The elements of psychology : a text-book

I. The Elements Of Rhetoric And Composition

11.

THE SCIENCE OF RHETORIC.

IV. The Elements Of Psychology

coptrwht By Shbldon & Company.

^4^

Although the scientific method has been only recently applied to psychological investigation^ it has produced a reconstruction of the sciences relating to the nature of man. It has not been found possible, however, to abandon the special method of self -analysis, or introspection, which alone furnishes the particular kind of facts upon which Psychology is based, — the phenomena of consciousness. By a careful application of this method by many observers, there has been accumulated a body of accepted facts universally admitted as verifiable. It is this consensus alone that renders any science possible. There was no science of Astronomy, of Botany, or of Geology, until there had been amassed an aggregate of verified and accepted facts to which the mind could apply systematic arrangement and nomenclature. While, therefore, the facts of Psychology are furnished by the individual consciousness, and in this sense are subjective and personal, the general consensus renders them fit for scientific use as verified facts and not mere opinions.

Although Psychology presents itself as a science, like every other science, it has its unsolved problems and its retinue of theories. It has so lately emerged from the purely speculative stage, that the theoretical element still iv PREFACE.

remains conspicuous. The future progress of Psychology will determine which of these theories shall become dominant. The necessity of an appeal to personal consciousness both for the facts and their interpretation justifies the citation of personal views and statements to a greater extent than in other departments of knowledge.

The text-book now offered to teachers and students has grown up in the author's class-room during a period of nearly ten years^ and has been gradually adapted to the practical needs of those who could devote to the study only a single term of about three months. G-reat stress has been laid upon the careful definition of words, a progressive analysis, and the emphasis of the central truths of the science.

It is intended that the paragraphs printed in the larger type should he learned for topical recitation and that those printed in the smaller type should be read with care without close reproduction in the class-room.

Tho leading paragraphs have been readily comprehended by all the students who have ever attempted to study them. The secondary paragraphs are intended to interest the more active minds in acquiring a wider knowledge of the subject by presenting comments, citations, and theories which may lead to reflection and reading. These paragraphs are not essential to the continuity of the text printed in the larger type. One object in adding them is, to introduce to the notice of students the names of important thinkers and writers of whom he should have some knowledge. These will lead on to still others whose works are to be found only in foreign languages, to which references have been very rarely made because they would be practically useless to the beginner. The dates of the

PREFACE. V

birth and death of the writers quoted or referred to have been enclosed in parenthetical marks after the first mention of the name, except in the case of contemporaries, when only the date of the birth is given. These dates at once answer the question as to when the person lived. They may be learned or used only for reference, according to the preference of the teacher. ^ The book thus serves as an introduction to the history of philosophy as well as to philosophy itself.

Special pains have been taken to apply the principles of Psychology to the practical problems of Education, in the hope that the value of the book might thus be enhanced for those who contemplate teaching and for all who are interested in the development of the psychical powers.

It is impossible for a writer on a scientific subject to specify all the sources from which his knowledge has been derived, but every direct quotation in this book is acknowledged by an explicit reference. An examination of these references will show that there are few works of importance in the English language bearing upon the subject to which the author is not indebted.

BucKNELL Universitt, January 1, 1888.

ON'TO^NT

OR ANALYSIS.

Introduction

TAGE

1. DEFINITION OF PSYCHOLOGY...: 1

2. THE SPHERE OF PSYCHOLOGY 2

3. SCIENCES RELATED TO PSYCHOLOGY 2

4. THE RELATION OF PSYCHOLOGY TO EDUCATION 3

5. THE PSYCHOLOGICAL METHOD 4

6. THE VALIDITY OF THE METHOD 5

7. THE PRIMARY AFFIRMATIONS OF THE SOUL 6

(1.) The Affirmation of Existence. (2.) The Affirmation of Co-existence. (3.) The Affirmation of Persistence.

8. THE THREE ELEMENTAL PHENOMENA OF THE SOUL 7

(i.) Knowledge. (2.) Feeling. (3.) Volition.

9. THE THREE ELEMENTAL POWERS OF THE SOUL 8

(1.) Intellect. (2.) Sensibility. (3.) Will.

10. DIVISION OF PSYCHOLOGY 9

Part I— Intellect

.. DEFINITION OF INTELLECT 11

2. DEFINITION OF KNOWLEDGE 12

Viii ANALYSIS.

PAGE

3. VARIOUS FORMS OF KNOWLEDGE 13

(i.) Presentative Knowledge. (2.) Representative Knowledge. (3.) Elaborative Knowledge. (4.) Constitutive Knowledge.

Chapter I. Presentative Knowledge

TWO FORMS OF PRESENTATIVE KNOWLEDGE.

Section I. Self-consciousness

1. SELF-CONSCIOUSNESS DEFINED.. 14

2. HUME'S DENIAL OF SELF-CONSCIOUSNESS 15

3. MILL ON SELF-CONSCIOUSNESS 17

4. SPENCER'S DENIAL OF IMMEDIATE SELF-CONSCIOUSNESS. 18

5. THE CONTINUITY OF SELF-CONSCIOUSNESS 19

6. TWO FORMS OF SELF-CONSCIOUSNESS 19

7. ORIGIN OF REFLECTIVE SELF-CONSCIOUSNESS. 20

8. NORMAL FORMS OF REFLECTIVE SELF-CONSCIOUSNESS. 21

(1.) The Philosophical. (2.) The Ethical.

9. ABNORMAL FORMS OF REFLECTIVE SELF-CONSCIOUSNESS. 21

(1.) The Precocious.

(2.) The Egoistic.

(3.) The Hypochondriacal.

10. THE RELATION OF SELF-CONSCIOUSNESS TO EDUCATION. 23

Section II. Sense-perception

1. SENSE-PERCEPTION DEFINED 24

2. THE TWO ELEMENTS IN SENSE-PERCEPTION 25

.(1.) Perception Proper. (2.) Sensation Proper,

ANALYSIS. IX

PAGE

3. THE CONDITIONS OF SENSE-PERCEPTION 26

(1.) The Nervous Organism. (2.) External Excitants. (3.) Actual Excitation.

4. ABNORMAL EXCITATION 30

5. DEFINITION OF A SENSE AND A SENSE-ORGAN 32

6. CLASSIFICATION OF THE SENSES 32

(1.) Muscular Sense. (2.) Organic Sense. (3.) Special Senses.

7. THE SPECIAL SENSES 33

(1.) Touch. (2.) Smell. (3.) Taste. (4.) Hearing. (5.) Sight.

8. THE KNOWLEDGE OBTAINED BY THE SPECIAL SENSES.. 39

(1.) By Touch. (2.) By Smell. (3.) By Taste. (4.) By Hearing. (5.) By Sight.

9. WHAT DO WE PERCEIVE? 41

10. WHAT IS IT THAT PERCEIVES? 42

Section III. Sense-interpretation

1. THE DOUBLE CHARACTER OF SENSE-PERCEPTION 44

2. THE DEVELOPMENT OF THE SENSES 44

(1.) The Order of Development. (2.) The Mode of Development.

3. TWO CLASSES OF SENSE-PERCEPTIONS 47

4. ACQUIRED SENSE-PERCEPTIONS 47

(1.) Of Touch. (2.) OfSmelL (3.) Of Taste.

X . ANALYSIS,

(4.) Of Hearing. page

(5.) Of Sight.

5. THE LOCALIZATION OF SENSATIONS 49

(1.) The Intuitional, or Nativistic, Theory. (2.) The Empirical, or Genetic, Theory.

6. THE ILLUSIONS OF SENSE-PERCEPTION , 51

(1.) Produced by the Environment. (2.) Produced by the Organism. (3.) Produced by Expectation.

7. METHODS OF AVOIDING ILLUSION 56

8. PERCEPTS AND OBJECTS 57

9. THE ORGANIZATION OF PERCEPTS 58

10. CONDITIONS OF ORGANIZING PERCEPTS 59

(1.) A sufficient period of time.

(2.) A certain intensity of impression.

(3.) A certain psychical reaction,

11. CHARACTER OF THE COMPLETED PRODUCT 62

12. RELATIONS OF SOUL AND BODY 62

(1.) Monism, (2.) Dualism.

13. SENSE-PERCEPTION AND EDUCATION 65

(1.) The earliest studies.

(2.) The method of study.

(3.) The Improvement of Sense-perception.

Chapter II. Representative Knowledge

DEFINITION AND DIVISION OF REPRESENTATIVE KNOWLEDGE.

Section I. Association

/. THE RELATION OF IMPRESSIONS 69

2. THE LAWS OF ASSOCIATION.. 69

3. THE PRIMARY LAWS OF ASSOCIATION 72

(1.) The Law of Resemblance. (2.) The Law of Contiguity. (3.) The Law of Contrast,

ANALYSIS. xi

PAGE

4. THE SECONDARY LAWS OF ASSOCIATION 74

(1.) The Law of Intensity. (2.) The Law of Repetition.

5. THE LAWS OF ASSOCIATION RESOLVED 76

6. THE PLACE OF ASSOCIATION IN REPRESENTATIVE KNOWL-

EDGE 79

7. THE RELATION OF ASSOCIATION TO EDUCATION 80

(1.) Associations formed by Others. (2,) Associations formed by the Learner.

Section II. Phantasy

.. DEFINITION AND NATURE OF PHANTASY... 83

2. REPRESENTATIVE IDEAS 85

3. THE MODES OF REPRODUCING IMAGES 87

(i.) Physical Stimulation. (2.) Physiological Stimulation. (3.) Psychical Stimulation.

4. HALLUCINATION 91

5. UNCONSCIOUS MENTAL MODIFICATIONS 92

6. UNCONSCIOUS CEREBRATION 94

7. DREAMS AND REVERIE 95

8. THE OPERATION OF PHANTASY 96

9. THE RELATION OF PHANTASY TO EDUCATION 98

(1.) Phantasy as an Aid to other Powers. (2.) The Training of Phantasy.

Section III. Memory

1. DEFINITION OF MEMORY 102

2. PERFECT AND IMPERFECT MEMORY 103

3. MEMORY OF TIME 104

(1.) Succession. (2.) Duration.

xii ANALYSIS.

PAGE

4. VOLUNTARY AND INVOLUNTARY MEMORY 106

5. AMNESIA, OR LOSS OF MEMORY 107

(1.) From wounds or diseases affecting the brain. (2.) From intoxicants and anaesthetics. (3.) From excessive weariness. (4.) From old age.

6. RELATION OF MEMORY TO THE ORGANISM 109

7. RELATION OF MEMORY TO OTHER POWERS 110

8. RELATION OF MEMORY TO EDUCATION Ill

(1.) Acquisition with reference to Recognition. (2.) Practice in Recollection.

Section IV. Imagination

1. DEFINITION OF IMAGINATION 114

2. THE CREATIVE ENERGY OF IMAGINATION 115

3. THE CHARACTER OF IMAGINATIVE ACTIVITY 118

4. THE LIMITATIONS OF IMAGINATION... 119

5. VARIETIES OF IMAGINATION 120

(1.) Scientific Imagination. (2.) Artistic Imagination. (3.) Ethical Imagination.

6. EXPECTATION 126

7. USES OF IMAGINATION 127

8. THE DANGERS OF IMAGINATION 128

9. THE CONDITIONS OF IMAGINATIVE ACTIVITY 129

(1.) The presence of Images. (2.) A decided tendency of Mind, (3.) A voluntary activity of Mind.

.0. RELATION OF IMAGINATION TO EDUCATION 130

(1.) Imagination In Acquisition. (2.) Imagination in Production. (3.) The Training of Imagination.

ANALYSIS. xiii

CHAPTER 111.

ELABORATIVE KNOWLEDGE.

DEFINITION .AND DIVISION OF ELABORATIVE KNOWLEDGE.

Section I. Conception

PAGE

1. USE OF THE WORD "CONCEPriON" 185

2. THE PROCESS OF CONCEPTION 135

(>.) Presentation.

(2.) Comparison.

(3.) Abstraction.

(4.) Generalization. *

(5.) Denomination.

3. THE COMPLETED CONCEPT 138

(1.) A Concept Is not a Percept.

(2.) A Concept is not an Image.

(3.) A Concept combines similar qualities.

(4.) A Concep't is purely relative.

(5.) A Concept is an incomplete form of Know'edge.

4. THE REALITY OF CONCEPTS 141

5. REALISM 141

(1.) The Extreme Realists. (2.) The Moderate Realists.

6. NOMINALISM 142

7. CONCEPTUALISM 144

8. RELATIONISM 145

9. PERFECT AND IMPERFECT CONCEPTS 146

10. THE HYPOSTASIZING OF ABSTRACT IDEAS 147

11. RELATION OF CONCEPTION TO EDUCATION 148

(1.) Scientific Knowledge, (2,) Linguistic Study. (3.) The Order of Studies.

xiv AI^ALYSIS.

Section II. Judgment

FAGE

1. DEFINITION OF JUDGMENT 152

2. RELATION OF JUDGMENT TO OTHER PROCESSES 153

3. THE ELEMENTS OF A JUDGMENT 154

4. CLASSIFICATION OF JUDGMENTS 155

(i.) As to Origin. (2.) As to Certainty. (3.) As to Form. (4.) As to Quantity. (5.) As to Quality. (6.) As to Inclusion.

5. THE CATEGORIES OF JUDGMENT 157

6. THE RELATION OF JUDGMENT TO EDUCATION 159

(1.) Independence of Judgment In the Learner. (2,) The Cultivation of Judgment. *

Section III, Reasoning

1. DEFINITION OF REASONING , 161

2. THE ASSUMPTIONS OF ALL REASONING 163

3. INDUCTIVE REASONING 162

4. PROCESSES SUBSIDIARY TO INDUCTION 163

(1.) Observation. (2.) Experiment. (3.) Hypothesis. (4.) Verification.

5. ASSUMPTIONS OF INDUCTIVE INFERENCE 164

6. DEDUCTIVE REASONING 165

7. ORIGIN OF UNIVERSAL JUDGMENTS 165

(1.) The Inductive Theory, (2.) The Hereditary Theory.

8. TWO FORMS OF EXPRESSING DEDUCT40N 167

(1.) The Explicit, or Syllogistic. (2.) The Implicit, or Enthymematlc.

ANALYSIS. XV

9. SYSTEMATIZATION 168

10. THE RELATION OF REASONING TO EDUCATION 169

(1.) Disciplinary Studies.

(2.) The Instrument of Reasoning.

(3.) The Limits of Reasoning.

Chapter IV. Constitutive Knowledge

DEFINITION AND DIVISION OF CONSTITUTIVE KNOWLEDGE.

Section I. Being

1. THE REALITY OF BEING 174

2. SUBSTANCE AND ATTRIBUTE 175

3. TWO KINDS OF BEING 176

(1.) Matter. (2.) Spirit.

4. QUANTITY 179

5. QUALITY 179

6. MODALITY 179

7. NUMBER 179

8. RELATION 180

9. INFINITY 183

Section II, Cause

1. VARIOUS SENSES OF THE WORD "CAUSE" 185

2. OPINIONS ON THE NATURE OF EFFIGIENT CAUSE 185

(1.) Resolution of Cause into Antecedent and Consequent. (2.) Resolution of Cause into Subjective Experience. (3.) Resolution of Cause Into a Relation of Concepts. (4.) Resolution of Cause Into an Impotency of Mind. (5.) Resolution of the Idea of Cause into an Intuition.

xvi ANALYSIS.

FAGK

3. FINAL CAUSE 189

4. THE PRINCIPLE OF FINAL CAUSE 190

5. DISTINCTIONS OF TELEOLOGICAL TERMS , 191

(1.) Chance. (2.) Adaptation. (3.) Order. (4.) Correlation. (5.) Convergence.

6. CONDITIONS IMPLIED IN FINAL CAUSE 195

7. THE ULTIMATE CAUSE 198

Section III. Space

1. RELATIONS OF CO-EXISTING BODIES 200

2. SPACE, EXTENSION, AND IMMENSITY DISTINGUISHED.... 201

3. SPACE A RELATION, NOT A SUBSTANCE OR AN ATTRIBUTE. 202

4. THE OBJECTIVITY OF SPACE 204

5. REAL AND IDEAL SPACE 205

Section IV. Time

1. RELATIONS OF SUCCESSIVE PHENOMENA 207

2. TIME, DURATION. AND ETERNITY DISTINGUISHED 208

3. TIME A RELATION, NOT A SUBSTANCE OR AN ATTRIBUTE. 208

4. THE OBJECTIVITY OF TIME 209

5. REAL AND IDEAL TIME 209

6. THE RELATION OF SPACE AND TIME TO EACH OTHER... 210

Section V. The Development Of Intellect

2. THE STAGES OF KNOWING 215

3. THE DEVELOPMENT OF INTELLECT 215

4. THE PARALLEL DEVELOPMENT OF INTELLECT AND BRAIN. 216

5. THE INHERITANCE OF INTELLECT 218

ANALYSIS. xvii

Part Ii.— Sensibility. Page

.. DEFINITION OF SENSIBILITY 221

2. DIFFICULTIES IN TREATING THE PHENOMENA OF SENSI-

BILITY 222

(i.) They exist only under certain conditions. (2.) They are exceedingly evanescent. (3.) They readily blend together.

3. A SCIENCE OF SENSIBILITY POSSIBLE 224

4. CHARACTERISTICS OF SENSIBILITY 225

5. THE QUALITY AND QUANTITY OF FEELINGS 226

Chapter I. Sensations

CLASSIFICATION OF SENSATIONS.

Section I. Simple Sentience

1. KINDS OF SIMPLE SENTIENCE 228

(1.) Muscular. (2.) Organic. (3.) Special.

2. CONDITIONS OF SIMPLE SENTIENCE 231

(1.) Internal. (2.) External.

3. CONDITIONS OF PLEASURABLE SENTIENCE 232

4. CONDITIONS OF PAINFUL SENTIENCE 233

5. THE RANGE OF SENSATION 235

6. THE LAWS OF PLEASURABLE SENSATION 236

(1.) The Law of Variety. (2.) The Law of Harmony.

xviii • ANALYSIS.

7. THE ASSOCIATION OF SENSATIONS 237

8. RELATION OF SENSATION TO EDUCATION.. - 238

(1.) Government of the Child through his Sensations. (2.) Government of the Sensations through the Child.

Section II. Appetite

.. APPETITE DISTINGUISHED FROM SIMPLE SENTIENCE.... 240

2. NATURAL APPETITES 241

(1.) Hunger. (2.) Thirst. (3.) Suffocation. (4.) Weariness. (5.) Restlessness. (6.) Sexual Passion.

3. ACQUIRED APPETITES 244

4. INHERITED APPETITES 245

5. THE CONTROL OF APPETITE 246

6. RELATION OF APPETITE TO EDUCATION.. 247

(1.) Appetite an Impediment to Education. (2.) Appetite and Self-control.

Chapter II. Sentiments

THE THREE CLASSES OF SENTIMENTS.

SECTION I.

EMOTION.

1. THE NATURE OF EMOTION.. 250

2. THE EXPRESSION OF EMOTION 251

3. THE PRODUCTION OF EMOTION.... 253

4. KINDS OF EMOTION 255

ANALYSIS. xix

PAGE

5. EGOISTIC EMOTIONS 255

(1.) Emotions of Joy. (2.) Emotions of Sorrow. (3.) Emotions of Pride. (4.) Emotions of Humility, (5.) Emotions of Hope. (6.) Emotions of Fear. (7.) Emotions of Wonder. (8.) Sympathetic Emotions.

6. /tSTHETIC EMOTIONS 260

(1.) Emotions of the Comical. (2.) Emotions of the Beautiful. (3.) Emotions of the Sublime. (4.) Emotions of the Pathetic.

7. ETHICAL EMOTIONS 268

(1.) Emotions of Approval. (2.) Emotions of Disapproval.

8. RELIGIOUS EMOTIONS 269

(1.) The Emotion of Dependence. (2.) The Emotion of Adoration.

9. REUTIONS OF EMOTION AND KNOWLEDGE 271

(1.) Emotion antagonizes present Knowledge.

(2.) Emotion stimulates us for future Knowledge.

(3.) Emotion affords a bond between forms of past Knowledge.

(4.) Emotion furnishes a powerful impulse to Imagination.

(5.) Emotion is the principal cause of Interest.

(6.) Emotion is a source of Intellectual Prejudice.

10. RELATION OF EMOTION TO EDUCATION 274

(1.) The Emotive Training of Children. (2.) The Emotive Treatment of the Learner. (3.) The Emotive Influence of the Environment. (4.) The Emotive Influence of Instruction. (5.) The Emotive Effect of Practice.

SECTION II.

DESIRE.

.. NATURE OF DESIRE 280

2. KINDS OF DESIRE ' 281

XX ANALYSIS.

PAGE

3. THE PERSONAL DESIRES.. 282

(1.) Desire of continued Existence, or Self-preservation.

(2.) Desire of Pleasure, or Self-indulgence.

(3.) Desire of Knowledge, or Curiosity.

(4.) Desire of Property, or Acquisitiveness.

(5.) Desire of Power, or Ambition.

4. THE SOCIAL DESIRES 286

(1.) Desire of Companionship, or Sociability. (2.) Desire of Imitation, or Imitatlveness. (3.) Desire of Esteem, or Approbativeness. (4.) Desire of Superiority, or Emulation.

5. DESIRE AND WILL 289

6. DESIRE AND EDUCATION 289

(i.) The Educational Use of the Desires. (2.) The Regulation of the Desires.

Section III. Affection

1. NATURE OF AFFECTION 293

2. THE CLASSIFICATION OF AFFECTIONS 294

(1.) According to Objects. (2.) According to Quality. (3.) According to Modes of Origin.

3. THE VOLUNTARY ELEMENT IN AFFECTION 295

4. THE PRINCIPAL TYPES OF AFFECTION 296

(1.) Love and Hate. (2.) Gratitude and Ingratitude. (3.) Trust and Suspicion. (4.) Pity and Contempt.

5. THE POLARITY OF AFFECTION 300

6. AFFECTION AND EDUCATION 301

(1.) Inspiration and Influence of the Affections. (2.) Direction and Training of the Affections.

Section IV. The Development Of Sensibility

2. THE STAGES OF FEELING 305

ANALYSIS. XXI

PAGE

3. THE DEVELOPMENT OF SENSIBILITY 305

4. HABITUAL FEELING 306

5. HABITUAL EXPRESSION 307

6. THE INHERITANCE OF FEELINGS 308

Part Iii— Will

1. DEFINITION OF WILL 309

2. THE STUDY OF WILL PSYCHOLOGICAL 310

3. TWO MODES OF ACTION 310

CHAPTER I.

INVOLUNTARY ACTIONS.

DIVISION OF THE SUBJECT.

SECTION /.

THE MOTOR MECHANISM.

.. STRUCTURE OF THE MOTOR MECHANISM 313

2. KINDS OF MOTOR ACTIVITY... 313

3. PHYSICAL CONTROL OF THE MOTOR MECHANISM 315

(t.) Innervation. (2.) Inhibition.

4. THE LIMITATIONS OF THE MOTOR MECHANISM 316

5. THE MOTOR MECHANISM AND EDUCATION 317

SECTION II.

INSTINCTIVE ACTION.

1. DEFINITION OF INSTINCTIVE ACTION 318

2. CHARACTERISTICS OF INSTINCT 319

(1.) Ignorance of the end. (2.) Absolute fatality. (3.) General uniformity. (4.) Priority to experience.

xxii ANALYSIS, . ' " '

PAGE

3. INSTINCT AND INTELLIGENCE 320

4. INSTINCTS IN MAN 321

(1.) Instincts preservative of Self.

(2.) Instincts preservative of the Species.

5. RELATION OF INSTINCT TO EDUCATION 323

(1.) Instinct may be overruled by Intelligence. (2,) No natural Instinct requires to be destroyed.

SECTION III.

ACQUIRED ACTION.

1. DEFINITION OF ACQUIRED ACTION 325

2. THE ORIGIN OF HABITS 326

3. THE LAWS OF HABIT 327

(1.) The Law of increasing Automatism. (2.) The Law of destination of Character.

4. CEREBRATION 328

5. HYPNOTIZATION 330

(1.) The Hypnotic State. (2.) The Hypnotic Actions, (3.) The Explanations offered.

6. SOMNAMBULISM 333

7. LANGUAGE 334

8. THE ACQUISITION OF LANGUAGE 336

9. HABIT AND EDUCATION 337

CHAPTER II.

VOLUNTARY ACTION.

DIVISION OF THE SUBJECT.

Section I. Solicitatign

.. DEFINITION OF SOLICITATION 339

2. MOTORS AND MOTIVES DISTINGUISHED 340

3. THE ORIGIN OF MOTIVES 342

ANALYSIS, xxiii

PAGE

4. THE QUALITIES OF MOTIVES 343

5. THE RELATION OF MOTIVES TO FEELING 344

6. THE CLASSIFICATION OF MOTIVES 344

7. SOLICITATION AND EDUCATION 345

Section II. Deliberation

.. THE FIELD OF CONSCIOUSNESS 347

2. ATTENTION 348

3. COMPOUND ATTENTION 349

4. OBJECTS OF DELIBERATION 351

(1.) The end. (2.) The means. (3.) The time.

5. THE PLACE OF JUDGMENT IN DELIBERATION 352

6. SUSPENSION OF ACTION 353

7. DELIBERATION AND EDUCATION 354

(1.) The Cultivation of Thoughtfulness.

(->.) The relation of Enlightenment and Punishment.

Section III. Volition

c. THE NATURE OF VOLITION .' 355

(1.) Volition is not compulsion. (2,) Volition is not desire. (3.) Volition is not motive.

2. THE FORMS OF VOLITION 358

(1.) Attention. (2.) Assent. (3.) Choice. ■ (4.) Execution.

3. LIBERTY AND NECESSITY 361

(1.) The Theory of Liberty. (3.) The Theory of Necessity xxiv ' ANALYSIS.

PAGE

4. VOLITION AND EDUCATION 364

(1.) The Presentation of Motives. (2.) The Sphere of Freedom.