian he was the greatest exponent of Dorian civi- 
 lization, rhales was his teacher. He established a 
 hchool at Croton, southern Italy, wher<.' he taught 
 music, physics, mathematics, geography, and meta- 
 physics, by means ol lectures delivered in short, con- 
 densed sentences (laconismj. He was the first to 
 raise mathematics to a science, and united geometry 
 with arithmetic. The great theorem ot the right- 
 angled triangle is his. 
 
 Lycurgus. — Also a Dorian, who lived about 850 
 B. C. His laws were very stringent. Children be- 
 longed to the state. Boys, it strong, were educated 
 by the state ; if weakly, they were destroyed. Girls 
 were lelt in the parental home 
 
 Solon. — Ionian culture was based on the laws of 
 
yS THE HISTOKY OF EDUCATION. 
 
 Solon, born 639 B. C. He favored intellectual pur- 
 suits, forbade the sale of girls, and required boys to 
 learn some pursuit. Parents who tailed to educate 
 their boys had no claims to the support of their sons 
 in old age 
 
 Socrates. — Born at Athens 469 B. C. Began 
 lite as a sculptor. Became a student ol philosophy, 
 and a teacher of youth and^ men in search of 
 knowled!;^e. 1 aught in the streets by questionmg all 
 who would listen to him concerning their notions of 
 morality. He gave the impression that he was ask- 
 ing questions ior his own information. His fondness 
 tor this method of teaching has made it known as the 
 " Socratic Method." His stern morality offended- the 
 corrupt party in power and he was condemned to die 
 by drinking hemlock, 400 B. C. He let't no writings, 
 but his teachings are found in Xenophon's "Memora- 
 bilia" and in the dialogues of Plato, both his pupils. 
 
 Plato. — 426-347 B. C. He coniprehended Soc 
 rates fully. His philosopy, known as the Academic 
 because he taught in the grove ot Academus, is that 
 of idealism. He taught that the soul consists ot 
 three parts: (i) The appetite, wild, capable of being 
 tamed; (2) The spirit, which may work in lines of 
 good or evil; (3) The philosophic element. He 
 taught education v^as the privilege and duty of the 
 state, and that education is the noblest and most im- 
 portant of all callings. He wrote " Republic," de- 
 scribing an ideal state. 
 
 Aristotle. — Greek, 384-322 B. C, was the most 
 
 noted pupil of Plato. At 47 he became Alexander's 
 
 tutor. At 50 he established his school known as the 
 
 flLyceem. He lectured while walking about, hence 
 
 his school of philosophy became known as the Peri- 
 
THE HISTORY OF EDUCATION. 79 
 
 patetic (to walk around). He wrote a number of 
 books on various sciences. He held that man 
 should be trained by the state. On a charge oi athe- 
 ism he fled from Athens the year ot his death. 
 
 Rome. — Numa Pompilius was the hrst itoman 
 worthy the name ol educator. Varro and Cicero 
 wrote on educational subjects prior to Christian era, 
 Cicero taught tnat teachers should be just ; that pun- 
 ishment should only be resorted to in extreme cases; 
 that tne pupil siiould be made to teel that correction 
 was administered only with the desire to make him 
 better, and should never be administered in anger ; 
 that memory should be cultivated ; that moral culture 
 should be encouraged. 
 
 Dawn of Christian Era. — Seneca was ihe first 
 Roman writer on education belonging to the Chris- 
 tian era. Quintilian thought that weak- minded chil- 
 dren and children that cannot learn, are very tew. 
 The Romans do not furnish us with systems ot edu- 
 cation, but from them we receive many practical sug 
 gestions in accordance with common sense and tne 
 correct principles of humanity. But tne birth ol 
 Christ, 4 years before the beginning ot the Christian 
 era, brought about a new religion, and with it a new 
 civilization based on pure humanity. This new relig- 
 ion taught that stagnation is death and progress is 
 life, and that the greatest is he who does most to ele- 
 vate humanity. 
 
 The Middle Ages. — We hear but little more ot 
 education until the i6th century. The early Chris- 
 tians took greai interest in the education oi their 
 children. Their system sacrificed the intellectual to 
 the moral element ot our nature. But for a thousand 
 years prior to the 15th century education was housed 
 
8o THE HISTORY OF EDUCATION. 
 
 in cloisters, books were chained to their owners' 
 desks, and education was possessed by the few. The 
 tendency of the education was to spurn the present 
 world in the interests ot the world to come ; to 
 foster asceticism^ ceHbacy, transcendent.dism, monas- 
 ticism. Did space permit, an account of the secular 
 education ot the 4ro years of the Middle Ages and 
 of the knightly education would be given here. The 
 student should study the history of institutions of the 
 Middle Ages. 
 
 The Reformation. — Instituted by Martin Luther, 
 1483- 1 546. Although Luther could not devote him- 
 self exclusively nor directly to the cause, yet his ef- 
 forts were not fruitless in Protestant Germany. , The 
 churches took up the establishment of popular in- 
 struction, and he thus became the crfeatest educa- 
 tional reformer of his century. 
 
 Philip Melancthon. — 1497-1560, is known as 
 the " Preceptor of Germany. "He knew Luther, from 
 whom he drew energy. He was noted for his discre- 
 tion, mildness, sympathy, and love for children. He 
 has the distinction of having written the first Protes- 
 tant work on dogmatic theology. His passion found 
 greatest expression in literature. He divided the 
 schools into grades, very much as they are now. He 
 believed in teaching but one language, and in much 
 practice in grammar. 
 
 John Sturm.:— 1 507- 1 589, a Prussian by nativity, 
 a German by nationality. He organized the gym- 
 nasium at Strasburg, which numbered several 
 thousand students before his death. His was the first 
 systematic organization of the schools His course 
 of study was extensive yet systematic ; suitable, and 
 sensible. He is the father of system in instruction. 
 
THE HISTORY OF EDUCATION. 
 
 He formulated the algebraic theorem that bears his 
 name. 
 
 Lord Bacon. — Born in London, 1566, died 1626. 
 Was eloquent and learned. Kis official career was 
 diso|-rajetul^ his morals reprehensible. But he Ireed 
 mankind from scholastic word-wisdom, and taught 
 that scientific life consists ol independent investiga- 
 tion, discovery, and invention. The student must 
 rise from the phenomena to the law, from facts to ac- 
 curate conceptions. 
 
 John Amos Comenius. — 1592-1671, a Moravian. 
 Was a minister ; was banished by Frederick II. in 
 1624, and fled to Poland, where he devoted his time 
 to education. Ke did much for simplifying Latin. 
 He wrote " Orbis Pictus," or the Visible World, in 
 which he expressed more rational views on education 
 than then prevailed. He asked for airy and light 
 school-rooms, and tor plenty of play-ground as essen- 
 tial to every well-regulated school. He urged the 
 necessity of a harmonious development of the entire 
 human being. He did much to modernize instruc 
 tion. 
 
 John Locke. — 1632-1704, Eng. philosopher. He 
 said it is education that makes the g-reat difference 
 of mankind. He set little store by mere book-learn- 
 ing. He saiil that education consists ot virtue, wis- 
 dom, good-breeding, and learning, of which he 
 thought learning the least part. He strenuously ob- 
 jected to the use of the rod. He condemned commit- 
 ting to memory when the subject was not fully com- 
 prehended. 
 
 Jean Jacques Rosseau. — 1712-1778, a Swiss 
 educator of extreme views. His chief maxim, was, 
 " Take the road leading directly opposite to the one 
 
82 THE HISTORY OF EDUCATION. 
 
 in use, and you will almost always go right." But 
 few relormers have exerted a greater influence upon 
 education. His greatest work is " Emile, or Con- 
 cerninor Education." It needs to be read with ereat 
 discrimination, yet every teacher should read it. He 
 believed in the cultivation of sense-perception, and in 
 the development ot the complete man. 
 
 Augustus Herman Francke. — 1663-1727, a 
 German educational reformer. His c^reat love for 
 children, and his desire to do somethiiij^ to improve 
 the schools, led him into his lile's work. He 
 founded a school lor poor boys and y;irls, an orphan 
 asylum, a Latin school, a teachers' seminary, and a 
 free boardinu--school. At the time of his -death 
 10,000 teachers had instructed in his schools and 
 250,000 boys and girls and teachers had been taught 
 in them. He was one of the tirst who saw how 
 much the teacher needed professional training. He 
 became virtually the tounder of the scientific schools 
 of Germany. 
 
 John Henry Pestalozzi. — 1746-1827, a Swiss 
 educator, the founder of " object-teaching," and the 
 most celebrated of educational reformers. In youth 
 he was awkward and the butt of fun for his play- 
 mates. His feelings were remarkably strong ; he 
 was injudicious, and to-day would be considered a 
 poor instructor. " He made failures, both financial 
 and educational. Yet he possessed the true educa- 
 tional principles which have since been verified by 
 others. His principles are still at work, permeating 
 and changing modern education into a realization of 
 the " New Education." His chief work is " Leonard 
 and Gertrude." 
 
 Frederick Froebel. — 1 782-1852, a German edu- 
 
THli HISI'URY OF EDUCATION. ' 83 
 
 cator, the founder of the Kindergarten. He got 
 from Pestalozzi the idea of genuine human develop- 
 ment, and had a keener insi^jht and a better disci- 
 pHne with which to apply it. His great work is 
 " The Education of Man." He converted everything 
 that goes by the name of play into instruments lor 
 his purpose, and readily translormed play into work. 
 His idea has worked wonders in our system of edu- 
 cation, and is L'aining ground rapidly. 
 
 The Outlook. — Every decade makes great 
 changes in the educational outlook on the iuture. 
 Everywhere methods are becoming objective and ob- 
 servational. leachiniT that does not seek the stand- 
 point of normal or natural methods fitted to the 
 pupil's experience and nature can not be successlul. 
 Everywhere we are recognizing the tact that the lack 
 of interes: on the part of pupils ib due very largely 
 to the ignorance or neglect of the teacher in applying 
 the great principles ol mind-growth to the subject 
 being taught. Proper mental activity is not a phe- 
 nomenon ol chance. Whatever the diversity of 
 views to-day regarding the purposes ol teaching 
 arises from a diversity ol vieus concerning the pur- 
 poses of lite itselt. The true aim in education is 
 based on the nature and purpose of life. We are 
 now seeking knowledge and discipline for the sake of 
 the soul itself, that its advancement may be toward a 
 realization of the ideal manhood and womanhood. 
 
m 
 
 Bold faced numbers refer to the page upon which answers may 
 
 be found. 
 
 4r. 1. Define psycliulogy 2. What are phenomena? 3. Wliat 
 are csyrhical phenomena? 4. What is the soul ? (See p. 8). 5. Name 
 tlie methods of study. 6. Define each 5. 7. Wliat is the classifica- 
 tion oi' the powers of the soul? 8. Name the general powers. 9. 
 Name the individual powers. 10. Name the intellectual powers, ll. 
 Classify the presentative. 12. The refiresentative. 13. Why are the 
 representatives so called? 14. Classify the thought powers. 7. 15 
 Give etymology £)f psychology. 16. What is Gordy's difini-ion of psy- 
 chology? 17. What is the province of psychology? 18. What are 
 mental facts? 19. Why is a knowledge of psychology Uf-cessary lo a 
 good e(hication ? 20 What is the strongest reason for studying it? 
 21. Whv should teachers study it? 22. Why should prospective teach- 
 ers ? 23. Repeat the question on p. 7. 8. 24. What is the strongest 
 reason why teachers should sttidy it? 25. What synonyms of soul 
 are sometime-s used? 26. Define mind. 27. Ego. 28. Non-Ego. 29. 
 Spirit. 30. Give K^ewett's distinction between soul and spirit. 31 
 Have dogs souls,? 32. Have they a si>irit? 33. Do dogs reason? 
 34. Have they a moral consi'ience? 35. Have they personalty? 36. 
 What powers are exercised by the soul? 37. Who made this classifi- 
 cation? 38. When? 39. Is all the soul required to think? 40. To 
 feel? 41. To will or do? 42. What is feeling? 48. Any distinction 
 between feeling and gensibility ? 44. Difine sensibility. 45 What 
 does it include? 9. 46. Define intellect. 47. Will. 48. Classify psy- 
 chology. 49. Define empirical psychology. 50. Rational. 51. Which 
 is of most value to teachers? 52. Why? 53. W^hat is the correct use 
 of the terms cognition, feeling, and volition? 54. What is cognition? 
 55. Volition? 56 Name the methods.of study. -57. What is said of the 
 study of self? 58. What are the steps? 10. 59. Define introspection. 60. 
 What is its main advantage ? 61. Its great disadvantage? 62. How 
 does memory aid introspection? 63. How is a psychological principle 
 
QUESTIONS. 85 
 
 deduce J? 64. Deliiie iutereutial method. 65. Do we ever use the iu- 
 fertju ial iu the study of our owu miuds V 66. What advantage has 
 this method over others? 11. 67. Why should you study the home 
 mflueuces of the child? 68. iiow is the objective method related to 
 t.ie subjective ? 69. in what three ways is ihe iulerealiul method 
 used? 70. Name and define the auxiliary brunches. 12. 71. What 
 IS said of the stud> of psychology from booiis? 72. What difficulty is 
 thus eucou.itered by the student]:' 73. Why? 74. U hat kind of science is 
 p.iyciiology y 75. Way? 76 Wliy are the s <ul and body reiaied ? 13. 
 77. What is this relation? 78. What is monism V 79. Dualism? 80. 
 Forms ot monism ? 81. Dedne materialism. 82. Give Bain's defiui- 
 tiou of the b.jtly. 14. 83. Detine idealism. 84. Agntisiicism. 85. 
 Who called the mind "a permanent possibility of sensations?" 86. 
 What of Herbert 6peucer ? 87. Define dualism. 88 Etymology ot 
 dualism and monism. 89. Forms of dualism. 90. Define mysticism. 
 15. 91. Dualistic realism. 92. What is said of its validity ? 93 Who 
 was Liebuitz? 94. Thomas Lieid ? 95. James McCosh ? 96. What is 
 the intermediate factor in all sensations? 97. Wny intermediate V 16. 
 98. Name the processes in every complete sensation. 99. Define exter- 
 nal excitant. 100. What else called ? 101. Illustrate. 102. Give an 
 original illustration. 103. Define sensorium. 104. Define motorium. 
 105. Where is sensorial excitement y 106. What are the two kinds of 
 sensations? 107. Define cerebro-spinal system. 108. Name the parts. 
 109. Define encephalon. 110. Name its parts. HI. Describe the cere- 
 brum. 112. What is the weight of the brain V 113. What is the func- 
 tfjn of the cerebrum ? 17. 114. How many gray cells in the cere- 
 brum ? 115. What is apperception? 116. What is percipienceV 1J7. 
 What is the relation of apperception to conception V 118. Describe the 
 cerebellum. 119. What of its function V 120. Locate the medulla. 
 121. Define foramen magnum. 18. 122. Is respiration voluntary? 
 123. What is the function of the medulla? 124. What is the relation 
 of size of brain to intellectual power? 125. Nauie examples. 126. 
 When is thedbrain relatively heaviest? 127. Define sensory nerves. 
 128 Afi"erent nerves. 129. Efferent nerves. 130. Centripetal nerves. 
 131. Centrifugal nerves. 132 Why are each so called? 133. Where 
 is the spinal cord ? 134. Give weight and length. 135. What are its 
 functions? 136. Of what does the sympathetic system consist? 187 
 What is the function of this system ? 138. What is peculiar about the 
 olfactory nerve ? 139. What is a physical excitant? 140. What is 
 the excitant in sense of smell? 20. 141. What is the sensorial ex- 
 citement in this case? 142. Name the nerves, ol taste. 143. Locate 
 
86 QUESTIONS. 
 
 them. 144. What part of the seiisorium is engaged in smell ? 145. 
 What is tlie external excitaut? 146. The sensorial excitement':' 147. 
 What can you say of the modifications of this sense? 148 What of 
 the sensation of sourness V 149. What of sensations of touch detected 
 by the tongue 'r* 150. Describe the auditory nerve. 151. What is the 
 excitant? 21 152. The sensorial excitement ? 153. V\ hat of the 
 optic nerve ? 154 VVhere does it originate? 155 The excitaut? 156. 
 U hat is etlier? 157. How does light affect the optic nerve? 158. 
 Primarily, what knowledge does the sensation of light give us ? 159. 
 2^ ame tiie auxiliaries to sight. 160 How do we judge ol distance? 
 161. Of size? 162 Define tactile nerves. 163. Where do they possess 
 sensibility? 22. 164. What is the excitant in touch? 165 L'he re- 
 sult? 166 Name the general powers ol the soul. 167- Define gen- 
 eral powers. 23. 168. What of their functions? 169. What is a 
 faculty? 170. What is an intellectual power ? 171. Define conscious- 
 ness 172. Give Hill's definition. 173. Ift-asou fur his answer? 174. 
 What dues Hewett say .'' 175. Schuyler? 176. Putnam? 177. liaker? 
 178. Do these authors agree in the main ? 179. Can you give another 
 definition? ISn. What is the two-fold use of the word consciousness? 
 181. Give et> mology. 182. What does this indicate? 183. VVhatalone 
 are objects of consciousness? 184. Why must these phenomena be 
 actual and present? 185. (Jive distinction between mediate and im- 
 media:e knowledge. 186. Name the classes of objects of consciousuess 
 24. 187 What is Ego? 188. To v\ hat extent are we conscious of it? 
 189. What does Hewett say? 190. ^Vhat does Schuyler say? 191. 
 Are wt- conscious of ihe mind's activity? 192. What are pyschical 
 phenonjena? 198. Are we conscious ol the Non-Ego? 194. Are we 
 conscious of a thought ? 195 Are we conscious of anything past? 
 196 Of anything future? 197. Are we conscious of what we remem- 
 ber? 198. In case of past objects or events of what are we conscious ? 
 199 Can we be conscious of a material object, such as a half 200. 
 To which faculty is consciousness most closely related? 201. By 
 what is consciousness implied ? 202. Name ihe three kinds of con- 
 sciousness. 203. Define natural consciousness. 204. What do you 
 understand by " the three classes of psychical phenomena?" 25 
 205. Define ethical consciousness. 206 Abnormal? 207. Name four 
 causes of the last. 208. What is said of the degrees of consciousness? 
 209 Upon what does the degree of consciousness depend? 210 Name 
 the three conditions of consciousness 211 What does Baker say of 
 the relation of consciousness and attention i' 212 What is involuntary 
 consciousness? 213 Give an illustration of it. 214 What is said of 
 
QUESTIONS. 87 
 
 unconscious mental activity? 215. VVhat is cerebration? 216. Un. 
 conscious cerebration ? 26 217. Can brain activity be unaccompan- 
 ied by mental activity ? 218 Can tiiere be mental activity without 
 brain activity ? 218 Can there be mental activity witiiout conscious- 
 ness ? 220 Give an original illustration of 217 221 Can considous- 
 uess be cultivated ? 222 Give reason 223 Can involuntary acts be 
 trained ? 224. Illustrate. 225 What is the second General Power ? 
 226. Define attention. 227. Give etymology. 228. Explain this literal 
 meaning. 229 What does Compayre say of attention ? 230 Hewett ? 
 231. Steele? 232. White V 233 Day" 234 Hill? 235 In what two 
 ways is the term applied ? 236 Wliat is observation ? 27. 237 De- 
 tine reflection. 238. Show difference between reflection .•nil observa- 
 tion 239. What two m.-ntal powers are exercised in refie' tion ? 240. 
 Classify attention 241 Define volunt try attention. 242 lavoluntHry 
 243 Give etymology 244. U hat are the elements of vuluntary atten- 
 tion ? 245. Wlien i.s attention first exercised? 246 ^Nliat are the 
 functions of attention? 247 Wliat are the causes of non voluntar. at- 
 tention? 248 Give illustrations of non-voluntary attention in adults 
 249. Whicli of the two must the learner possess? 250 Wtiy? 28. 
 251 What are the two c asses of objects to which attention may be di- 
 rected? 252. Can we attend to objects of consciousness, psychical plie- 
 nomena? 253 VVhat acts of knowing depend on attention ? 254. Dis- 
 cus.s the relation ot attniLion to mental activity. 255. Can we attend 
 to more than one thing at a time ? 256 Can we think more than one 
 thing at a time ? 257. VVhat does Hamilton say? 258 Steele? 259 
 Schuyler? 260 Gordy ? 261. Sully? 262 Recite the five general 
 laws of attention. 29 263 Do these laws apply to voluntary or non- 
 voluntary attention ? 264. Give Weber's law. 265 Illustrate the 
 meaning of this law. 266. Name the seven conditions unfavorable to 
 attention. 267. To which kind of attention do they apply ? 268 By 
 which kind of attention do we gain the most knowledge ? 269 Why ? 
 270. Name six motives proper to appeal to in order to secure attention 
 271 Name White's " Royal Seven " incentives 30 272 Which of 
 these do you think the best incentive ? 273. Does the nature or dis- 
 position of the child have anything to do with the selection oi incen- 
 tives? 274. Why? 275. Name other incentives net named here. 276. 
 Name other causes of inattention. 277. What is said of the growth of 
 this power in childhood? 278. How are the stimuli of attention pre- 
 sented in childhood? 279. What does this teach us? 280. Which 
 senses reach the attention most effectively in childhood ? 281. What 
 does this teach us? 282. Can attention be cultivated? 283. Why? 
 
QUESTIONS. 
 
 284 HowV 285 Describe some original metliocl by vvhicli tlie atten- 
 tion may be cultivated. 286. What is said o^ geni'isV 287 ^Vtiat 
 sliouid the teacher do to secure the attention of his pupils y 288 Uovv 
 may he liold this atLentiouV 289. Wliat qualiticati-uis oi the teacher 
 aie neces.>jary that lie may secure and hold the attention ? 290 Give 
 etymologj' of conception. 291. U' hat does this mean >" 292. Make an 
 original definition Irom the etymology. 293. What is said oi the vari- 
 ous uses of the term ? 31. 294. Define conception 295. VVhat are 
 the three processes of conception y 296 Into wliat five may these be 
 divided? 297 V> hich authoi's definition of cui.ception is the clearest 
 to you? 298 Repeat Schuyler's definition 299 Define presentation 300 
 Comparison. i^These two constitute analysis). 301 Abstraction. 302. 
 Etymology of abstraction. 303. (ieneralization 8ii4 Its etymology. 
 305 What is the fifth step? 32. 306 Define denomination. 307. 
 Wuat does it embrace y 308. Define each. 309. Show relaiion oi con- 
 ception to classification 310 Is conception a faculty y 311. vVhyV 312. 
 What does the term embrace? 313. Define concept 314 Name the 
 classes. 315. Define simple conceits 316 General concepts; 317 
 What is the difference between a concejit and an image ? 318. Be- 
 tween concept and idea? 319 Beivveen comept and percept? (See 
 percept). 320. See No. 115. 33 321. What are the individual con- 
 cepts ? 322 Logical? 323. Explain the difference between the two 
 classes. 324 Can concepcion b.- cultivated? 325 Why? 326 How? 
 327. How does sense-perception aid conception ? 328. What of the re- 
 lation of conception to education ? 329. What steps of conception are 
 necessary to scientific knowledge? 330 How does linguistic study aid 
 conception? 331. What does it do for the orderof study ? 34, 332 What 
 are the essential processess in mind growth? 333 How are abstract 
 ideas developed? 334. What is the crowning notion of science? 335. 
 Name the psyhical powers. 35. 336. Define intellect. 337. Give ety- 
 mology 338. What does its literal meaning indicate ? 339. VVhat are 
 the functions of the intellect? 340. Define knowledge 341 Name 
 the three objects of knowledge. 342. Define the subjective. 343. 
 Objective. 344 On what three bases is knowledge classified ? 345. 
 Classify as to manner in which known. 346. Define s(;ientlfic. 347. 
 Unscientific, 348. As to its stage 349. Define each 36 349 As to 
 intellectual powers used. 350 Define presentative knowledge. 351. 
 Kepresentative. 352. Elaborative. 353. Constitutive 354. Name the 
 classes of intellectual powers. 355. Classify the presentative 356. De- 
 fine self-consciousness. 357. Consciousness 356 To what is the for- 
 mer limited ? 359. Name its forms. 360. Define spontaneous self- 
 
QUESTIONS. 89 
 
 cousckusness 37. 361 Reflective. 362 Name its nuruial luru.s. 
 363. Its abnormal forms. 364. What is the secoud preseutative 
 power? 365. Define it. 366 Its etymology. 367. Wliat does this im 
 ply V 368. Name the three uses of tiie term 36^. Give an original il- 
 lustration of ea-li 370. How many physical conditions of seuse-pei- 
 ception ? 371. Name them. 372. Ueflue each. 373. Give anotlier 
 term for each. 374 What may they be called? 375 2same the psy- 
 chical elements ot sense perception 38. 376. Uetiue perception 
 proper 377. iSens-tiou. 378. Explain Hewitt's detiuition of st usa- 
 tiou. 379 Name the classes of sense-perceptions 38U Define original 
 perception 381. Acquired 382. Why so called V 383. Give an 
 original illustration of the latter. 384. C'lassity acquirtU perce.tKns 
 385- Which are of most value ? 386. \Viiy ? 387. Give an original ex- 
 ample of each class. 39. 388. Of what do we judge by sight? 389. 
 W hat is the "mechanical conscience"? 390. Classify the st- rises. 
 391. Define each. 392. V\ hy is each so called ? 393. W hy is the b« use 
 of sight called etheric ' 394. Define percept. 395 ilow is any ob- 
 ject of Knowledge known to us ? 396. When do we have a percept ? 
 397. iShow diflTereuce between percept and com ept. 398. What is a 
 sense-percept V 399. Difference between percept and image ? 400 
 Define sense-concept. 401 Can percepts of smell be revived into 
 images? 40. 402. What others can not? 403. Discuss the relation 
 of perception to education. 404. What are the three sources of all onr 
 knowledge? 405. Which one furnishes us nearly all our knowledge? 
 406 What is the discriminative power? 407. What do the laws oi 
 perception teach us ? 408. What is said of concrete facts? 409. Ob- 
 ject lessons ? 410. Exercise ? 411. What of the child's perceptive fac- 
 ulty ? 412 What is Kindergartenism ? 413. )iy whom founded ? 414. 
 What did Pestalozzi do ? 412. Etymology of Kindergarten. 41. 416. 
 What of its value? 417. Define intuition. 418. Which definition gives 
 you the clearer idea? 419. What of its relation? 420. What does it 
 embrace? 421. Define intuitive ideas. 422. Classify them. 423. Of 
 which one is there a doubt in some minds? 424. Do you doubt it? 
 425. Illustrate the idea of personal identity. 42. 426^. The nature of 
 such ideas. 427. Have idiots any iatuition? 428. Have insane per- 
 sons? 429. Define intuitive truths. 430. iSynonyms?." 431. Name the 
 tests. 432. Define each. 438. Can you doubt an intuitive truth? 434. 
 Can you disbelieve one? 435. Reason? 436. Name three intutive 
 truths not named here. 43. 437. Name the representative powers of 
 the intellect. 438. Define representative powers. 439. Illustrate 440. 
 W^hat is phantasy? 441. What is said of images thus reproduced? 
 
90 QUESTIONS. 
 
 442. Give etymology of the word. 443 When is phantasy exercised? 
 444. Name its forms. 445. The simplest form. 446. Define som- 
 nambulism. 447. Hypnotism. 448. Distinguish between phantasy 
 and memory. 449. What are the causes of its phenomena? 44. 450. 
 Name the oharacteristics of ideas thus reproduced. 451. Name the 
 modes of reproductfon in phaiitasy. 452. Illustrate each. 453. Define 
 imagination. 454. Name its activities. 455. How is the first exer- 
 cised? 456. The second? 457. The third V 458. What iire the limits 
 of imagination? 459. Distinguish between phantasy and imagination ? 
 460. Quote Baker on this subject. 45. 461. The forms of imagination. 
 462. Define scientific. 463. Name its subdivisions. 464. Define artis- 
 tic imagination, 465. Name its forms. 466. Define ethical. 467. How 
 is imagination related to education? 468. Illustrate the use of imagin- 
 ation in reading. 469. In studying science. 470- In exercising the 
 senses. 471. Name five uses in rhetorical conijxjsition. 472. Name a 
 Use not mentioned in this bo jk 46 473. Name the uses enumerated 
 by Hewett. 474. How can its use give enjoyment V 475. Explain the 
 sixth use. 476. How can it idd the teacher in the school-r )om ? 477. 
 Memorize the four gineral laws of imagination. 478. What is the 
 characteristic of undisciplined minds? 479. The aim of the educator? 
 480. Name four means of training the imagination. 481. Explain the 
 first. 47. 487. What does the second one mean? 483. Name an ex- 
 ample of imaginative literature. 484. What profit to pupils in con- 
 structing questions and problems? 485. Name the phases of imagina- 
 tion. 486. Describe the modifying phase. 487. The constructive. 488. 
 The creative. 489. Which is the school phase? 490. Why? 491. 
 Which is used by the novelist? 492. Name the third representative 
 power. 493. Define memory. 494. Discuss the several definitions 
 48. 495. Name the acts of memory. 496. Why in this ordtr? 497. 
 Define retention. 498. Illustrate its importance 499. Define n-pro- 
 duction. 500. Why important? 501. Define recgonition; 502. Dis- 
 tinguish between perfect and imperfect memory. 49 Define volun- 
 tary recollection 504. How is the power to recollect strengthened? 
 505. Define involuntary recollection. 506. Give an illustration of the 
 latter. 507 Enumerate the conditions favorable to cultivating the 
 memory. 508. How does repetition affect retention ? 509. Define am- 
 nesia. 510. Its causes. 511. Name the degrees of forgetfulness. 512 
 What may cause momentary forgetfulness ? 50. 513 Define laws of 
 association. 514 Classify them. 515. Name the pritnary laws 516. 
 What else called? 517. Why? 518 Define the Law of Similarity 
 519 Illustrate it 520. Define the Law of Contrast. 521. Illustrate it. 
 
QUESTIONS. , . 91 
 
 522. What of contiguity of time ? 523. Of place ? 524. What does con- 
 tiguity mean ? 525 Define secondary laws of association. 526. What 
 else called? 527. Why? 51. 528. What is said of the relation of 
 cause and effect ? 529. Explain the second law. 530. What of me- 
 chanical repetition ? 531 Give the general rule for cultivating the 
 memory 532 What of skillful questioning? 533 What is said of 
 memory of ideas? 534 Why? 535 Explain the relation ut interest, 
 attention, and memory. 52. 536. Define mnemonics. 537 By whom 
 introduced y 538 Nami^ a mnemonic device. 539. Define thought 
 powers. 540. Classify them. 541. What of concepti'iuV 542. Define 
 judgment. 543. Parts of a judgment. 544. Parts of a proposition. 545. 
 How is a judgment obtained V 53. 546 How do v\e judge? 547. 
 What does judgment imply? 548 How old is a child when it is first 
 able to judge? 549 To reason? 550 Classify judgments. 551 De 
 fine primitive judgment. 552. Derivative judgment. 523 AflSrma- 
 tive. 554. Negative 555 Singular. 556 Universal. ' 54 557. Cate- 
 gorical. 558 Conditional 559 How far can we encourage indepen- 
 dent judgment in the learner? 560 What is said of the cultivation of 
 the judgment? 561, Define reason 55. 562 The two forms of rea- 
 soning 563 The two methods of reasoning. 564 Define implicit 
 reasoning 565 Explicit 586 Define induction. 567. May the syllo- 
 gism be used in induction? 568. What is th ' basis of all induction? 
 56. 569. Name the three processes of induction. 571. Name tlie 
 forms. 572. Define enthymeme 573. Illustrate ii. 574 Define syllo- 
 gism 575 Name the parts of a syll 'gism. 576 Define each 57. 577. 
 Write an original syllogism. 578 Name the terms of a syllogism 579 
 Explain use of each. 580. How is inductive reasoning best developed? 
 581 Same ot' deductive reasoning 582 Define sensibility 583. 
 What does include ? 584 Define sensibilities 585 Classify feelings 
 586. Dt^fine eac;h class 58. 587. Name the forms of psychical feeling 
 588 Define emotions 589 The two general classes 01 emotions 590. 
 Name the four forms of rational emotions. 591 Define each class 
 592 Classifylegoistic emotions. 593 Altruistic. 594. Esthetic. 595 
 Ethical. 59. 5^6 Name second class of psychical feelings 597. 
 Define affections 598. Classify the affections. 599 What are domes- 
 tic affections ? 600 The two classes ? 601 What is patriotism ? 602 
 Philanthropy?. 603. Define defensive affections. 604. Define resent- 
 ment. 605. Illustrate 606 Define indignation. 607. Illustrate 608 
 What is the third class of affections? 60 609 Define maleficent af- 
 fections. 610. What noti<-e should teachers take of the study of affec- 
 tions ? 611. Define desires 612. Classify them. 613. Define will 
 
92 QUESTIONS. 
 
 614 DefiiiH! voliti(jii. 615 The two forms of its activity 61 616 How 
 many steps in vviliingy 617. Name and describe them 618 VVliat is 
 the basis of moral training? 619. Describe tiie methods. 63 61^0. De- 
 tine pedagogy. 621 Paideutics 622. Basis «l pedagogy ? 623 Means 
 of education ? 624. Define physical education. 625 Moral education. 
 626. Intellectual education. 627 What is original knowledge ■;' 64 
 628. Recorded i^uowledge? 629 Tuitionary ? 630 Classify power in 
 education. 631. Classify skill. 632. What .ire the two snlijVctive con- 
 ditions'upon which these principles miL-it be applied? 633. Enumerate 
 the qualifications of the teacher. 634. What is said of a knowledge of 
 methods y 635. VVhy? 636. Give another reason. 637. Upon what 
 must discipline be based? 638. What of hf-art power? 639. Of self- 
 control y 640. Of motives ? 641. Of the tebcher's moral character y 642. 
 Of his respect for the profession? 643. Whyy 644. What must be 
 the teacher's authority y 645. From whom does he derive his author- 
 ity y 66. 646. Classify the rights of i-upils. 647. The duties. 648. 
 Tiieir offenses. 649. How would you correct offenses of pupils against 
 themselves y 650. Howr correct the offenses of idleness y 651. Of bad 
 manners? 652. In disrespectful disobedience y 653. In accusing 
 school-mates falsely y 654. Do you allow y ur pupils to report on each 
 othery 655. Give reason. 656. How do you correct pupils for the de- 
 struction of prot>ertyy 657. For abusing property y 658. What arn 
 the pupils' offenses against th-e community y 659. How do you correct 
 these y 660. How do j'ou detect tiie use of profane language on the 
 school-grounds y 661. Vulgar conduct? 662. Can you always prevent 
 ity 663. What are the pupil's rewards y 664. How can they be used 
 as incentives ? 665. Explain ijifference between approbation and com- 
 mendation? 666. What do you think of the value of prizes as an in- 
 centive ? 667. What does age of pupil have to do with the incentive y 
 668. What does the stage of advancement have to do with it ? 67. 669. 
 Classify punishments. 670. Why are punishments necessary i* 671. 
 What is said of privileges y 672. Of sarcasm y 673. When would j'ou 
 impose additional duties? 674. What of the acknowledgement of of- 
 fenses y 675. When should it be public y 676. When private? 677. 
 When would it do harm rather than trood ? 678. ilo\fi is a tea-lier 
 to know what method to pursue? 679. What is said of corporal duh- 
 ishment ? 680. Whv is there less of it now than fornierlyy 681. 
 Name the objective conditions of school government. 682 What 
 should be the qualities of the schoolroom? 683. What is said of 
 light in the school room? 684. Why thus? 685. In rejfard to deskf<, 
 what is meant by "sanitary principles? ' 686. Why should desks be 
 
QUESTIONS. 9; 
 
 single? 687. What is s^iid of neatness? 68.688 Describe tlie best 
 methxil of heatii^if. 689. Of ventilatins:. 690. Name the nectssary 
 apparatus of a scliool 691 What is the necessity of a globe ? 692 
 Wnat is saiii of a good iibiary V 693 Do many schools have iilira- 
 rif'sV 694. Wiiost- work is it to see that the school is supplied with a 
 library? 695. II<'W can this lie done? 696 VViiy is an educational 
 seiitiinHiit an objnctive condition of sclibol nianagfemeiit ? 697. How 
 can this sentiment lie crf^ated .' 698 Repeat Joseph Pavue's Univ^-r- 
 sal Princjtiles. 699. What dops the second one teach us? 69. 700 
 Explain the thirl 701 RrfpeitDr Wliite's Principles. 702. What 
 of the import iiici-' of tUn s^'coti'l ? 703. The value of tlin fourth ? 704. 
 Thelifth? 705. What does the sixth mean ? 71 706. Deline meth- 
 odology. 707. Whit of its extent y 708. IsTame some of the princi- 
 ples laid down. 709. Explain •* proceed from Iht- known to the un- 
 known. " 710. NN'hat is said of sense-percnption ? 711. What is th»^ 
 true secret in the acquisition of knowledge ? 72. 712. What is said 
 of analysis and synthesis? 713. Why are these so important? 714. 
 Classify the objects of st luiy. 715. What does study do for discipline ? 
 716. For the acquisition of knowledge? 717. For professional ad- 
 vancement? 718 Classify incentives to study. 719. What of the 
 benevolent desire ? 720. The selflsli desire ? 721. Name some of the 
 involuntary incentives 722. When are these of most value? 73. 723. 
 What is said of the- manner of study ? 724. Enumerate the objects 
 of a recitation. 725 Which do you think the most important ? 726. 
 Why? 727. Name an object not here mentioiiKl. 728. Describe 
 the modes of <'onducting recitations. 729. Why must there be differ- 
 ent modes? 74. 730 What do you think of the titth ? 731. Explain 
 the eighth. 75. 732 Detine pe.iagogy. 733. Didactics. 734 Is 
 tnaching a profession? 735 Repeat the detinition of education. 
 76 736. What is the historv of c.lucation ? 737. What <»f its givat 
 iinportancf^V 738. What Is said of ChinaV 739. Of KongV 740. Of 
 .Japan? 741 Of ZoroastprV 77. 742. What is said of the MagiV 
 743. What of Egypt's civilization " 744 What <1ohs Homer sa.\ ? 745 
 What of Dorian culture? 746 Review the work of Pythagoras. 747. 
 Of Lvcurgiis. 748 Ot Solon 78. 749 What important restriction 
 was placed ii[)on ptrentsy 750 When did .Socrates livn? 751 Wln-re 
 and how did he teach ? 752 Expliin the "Soi-ratir- Method." 753 
 May teachers use it snciessfnilv ? 754. Name two of his pupils 755. 
 What did each do? 756. Describe PJMto's philosophy 757. Whendid 
 Aristotle live? 758 Whit did he do? 79 759 Wh-t was his phil- 
 osophy cilled ? 760. What is said of education at Rome? 761. The 
 
94 QUESTIONS. 
 
 (lawn of the Christian Era? 762. What did the new rpligion teach ? 
 763. What of education during the Midlle Ages? 80 764 What, 
 was the Reformation ? 765 Who instituted it? 766. What of his 
 influence? 767 What did Melancthon doV 768 John Sturm':* 769. 
 Of what is he the father ? 80 770. Describe Lord Bacon's career 
 771. His influence in education. 772. What is his great principle? 
 773. Describe the work of Comenius. 774. Of Joiui Lock. 775. 
 What of Rosseau. 776. His chief maxim ? 777. Is it true? 778. His 
 greatest work ? 82. 779. What is said of it ? 780 Outline the work 
 and influence of Herman Francke. 781. Who founded -'object-teach- 
 ing ? " 782. What of its importance ? 783. What was his chief work ? 
 83. 784. Who founded the Kindergarten ? 785. What is said of him ? 
 786. Describe the outlook for the teaching profession to-day. 787. 
 Are we making substantial progress as a profession ? 
 
 ^ 
 
liiEX, 
 
 Acquisiition of knowledge, .71 
 
 Abstr ct ideas developed, 34 
 
 Abstraction 31 
 
 Att'ectioiis def and classified, :j9 
 
 Agnosticism, 14 
 
 Amiiesia, 49 
 
 Anthropology, U 
 
 Apparatus, value of 68 
 
 Association, : aws of, 50 
 
 Aristotle 78 
 
 Attention def , 26; elements of, 27; 
 luwsof, 28; growtii of, 29 
 
 Bacon, L^rd, 81 
 
 Bain, Alexander, 13 
 
 Berkeley, George, 14 
 
 Biology, 11 
 
 Biography, 11 
 
 Brain and inte lect, 18 
 
 Cerebrum, functions of, 16 
 
 Cerebellum, functions of, 17 
 
 China and Japan, 76 
 
 Christian Era 79 
 
 Cicero, 79 
 
 Concepfe. ..^ 32 
 
 Conception def , 30 ; processes, 31 ; 
 Clasisificatlon, 32 ; its cultivation, 
 
 33 
 
 Comparison, 31, 50 
 
 CoQsciousness def., 23 ; objects of. 23 ; 
 kinds, 24; degrees, 25; conditions, 
 
 28 ; culiivation, 26 
 
 Co ;trast, law of, 50 
 
 Contiguity, law of, 50 
 
 Comenius, 8: 
 
 Deduction, 56 
 
 Denomination, 31 
 
 Desires classified, 60 
 
 Didactics, 75 
 
 Discriminative power, 40 
 
 Dualistic Kealisra, 15 
 
 Education, def., 75; kinds of, 63; his- 
 tory of, 75 
 
 Educational Sentiment, 67 
 
 Ego defined, 8 
 
 Egypt, :... 77 
 
 Emotions def , 58: classified 58 
 
 Encephalon, 16 
 
 Enthymeme, 56 
 
 External excitant, 16 
 
 Excitant of the senses, 19-22 
 
 Faculty defined 23 
 
 Feelings def. and classified, 57 
 
 Forgetfuluess, causes of, 49 
 
 Francke, Herman, 8^ 
 
 Frosbel, Frederick i: -82 
 
 Generalization, 31 
 
 General Powers, 22 
 
 Greece, 77 
 
 Hamilton, Sir William, 8 
 
 History, 12 
 
 History of education, 75 ; def .... 76 
 
 Idealism and idealists, 13, 14 
 
 Imagination, activities, 44 ; limits, 44 ; 
 
 its training, 46 ; phases, 47 
 
 Introspection, 10 ; related to infer- 
 ence, 11 ; how used, 11 
 
 Inferential method, 10 
 
 Intellect def., 34; functions, ....35 
 
 Intellectual powers,...- 36 
 
 Image and percept, 39 
 
 Intuition, 41 ; intuitive ideas and 
 
 truths, 41, 42 
 
 Induction, def. 5 ; basis of, 55 
 
 Intellectual education 63 
 
 Instruction, Universal i rinciples....71 
 Incentives to study, 71 
 
 .ludgment, 52-54 
 
 Kindergartenism. 40-82 
 
 Knowledge, def., 35 ; classified, 23, 3- ; 
 objects of, 35 : desire for, 60 
 
 Liebnitz, G. W., 15 
 
 Locke, John, 81 
 
 Luther, Martin, 80 
 
 Lycurgus, 77 
 
 Mat;^rialism, , 13 
 
 Methods of study, 9 
 
 Melancthon, 80 
 
 Medulla, functions of, 17 
 
 Memory, def , 47 ; acti- of, 48 ; varitits 
 of, 48 ; improving, 49, 51 ; distinc- 
 tion between phanta-y and mem- 
 ory, 43 
 
 Methodology, 71 
 
 McCosh, James, 15 
 
 Mill, John Stewart, 14 
 
 Middle Ages, 79 
 
 Monism, 1.^ 
 
 Moral training <il 
 
96 
 
 INDliX. 
 
 Moral Education, 63 
 
 Nerves, sensory and motor, IS 
 
 ■>> ervoiis system, 15 
 
 Non-Ego 24 
 
 Observation, 
 
 Objective sJethod li) 
 
 Object Teaching 82 
 
 Objects of study, 71 
 
 Objects of recitation, 7i 
 
 Outlook, The S3 
 
 Paidentics 63 
 
 Parrot lecitations, 33 
 
 Pedagogy, def.,63; basis of, 63 
 
 Peisia, 76 
 
 Pestalozzi, 40, 82 
 
 Percepts, -;9 
 
 Perception and education, 40 
 
 Physical education 6< 
 
 Phantasy, 43 
 
 Plato, doctrine of, 78 
 
 Presentation, 31 
 
 Premises of syllogism, 56 
 
 Psychology, def., 7 ; why study, 7 ; 
 classified, 9 ; studied from books. 
 
 12 ; inductive, 12 
 
 Psychical excitement, 16 
 
 Power, desire for, an incentive, 60 
 
 Powers, presentative, 36 ; representa- 
 tive, 43 ; and thoughT, 52 
 
 Pupils, their rights, 66; duties 66; 
 ofTenses, 65; rewards, 66 ; punish- 
 ment, 67 
 
 Pythagoras, 77 
 
 Qualifications of teachers,. 
 
 .64 
 
 Quesiions, 84 
 
 l{ecogniti">n, 48 
 
 lieproductioii, 4« 
 
 tieieiitioii 8,49 
 
 lieason 54-5/ 
 
 KecU.iitions. objects <jf, 72 ; how c<>n- 
 
 ilucied 72 
 
 K>forraatii.»ii SO 
 
 Rosseau, 81 
 
 ^en.^ibility, 8, 57 
 
 Soul, .....8, 12, ;^2 
 
 Wpirit, 8 
 
 Weiisaiion, 18 ; sensations, i6 ; senses, 
 (•la.-sitied, 39; in lelation lo ps\- 
 
 chology, 19 
 
 Self-consciousness, 36 
 
 Senseperc. piion, 37-38 
 
 Kimiiaiity, law of, oO 
 
 Syllogism, 56 
 
 Study, methods and h anner, 71 
 
 Socratic Metliod, 73, 78 
 
 Solon, 77 
 
 Sturm, 80 
 
 Teacher, his qualifications, 64 
 
 Teaching, a prulession, 75 
 
 Thought powers 52 
 
 Universal Principles, 67,68 
 
 Wiil,def.. «0; activity of, 60 
 
 Willing, steps in 61 
 
 Zoroaster, 76 
 
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