An elementary psychology

Preface

In presenting this volume to the public I am simply seeking to arouse a deeper interest in a general science of far-reaching and practical importance to every individual. During twenty years of experience in starting young students in this science, I have noted the different topics, the chief lines of interest, the oft-repeated questions, the outside material needed to render any Satisfaction to the inquiring mind. I am convinced that the problems of deepest interest and some of the most valuable material are not presented in the subject matter of the general textbook on psychology. To create a wide and permanent interest in any science is certainly as necessary as to add facts to that science. This volume lays no claim to any great addition to human knowledge. Experience has proved that the fundamental and practical facts of psychology can be made intensely interesting and educative to high-school students and to the general public. There is nothing in this volume that cannot be comprehended by the beginning student to the extent of luring him on and filhng him with enthusiasm to know and with a desire to solve the problems of life and conduct. Experience has also proved that it is wise and pedagogically valuable to stimulate interest by giving a wide view of the science, even to the extent of suggesting hidden mysteries and unanswerable questions. It is the stimulus that sets the soul on fire.

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The entire new arrangement of subject matter may be justified by the ease and interest of presentation as compared with that order in which the physiological and abstract parts of psychology are first presented. I can only hope that the style, arrangement, and method of treatment will prove as stimulating and interesting to the general reader as they have proved to my own classes. I also believe that some such order will prove to be in every way pedagogical and profitable. The logical order and the pedagogical order are not always the same, as experience has amply shown; therefore, while logical unity has not been ignored, it has been consciously sacrificed to other qualities which are more essential to the purpose of this book.

For the introduction of such material as Relation of Psychology and Involutions Heredity and Environment, Suggestion and Mental Healing, Magic and Spiritualism, Psychology in Literature, I offer no apology. The general necessity for some information on these topics, the broad view developed, the permanent interest created, and the better understanding which they give of such common subjects as memory, reason, will, and the entire relation and development of mental life are ample justification for their introduction. The study of psychology requires some knowledge of the leading facts of evolution. To assume such knowledge on the part of the beginning student is a mistake.

Striving for accurate definitions and distinctioiis is to be avoided in the beginning of such a gre X and necessarily indefinite subject as this. It is dangerous and leads to the greatest disease in all education — word-learning without a ghost of a content. An attitude of soul arising from many examples and questions is deemed of more

PREFACE V

importance for general purposes than accurate scientific definitions. The definitions given are tentative and suggestive.

The omission of the conventional questions and references at the end of each chapter is desirable for three reasons : First, experience and inquiry prove that they are seldom used. Second, the questions are in nowise likely to be such as the student would ask. A better method is to allow perfect freedom of questions and discussion on each topic. It will be found that the suggestions concerning larger problems are such as to call forth many natural questions which the students may be requested to investigate. A list of references is given at the close of the book. Third, such questions have undoubtedly a detrimental effect on the teacher. The extreme form of such ready-made questions was once found in our histories and geographies. When our pedagogy is properly developed, the general reading book will take the place of the formal textbook. Each year's reforms make this more and more apparent.

That I owe much to various authors and publishers for the permission to use certain cuts, I trust is made clear in the text. All references to authors and authority for quotations will be found at the close of the book in an alphabetic list.

Besides my indebtedness to friends for examination and correction of manuscript, I am under special obligations to my colleague Dr. S. A. Lough for valuable help and careful examination of proof ; to my assistant. Miss Kate Rowland, for critical suggestions and final preparation of manuscript; and to Miss Helen Howland for valuable drawings and indexing.

D. E. P.

Chapter I Page

The Will or Desire to Live 3

Instinct as a Fountain of Conduct 7

The Migratory Instinct, 8. Striking Instinctive Activities, 10. The Social Instinct, 10. Instinct of Reproduction, 12. Instinct and Intelligence, 13. Human Instincts, 14. Definition of Instinct, 20.

Imitation as a Fountain of Human Conduct 23

CHAPTER II FOUNTAINS OF HUMAN CONDUCT (Continued) .... 31 Habit 31

Reflex Action, 31. Wide View of Habit, 35. Habit in the Nervous System, 37. Power of Habit and Education, 38. The Habit of breaking Habits, 41.

Chapter III

FOUNTAINS OF HUMAN CONDUCT (Continued) .... 46 Feelings and their Development 46

Importance of the Feelings, 48. Classification of Feelings and Emotions, 51. Chief Characteristics of Feeling, 53. Feeling and Literature, 64. The Sentiments, 66. Education of the Emotions, 69.

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Chapter IV Page

FOUNTAINS OF HUMAN CONDUCT (Continued) .... 78

Apperception 78

Examples of Apperception, 79. Suggested Apperception, 82. Definition of Apperception, 88. Factors determining the Strength and Direction of the Apperceptive Power, 88. Is Apperception a Good or a Bad Thing ? 92.

CHAPTER Y

RELATION OF PSYCHOLOGY AND EVOLUTION . ... 94

General Statement, 94. Natural Selection or the Struggle for Existence, 98. Survival of the Present and Survival of the Past, 99. Individual and Collective Survival, 100. Sexual Selection, 102. Sources of Advantages and Variations necessary for Advancement and Survival, 103. Evolution of Language, 106. Time and Change, 110. Evolution of Mind, 111.

Chapter VI The Nervous System, Its Function, And Educa- Tion 114

Divisions of the Nervous System, 115. Importance of the Cerebrum, 116. Composition of the Nervous System, 117. Growth of the Nervous System, 121. Functions of the Different Parts of the Nervous System, 124. Education of the Nervous System, 128. How Knowledge of the Nervous System helps us to interpret Human Life, 131.

Chapter VII Sensation And The Development Of The Senses 134

The Stimulus and Nerve Action, 134. Sensation and Perception, 135. The Special Senses and their Adaptation to Stimuli, 136. Sensations arising from the Skin, 139. Sensations of Taste and Smell, 144. Sensations of Smell, 144.

CONTENTS ix

PAGE

Sensations of Hearing, 146. Sensations of Sight, 148. Reaction Time, 153. Subjective Sensations, 155. Quality and Intensity of Sensations and of Sense Perceptions, 155. Practical Significance of these Facts, 159.

CHAPTEK YIII

RELATION AND ASSOCIATION OF IDEAS 163

The Rapidity of Thought, 165. The Fundamental Law of Association of Ideas, 167. Laws of Practical Educational Value, 168. Association in Dreams, 176. Practical Results of the Association Method, 178.

Chapter IX Function And Development Of Memory And Imagination 180

Memory and Imagination in Animals, 180. Varieties of Memory, 182. The Physical Basis of Memory, 186. Relation of Imagination and Memory, 188. Strange Visual Images, 189. Values and Dangers of Imagination, 192. The Education of Memory and Imagination, 194. Suggestions for saving Time and Energy, 196. Memory and Court Testimony, 197.

Chapter X Problems Of Heredity And Environment ... 199

Meaning of Heredity, 201. Whence come these Hereditary Qualities with which every Child begins Life ? 205. We inherit Things only potentially, 208. A Chart to suggest Ideas of Individual Variations, 209. Relation of Environment to Heredity, 211. Education must build on what Nature furnishes, 212.

Chapter XI

THE THINKING PROCESS AND ITS. DEVELOPMENT. . 214

Degree of Thinking, 214. Thought and Progress, 217. Causes of Inaccurate Reasoning, 218. Proper Positive Education of

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PAGE

the Thinking Process is the Supreme Demand in all Education, 222. The Formation and Development of Concepts, 223. Genius, the Star of Hope, 225. Language and Thought- Discipline, 227.

CHAPTER Xn

Degrees of Suggestibility, 233. History of Hypnotic Phenomena, 236. How Increased Suggestibility, called Hypnosis, is produced, 238. Phenomena of Hypnotic Suggestion, 239. Popular Errors concerning Hypnotic Suggestion, 240. Our Mental Life outside the Stream of Consciousness, 243. Hidden Powers of Men, 247. Mental Healing, 249. Normal and Abnormal Psychology, 253.