Authors, no doubt, are always gratified when their works find favorable acceptance. The writer of this text has been doubly gratified, however, at the cordial reception and widespread use accorded to the present volume. This feeling does not arise from any narrow personal pride or selfish interest, but rather from the fact that the warm approval of the educational public has proved an important point; namely, that the fundamental truths of psychology, when put simply and concretely, can be made of interest and value to students of all ages from high school juniors up, and to the general public as well. More encouraging still, it has been demonstrated that the teachings of psychology can become immediately helpful, not only in study or teaching, but also in business or profession, in the control and guidance of the personal life, and in the problems met in the routine of the day's work or its play.

In effecting the present revision, the salient features of the original edition have been kept. The truths presented are the most fundamental and important in the field of psychology. Disputed theories and unsettled opinions are excluded. The subject matter is made concrete and practical by the use of many illustrations and through application to real problems. The style has been kept easy and familiar to facilitate the reading. In short, there has been, while seeking to improve the volume, a conscious purpose to omit none of the characteristics which secured acceptance for the former edition.

On the other hand, certain changes and additions have been made which, it is believed, will add to the strength of the work. First of all, the later psychological studies and investigations have been drawn upon to insure that the matter shall at all points be abreast of the times in scientific accuracy. Because of the wide use of the text in the training of teachers, a more specific educational application to schoolroom problems has been made in various chapters. Exercises for the guidance of observation work and personal introspection are freely used. The chapter on Sensation and Perception has been separated into two chapters, and each subject given more extensive treatment. A new chapter has been added on Association. The various chapters have been subdivided into numbered sections, and cut-in paragraph topics have been used to facilitate the study and teaching of the text. Minor changes and additions occur throughout the volume, thus adding some forty pages to the number in the original edition.

Many of the modifications made in the revision are due to valuable suggestions and kindly criticisms received from many teachers of the text in various types of schools. To all who have thus helped so generously by freely giving the author the fruits of their judgment and experience he gladly renders grateful thanks.

Cornell College,

Iowa.

CHAPTER I

THE MIND, OR CONSCIOUSNESS

We are to study the mind and its education; but how? It is easy to understand how we may investigate the great world of material things about us; for we can see it, touch it, weigh it, or measure it. But how are we to discover the nature of the mind, or come to know the processes by which consciousness works? For mind is intangible; we cannot see it, feel it, taste it, or handle it. Mind belongs not to the realm of matter which is known to the senses, but to the realm of spirit, which the senses can never grasp. And yet the mind can be known and studied as truly and as scientifically as can the world of matter. Let us first of all see how this can be done.

1. HOW MIND IS TO BE KNOWN

The Personal Character of Consciousness.—Mind can be observed and known. But each one can know directly only his own mind, and not another's. You and I may look into each other's face and there guess the meaning that lies back of the smile or frown or flash of the eye, and so read something of the mind's activity. But neither directly meets the other's mind. I may learn to recognize your features, know your voice, respond to the clasp of your hand; but the mind, the consciousness, which does your thinking and feels your joys and sorrows, I can never know completely. Indeed I can never know your mind at all except through your bodily acts and expressions. Nor is there any way in which you can reveal your mind, your spiritual self, to me except through these means.

It follows therefore that only you can ever know you and only I can ever know I in any first-hand and immediate way. Between your consciousness and mine there exists a wide gap that cannot be bridged. Each of us lives apart. We are like ships that pass and hail each other in passing but do not touch. We may work together, live together, come to love or hate each other, and yet our inmost selves forever stand alone. They must live their own lives, think their own thoughts, and arrive at their own destiny.

Introspection the Only Means of Discovering Nature of Consciousness.—What, then, is mind? What is the thing that we call consciousness? No mere definition can ever make it clearer than it is at this moment to each of us. The only way to know what mind is, is to look in upon our own consciousness and observe what is transpiring there. In the language of the psychologist, we must introspect. For one can never come to understand the nature of mind and its laws of working by listening to lectures or reading text books alone. There is no psychology in the text, but only in your living, flowing stream of thought and mine. True, the lecture and the book may tell us what to look for when we introspect, and how to understand what we find. But the statements and descriptions about our minds must be verified by our own observation and experience before they become vital truth to us.

How We Introspect.—Introspection is something of an art; it has to be learned. Some master it easily, some with more difficulty, and some, it is to be feared, never become skilled in its use. In order to introspect one must catch himself unawares, so to speak, in the very act of thinking, remembering, deciding, loving, hating, and all the rest. These fleeting phases of consciousness are ever on the wing; they never pause in their restless flight and we must catch them as they go. This is not so easy as it appears; for the moment we turn to look in upon the mind, that moment consciousness changes. The thing we meant to examine is gone, and something else has taken its place. All that is left us then is to view the mental object while it is still fresh in the memory, or to catch it again when it returns.

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The Mind and Its Education

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George Herbert Betts The Mind and Its Education

PREFACE TO THE REVISED EDITION

CHAPTER I

THE MIND, OR CONSCIOUSNESS

1. HOW MIND IS TO BE KNOWN

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