Front matter
Chap. Copyright No..
ShelL.^^.SJ
UNITED STATES OF AMERICA.
Preface To Fourth Edition
The present edition has been carefully revised tlironghout, largely re-written and enlarged. While seeking to preserve the original character of the book as an introduction, I have felt it necessary — in view of the fact that our best Training Colleges for Secondary Teachers are now making a serious study of psychology — to amplify somewhat and bring up to date the exposition of scientific principles. I have also touched on those recent developments of experimental psychology which have concerned themselves with the measurement of the simpler mental processes, and which promise to have important educational results by supplying accurate tests of children's abilities. The new branch of the science known as child-psychology has been more fully drawn upon, from the conviction that it is only when teachers have made a careful study of the spontaneous movements of children's minds during the first years that they are likely to find their way readily to the minds of older children, which preserve many more survivals of the earlier mental characteristics than most of us are wont to suppose. The practical applications have purposely been left in the form of general prescri/ptions, y[ PREFACE TO FOURTH EDITION.
whicli have to be filled in by the lecturer at the Training College with the concrete facts of the student's own experience. Beginners may, on a first perusal, omit the paragraphs in small type, as also some other portions which a competent teacher can easily point out.
I acknowledge with pleasure my indebtedness to the valuable suggestions kindly sent me by friends, more particularly Professor Lloyd Morgan (who was good enough to read through the old edition for the purpose). Miss Alice Woods, of the Maria Grey Training College, and Miss M. H. Wood.
Hampstead, July, 1897.
Contents
PAKT I.
MIND AND ITS DEVELOPMENT.
Chapter I. PSYCHOLOGY AND EDUCATION
PAGK
Art and Science 1
Art and Science of Education 5
Divisions of Science of Education . . . . . . . 7
Relation of Psychology to Education 8
Chapter II. SCOPE AND METHOD OF PSYCHOLOGY
Definition of Psychology 15
Mental and Bodily Processes *' . . .16
How We Observe and Study Mental Processes . , . .17
Observation of Children's Minds ". . .... 20
Experiment in Psychology . 23
General Knowledge of Mind 24
Chapter III. CONNECTION OF MIND WITH BODY
The Bodily and the Mental Life .27
The Nervous System . .• 27
The Special Organs of Mind 31
How the Brain Does its Work . . . . . . .33
The Growth and Development of the Brain 34
Mental Activity and Brain Efficiency ...... 35
The Brain as Part of the Bodily Organism 36
Brain- Work and Fatigue 37
Bearmgs on Education.
Normal Exercise of Brain 38
Overtaxing the Brain 39
Remission and Variation of Brain-Exercise 41
Differences of Brain-Power 42 vm CONTENTS.
Chapter IV. FUNCTIONS OF MIND : KNOWING, FEELING, AND WILLING
PAGE
Analysis of Mind 44
Triple Function of Mind 45
Functions and Faculties 46
Relation of Feeling, Knowing, and Willing 49
Laws of Functional Activity 52
Bearings on Education.
How the Teacher makes Use of Results of Analysis of Mind . 54
Use of the Synthetic Conception of Mind 56
Value of a Knowledge of Conditions of Mental Activity , . 57
Chapter V. MENTAL DEVELOPMENT
General Acceunt of Mental Development ..... 59
The Biological Theory of Mental Development- .... 62
Development as Predetermined by Racial Heredity . . 63
Psychological Theory 66
Order of Development of Faculties ....... 67
Explanation of Scheme of Development 70
Intellectual Development due to Progressive Exercise of Func titons 71
Mental Development and Retentiveness 72
Retentiveness as Habit 72
Retentiveness Proper . 73
Development of Feeling and Willing 75
Interdependence of Intellectual, Affective, and Conative Development 75
Factors in Development 77
(a) Internal Factor 77
(6) External Factor —(1) Natural Environment ... 79
(2) The Social Environment . . 80
Undesigned and Designed Influence of Society . ~ . . .81
Varieties of Development 85
Differences of Congenital Tendency 86
Heredity and Individuality 87
Varieties of External Influence 89
Measurement of Intellectual Development 93
Bearing of Theory of Development on Education.
Relation of Development to Education 94
Following Nature 95
Methodical Training of the Faculties 97
Training to Follow the Natural Order of Development
of the Faculties 98
No Isolated Training of a Faculty 100
Supplement to Chafieii V.
Periods of Development 102
CONTENTS. IX
PAKT II.
DEVELOPMENT OF INTELLECT.
Chapter VI. ^ PSYCHICAL ELEMENTS : SENSATIONS, ETC
PAGE
(A) The Senses and Sensations —
Sense-Materials or Sensations 107
General and Special Sensibility 109
Presentative Characters of Sensations Ill
The Five Senses —
Taste and Smell 112
Touch 113
Passive and Active Touch 116
Muscular Sense 117
Hearing 120
Sight 123
(B) Affective Elements 126
(C) Conative Elem-ents : Primitive Movements . . . 126
Development of the Senses 129
Differences of Sense-Capacity and Motror Ability .... 130
The Early Care of the Senses 132
Chapter VII. MENTAL ELABORATION: ATTENTION
Psychical Materials and their Elaboration 135
Attention as a Factor in Elaboration .• 135
Grades of Consciousness : the Sub-Conscious . . . 136
General Function of Attention 137
Definition of Attention 139
Nervous Process in Attention 141
Extent or Area of Attention . 142
On what the Degree of Attention Depends 144
Non- Voluntary and Voluntary Attention 145
Non-Voluntary or Reflex Attention —
Law of Contrast and Novelty 146
Interest 147
Familiarity and Interest 149
Transition to Voluntary Attention 150
Expectant Attention 151
Function of the Will in Attention 152
Early Development of Attention.
Infantile Reactions 154
First Manifestations of Voluntary Attention .... 155
Attention to the Unimpressive 157
Conoentration of Mind 167
X CONTENTS.
PAGE
Habits of Attention 159
Variations in Children's Pov/er of Attention 160
Measurement of Attention 161
Educational Control of Attention.
The Process of Training a Child's Attention 161
Chapter VIII. PERCEPTION THROUGH THE SENSES
First Stage of Elaboration of Sense-Data : Perception . . . 168
How Percepts are Reached 169
(a) The Mastery of Sense-Data 170
\h) Interpretation of Sense-Data 172
Special Channels of Perception 174
Perceptions of Touch 175
Visual Perception , . . . . 178
Perception of Form by the Eye , . . » . . 178
Perception of Distance and Solidity ..... 180
Intuition of Things . . 183
Perception of Our Own Body 184
Perception and Recognition 186
Early Development of Perceptions.
Characteristics of Children's Perceptions 187
Measurement of Perception 191
Educational Control of Perception.
What Trailing of the Senses Means ...... 192
(a) Training in the Discrimination of Sense-Material . 193
(6) Training in the Observation of Things .... 197
Exercises in Methodical Observation of Form . . . 197
The Principle of the Object-Lesson 202
Chapter IX. REPRODUCTIVE IMAGINATION
Process of Reproduction 207
Representative Images 208
Conditions of Reproduction —
(a) Depth of Impression : Attention and Retention . . 212
Repetition and Retention 214
(&) Suggestion of Images, and its Conditions . . . 217
Laws of SiLggestion.
(I.) Suggestion as the Result of Association : Law of Contiguity . 218
Strength of Associative Cohesion 221
On what the Strength of Associative Suggestion Depends . 222
Trains of Images : Verbal Series 223
CONTENTS. XI
PAGE
(II.) The Mutual Suggestion of Similars 226
(III.) Suggestion of Contrast 228
Simple and Complex Suggestion , . 230
Divergent Suggestion 230
Convergent Suggestion 231
Summary of Laws of Suggestion 234
Active Reproduction : Recollection 236
Chapter X. REPRODUCTIVE IMAGINATION— (Continued) : MEMORY
Memory and Memories 239
Early Developments of Memory.
Early Grov^th of Memory 241
Effects of Repetition and of Novelty of Experience . . . 242
Causes of Growth of Memory 245
Varieties of Memory, General and Special 246
Causes of Difference . 248
Measurement of Memory 249
Educational Cotitrol of the Memory.
Training of the Memory 250
(a) Exercise in Acquisition 258
Learning by Heart . 257
Art of Mnemonics 259
(6) Exercise in Recalling 262
Subjects which Exercise the Memory .... 262
The Place of Memory in Intellectual Training . . 263
Chapter XI. PRODUCTIVE IMAGINATION
Reproductive and Productive Imagination 266
The Constructive Process 267
Various Directions of Constructive Activity 269
(A) (1) Imaginative Apprehension of the External World . . 271
, (a) Imagination and the Acquisition of Knowledge . . 271
(b) Imagination and Discovery 275
(A) (2) Imaginative Apprehension of Inner World . . . 275
(A) (3) Practical Contrivance 277
08) Esthetic Imagination . 279
\AJse and Abuse of the Imagination 280
/^Intellectual Function of Imagination 282
Early Developmeiits of Imagination,
Beginnings of Imaginative Activity 283
Children's Fancy 284
Imagination Brought under Control 286
Xll CO. STENTS.
PAGH
Later Growth of Imagination 287
Varieties of Imaginative Power 288
Measurement of Imaginative Power . . . . , . 289
Educational Control of Imagination.
Training of the Imagination 290
Twofold Direction of Imaginative Training 291
(a) Restraining Fancy 291
(6) Cultivating the Imagination 292
Exercise of the Imagination in Teaching .... 294
Cultivation of Invention 300
Cultivation of Other Directions of Imaginative Activity . 302
Chapter XII. THOUGHT-ACTIVITY: (A) CONCEPTION
Nature of Thought
Knowledge of the Particular and of the General .... 305
Elements of Thought- Activity : (a) Analysis : Abstraction . . 306
{h) Synthesis : Comparison. . 308
Relation of Comparison to Abstraction 309
Stages of Thinking 310
The General Idea and Concept.
Definition of General Idea 311
The General Idea and the Image : Generic Images . . . 312
Conception Proper or Generalisation ...... 314
The E'unction and Value of Names in Conception .... 315
Formation of More Abstract Notions 317
Variety of Concepts 319
The Concept as a Synthesis of Attributes : Mathematical
Moral Ideas : Idea of Self 323
Ideas of Others 326
Relation of Conception to Imagination 328
Chapter XIII. THOUGHT-ACTIVITY: (A) CONCEPTION— (Continued)
Early Developments of Conceptimi.
Beginnings of Abstraction and Comparison 330
First Rudiments of the General Idea 331
Differentiation of Language-Signs 334
Varieties of Conceptual Development 336
Measurement of Conception 337
Regulation of Conception.
Logical Definition of Concept » . 338
Imperfection of Concepts : {a) Want of Distinctness . . . 339
(6) Want of Accuracy .... 342
CONTENTS. • Xm
PAGE
Conception and Discrimination . . . . ^ . . 345
Systems of Concepts : Claiisification 346
The Definition of Concepts 348
Educational Control of Conce-piion.
Relation of the Educator to Abstraction 350
Simple Exercises in Generalisation 352
Definition and Explanation of Names 355
Explaining the Meaning of Words 358
Order of Taldng up Abstract Studies 360
Chapter XIV. THOUGHT-ACTIVITY : (B) JUDGING AND REASONING
The Process of Judging.
Meaning of Judgment 363
Relation of Conception to Judging ..... 366
Principal Conditions of Judging 367
Early Development of Judgment 368
Differences among Individuals in the Ability to Judge . . . 370
Logical Regulation of Judgments.
Perfections of Judgment : Clearness 371
Accuracy of Judgment ........ 373
Other Qualities of Judgment 374
Inference or Reasoning.
Process of Inference . . . . . . . , . 375
Relation of Judging to Reasoning 377
Inductive and Deductive Reasoning ...... 378
{a) Nature of Inductive Reasoning . .• 378
(6) Deductive Reasoning 380
Application of Principles and Explanation .... 382
Chapter XV. (Continued)
Growth of Reasoning Power 384
First Inductive Reasonings 385
Children's Idea of Cause 385
Early Reasonings about Causes 386
Early Progress of Deductive Reasoning .... 388
Individual Differences of Reasoning Power 389
Measurement of Reasoning Power 390
Logical Regulation of the Reasoning Processes.
Control of Inductive Reasoning 391
Control of Deduction 391
Logical Unification of Knowledge : Science 392
Reaction of Systems of Knowledge on Apprehension . . . 393
XIV - CONTENTS.
Educational Control of Thought.
Training Children in Methodical Thinking —
{a) Exercises in Judgiai^ about Things . . , , 395
(6) Exercises in Reasoning 398
►Science and Training of the Reasoni^ng Powei"s .... 400
Order of Instruction 402
PAKT III.
THE DEVELOPMENT OF FEELING.
Chapter XVI. GENERAL CHARACTERISTICS OF FEELING
Feeling Defined 407
Some Effects of Feeling 409
General Conditions of Pleasure and Pain 410
Monotony and Change 412
Accommodation to Surroundings . . . . . . 413
Varieties of Affective State : Classification of Feeiings.
(A) Sense-Feelings 415
(B) The Emotions 416
Development of Emotion 418
(1) Congenital Element 418
(2) The Effect of Exercise and Experience , . 419 Revival and Association of Feeling .... 420
Order of Development of the Emotions .... 423
Early Develojmient of Feeling.
Characteristics of Children's Feelings 425
Individuality and Feeling , 428
Educational Control of Feeling.
Relation of Education to the Feelings 429
Action of the Educator on the Feelings 430
Need of Studying the Conditions of Feeling 431
(a) The Restrictive Action of Education on the Emotions . . 433
[h) Stimulative Action of Education on the Emotions . . . 436
Chapter XVII. EGOISTIC AND SOCIAL EMOTIONAL STATES
(A) Egoistic Emotions.
Fear , 440
Anger, Antipathy 444.
CONTENTS. XV
PAGR
Love of Activity and Growing Consciousness of Po\Yer . . . 450
Feeling of Rivalry 453
Love of Approbation and Self-Esteem 457
(B) Social Emotions.
Attachment to Others : Love 461
Sympathy 462
Stages in the Development of Sympathy .... 464
The Education of Sympathy 465
Chapter XVIII. ABSTRACT SENTIMENTS
(A) The Intellectual Sentimeyit
Feeling of Wonder 471
Pleasure of Gaining Knowledge 472
Growth of Intellectual Feelings : Children's Curiosity . . . 474
The Cultivation of the Intellectual Feelings 476
(B) The Esthetic Sentiment.
Characteristics of Esthetic Pleasure 478
Esthetic Judgment : Taste 480
Standard of Taste 481
Growth of Esthetic Faculty 482
The Education of Taste 485
(C) The Moral Sentiment.
Moral Feeling and Moral Judgment 494
The Moral Standard 495
Growth of the Moral Sentiment . . ' 495
The Training of the Moral Faculty , 501
PAKT IV.
DEVELOPMENT OF THE WILL AND CHAEACTER
Chapter XIX. THE CONATIVE FUNCTION: DEVELOPMENT OF VOLUNTARY MOVEMENT
Definition of Conation
Or gin of Voluntary Movement : (a) Congenital Factor
(b) Effects of Experience
The Factors in Voluntary Action : {a) Desire
(6) Idea of Suitable Action : Motor Representation
(c) Attention and Voluntary Movement
508 509 510 511 513 513
XVI CONTENTS.
PAGE
Improvement of Movement by Exercise 515
Imitation, etc. 517
Further Developments of Voluntary Movement .... 521
Movement and Habit 524
Strength of Habit 526
Formation of Habits 527
Habit and Adaptive Growth 528
Early Training of the Will through Exercise of Motor Organs . 529
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