BF 
 
 141 
 
 !HHV 
 
 sn 
 
 mm 
 
 ft 
 
 Mm 
 
 HUffiH 
 
 RBI 
 
 Kit 
 
Book. 
 
Elementary Psychology. 
 
 
 BY 
 
 AMOS M? KELLOGG, A.M., 
 
 CDITOR OF THE SCHOOL JOURNAL AND THE TEACHERS 1 INSTITUTE ; AUTHOR OF 
 "SCHOOL MANAGEMENT," " LIFE OF PESTALOZZI," ETC. 
 
 
 NEW YORK AND CHICAGO: 
 
 E. L. KELLOGG & CO, 
 
 
 K* 
 

 Copyright, 1894, 
 
 E. L, KELLOGG & CO., 
 
 NEW YORK. 
 
 ELEMENTARY PSYCHOLOGY. 
 
 *Sf 
 
PREFACE. 
 
 An attempt is made in this little volume to exhibit 
 the processes by which we know, by employing famil- 
 iar examples and illustrations. It proposes Psychol- 
 ogy by self-observation and experiment ; it aims to 
 centre the attention of the student upon the process 
 itself, and get him to observe that ; over against 
 this is the commoner method of setting him to learn 
 definitions. The result of the use of most books on 
 the subject is to leave merely a residuum of defini- 
 tions. In this book the definitions are few and far 
 between. 
 
 The student must have his attention repeatedly 
 called to the process of knowing in general, which 
 involves somewhat the philosophy of Psychology. 
 There is an outside world that has qualities that 
 cause effects (images) in the inner world (the mind). 
 These images are elaborated, arranged, related, and 
 built up, so that there is an organized inner world 
 that represents the outer world and by which it is 
 understood and practically administered,, This rela- 
 tion, elaboration, transformation, construction, and 
 
 3 
 
4 Preface. 
 
 organization is like the similar processes carried on 
 in the oak-tree — automatic and self-operating. There 
 is one force or power that does the perceiving and 
 conceiving and thinking : these are simply different 
 stages in the one operation of knowing. These 
 points are briefly alluded to in various paragraphs, 
 but will need to be looked at with an effort for unity 
 and wholeness. 
 
 The increasing number of students desirous of 
 obtaining clear elementary ideas* concerning the 
 operations of the mind, as it is employed on a famil- 
 iar object, impelled the writer, though pressed with 
 other labors, to undertake the preparation of a small 
 volume. The small size proposed made it needful 
 to study what to leave out rather than what to put 
 in. 
 
 This book will undoubtedly awaken in its students 
 the desire to read other books. These, published by 
 E. L. Kellogg & Co., are specially recommended : 
 
 Alleys Mind Studies, for Young Teachers. 
 
 Welch's Talks on Psychology. 
 
 Welch's Teachers' Psychology. 
 
 Rooper's Apperception, or " A Pot of Green Feathers." 
 
CONTENTS. 
 
 PAGE 
 
 Introductory 7 
 
 The Sensation Stage 11 
 
 The Perception Stage . . 20 
 
 The Conception Stage 29 
 
 The Thinking Stage 35 
 
 The Will. 43 
 
 The Feelings 44 
 
 Notes 47 
 
 5 
 
VALUABLE TEACHERS' BOOKS 
 
 AT LOW PRICED 
 
 (Reading Circle Xibrarg Series 
 
 Allen's Mind Studies for Young Teachers. 
 
 " Temperament in Education. 
 Welch's Talks on Psychology. 
 Hughes' Mistakes in Teaching. 
 
 " Securing Attention. 
 Dewey's How to Teach Manners. 
 Woodhull's Easy Experiments in Science. 
 Calkins' Ear and Voice Training. 
 Browning's Educational Theories. 
 Autobiography of Froebel. 
 
 Bound in cloth. Price 50 cents each; to teachers, 40 cents; by mail, 5 cents 
 extra. 
 
 Geacbers' iprofeesional Xibrarg Series* 
 
 Reinhart's History of Education. 
 
 ** Principles of Education. 
 
 44 Civics of Education. 
 Blackie's Seif -culture. 
 Browning's Aspects of Education. 
 
 Limp cloth. Price 25 cents each; to teachers, 20 cents; by mail, 3 cents 
 extra. 
 
 Ceacbere' Manual Series, 
 
 19. Allen's Historic Outlines of Edu- 
 cation. 
 
 18. Kellogg's The Writing of Com- 
 positions. 
 
 17. Lang's Comenius. 
 
 16. *' Basedow. 
 
 15. Kellogg's Pestalozzi. 
 
 14. Carter's Artificial Production of 
 Stupidity in Schools. 
 
 13. McMurry's How to Conduct the 
 Recitation. 
 
 12. Groff's School Hygiene. 
 
 11. Butler's Argument for Manual 
 Training. 
 
 10. Hoffmann's Kindergarten Gifts. 
 
 9. Quick's How to Train the Mem- 
 ory. 
 
 8. Hughes' How to Keep Order. 
 
 7. Huntington's Unconscious Tui- 
 tion. 
 
 6. Gladstone's Object-teaching. 
 
 5. Fitch's Improvement in the Art 
 of Teaching. 
 
 4. Yonge's Practical Work in 
 School. 
 
 3. Sidgwick's On Stimulus in 
 School. 
 
 2. Fitch's Art of Securing Atten- 
 tion. 
 
 1. Fitch's Art of Questioning. 
 
 Price 15 cents each; to teachers, 12 cents; by mail, 1 cent extra. 
 Our large descriptive catalogue of valuable books on teaching free on ap- 
 plication. 
 
 £3. Ii. KEIiLOGG & CO., 35Tgw York and Chicago, 
 
ELEMENTARY PSYCHOLOGY. 
 
 INTRODUCTORY. 
 
 1. We are conscious the mind is capable of acting, 
 and that its acting results in knowing. For example, 
 I place some fruits in a dish and show them to you. 
 You know they are oranges. You are conscious that 
 your mind acted, and that the knowledge you gained 
 was the result of the action. 
 
 2. Suppose, instead of a class exercise, we have a 
 birthday celebration, and some fruits are brought in 
 and placed on the table. You know they are oranges ; 
 you desire to taste them ; you decide you will do so. 
 You are conscious you had these mental states. By 
 reflection you see that these states differ from each 
 other ; that to know they were oranges, to desire 
 them, to determine to take them, are different mental 
 acts. 
 
 3. In this volume the operation of the mind in 
 knowing will be considered mainly ; a few remarks 
 
 7 
 
8 Elementary Psychology. 
 
 only will be made concerning its operation in desir- 
 ing and determining or choosing, 
 
 4. You know what the mind does by your con- 
 sciousness ; thus you say, " I am conscious I see an 
 orange/' Consciousness is the being-aware by the 
 mind of its acts and states. 
 
 5. Mental Phenomena are as Common as Phys- 
 ical Phenomena. — When w r e speak of ourselves, 
 except our bodily doings, we describe some mental 
 act, we tell how we feel, what we think, what we 
 have decided to do. Longfellow describes a state 
 of mind in " The Bridge.'' And I thought — 
 
 " How often, oh how often ! 
 
 In the days that had gone by, 
 I had stood on that bridge at midnight, 
 And gazed on that wave and sky." 
 
 6. Our interest in people is concerning what they 
 think ; we desire to know their thoughts. We know 
 people as we know their thoughts. " As he thinketh 
 in his heart, so is he," the Bible says. 
 
 Although constantly busy with their mental states, 
 it is difficult for most people to think about them 
 and notice their likeness to other mental states, and 
 observe how one mental state follows another, etc. 
 
 The science of Psychology is an arrangement of 
 our knowledge of our mental acts and states. Ordi- 
 narily we try to see what the mental state or act is ; 
 as psychologists we try to see what kind of state or 
 act is in the consciousness. 
 
 7. If we observe a young child we see it place an 
 
Introductory. 9 
 
 ivory ring in its mouth, or grasp after a shining 
 object — a spoon, for example. It finds that the spoon 
 struck on the table or dish will produce a noise. It 
 goes on in a most active way to ascertain by experi- 
 ment the capabilities of the spoon. At a later stage 
 it learns that a potato is prepared for food by boiling 
 or roasting ;. at a still later stage it learns that the 
 potato grows in the ground, and that other vege- 
 tables are produced in the same way. 
 
 8. If we observe an adult, we see that he has 
 gathered a great many facts into more or less coher- 
 ent wholes ; for example : that the spoon is made of 
 silver, which is a metal and has a certain specific 
 gravity, etc. ; that the potato belongs to a certain 
 group of the Nightshade family, along with the 
 tomato, tobacco, belladonna plants. So we conclude 
 that the action of the mind is evidently to gather 
 knowledge into wholes ; this may be stated to be the 
 law of knowing. 
 
 9. This book contains a statement of the main 
 processes of the mind in knowing. To take up the 
 study of psychology we turn our attention to mental 
 phenomena ; we observe the processes by which the 
 mind knows* In using the term knowing, more is 
 meant by the term than when I say that I know a 
 certain fruit is an orange. If a plant is shown me 
 and I observe that it is gamopetalous, has alternate 
 leaves and its corolla plicate in the bud, I know it is 
 one of a great family ; I know it in its relations, in 
 its wholeness. The knowing power takes the ele- 
 ments furnished by observation and arranges them 
 
io Elementary Psychology. 
 
 so that we are able to comprehend the object in its 
 relations. 
 
 QUESTIONS. 
 
 What is necessary to knowing ? (Sec. i.) 
 
 Exemplify the three states. (2.) 
 
 What state is considered in this book? (3.) 
 
 Exemplify consciousness. (4.) 
 
 Exemplify psychological phenomena. (5.) 
 
 How is the science of psychology constructed ? (6.) 
 
 Show difference between child and adult. (7.) $.) 
 
 Exemplify knowing. (9.) 
 
The Sensation Stage. 1 1 
 
 THE SENSATION STAGE. 
 
 10. Obtaining Sensations. — Our knowledge be- 
 gins in the senses. For example : I show you an 
 orange ; you take it in your hand ; now, if I watch 
 you closely I shall perceive that your mind seems to 
 operate on the something that you obtained by feel- 
 ing of the orange, by observing its appearance, by 
 inhaling its fragrance and by tasting of it. It is per- 
 ceptible that there were effects produced on your 
 hands, eyes, nose, and tongue, and that you were 
 mentally at work upon these effects. It is plain that 
 after seeing, touching, tasting, hearing, and smelling 
 of objects something in the object affected the mind 
 and that the mind operates on this something. 
 
 11. How Sensations are Obtained. — I place an 
 orange before you on the table ; you turn your eyes 
 to it, and see that it is round and that it is yellow ; 
 you apply your mouth to it and find that it is sweet ; 
 you bring it to your nose and ascertain it has fra- 
 grance ; you press your hand upon it and determine 
 it is rough ; you snap it with your finger and find it 
 gives forth a sound. You have five ways by which 
 the qualities of the orange reach your mind : by 
 your eyes, by your tongue, by your nose, by your 
 ears, by your touch. 
 
 12. There must be effects on the senses to start 
 with. If you doubt the fruit to be an orange, you 
 
r 2 Elementary Psychology. 
 
 smell of it again, you taste of it again, then on what 
 the senses bring in the mental powers proceed to 
 operate. So there are two stages : (i) The in- 
 bringing by the senses ; (2) The working upon and 
 the working over the sense-products. 
 
 13. Of Sensations. — We learn from physiologists 
 that there is a lens in the eye and that the rays of 
 light from the orange cause an image to be formed 
 on the optic nerve which is spread over the back 
 part of the eye, which is called the retina. When the 
 image of the orange falls upon the retina it causes 
 an impression, and this impression on the retina is 
 carried along the optic nerve to the brain, causing 
 an effect, a sensation. This sensation the mind be- 
 comes conscious of ; it is material the mental powers 
 can operate upon. 
 
 14. There is a nerve in the mouth that is impressed 
 by the juice of the orange ; this impression is con- 
 veyed along a nerve to the brain, where it becomes a 
 sensation of taste ; it is an effect of a quality in the 
 juice ; this effect on the nerve is an impression ; in 
 the mind it is a sensation. 
 
 The nerve in the nose, in the ear, in the hand, each 
 also were acted on by the qualities in the orange ; 
 each received an impression ; these impressions 
 coming to the brain become sensations in the mind ; 
 these sensations represent qualities in the orange ; 
 the mind knew these qualities existed in the orange. 
 
 15. There are five ways in which the outer world 
 may obtain access to the mind — through the eye, 
 the ear, the tongue, the nose, and the surface of the 
 
The Sensation Stage. 13 
 
 body ; the outer world can produce sensations of 
 five different kinds in the mind, and thus represent 
 itself. It is the qualities of objects that cause effects 
 on the inner world of the mind, not the objects 
 themselves. 
 
 16. The impression on the nerve in the eye, hand, 
 or tongue is the touch of the external world ; it is 
 the effect of the external world. The nerve is 
 planned to receive and transmit the impression. A 
 sensation follows the impression ; it is a mental state. 
 A sensation is a mental state produced by an impres- 
 sion on a sense-nerve. As you hear and recognize 
 the knock of a friend at the door, so does the mind 
 recognize the touches of the external world ; a sen- 
 sation follows each of them. 
 
 17. The impression produced on the eye by the 
 orange becomes a different sensation in the brain 
 from that which comes through the tongue, nose, 
 ear, or finger. Smell of the orange ; touch it : can 
 you compare these sensations? The nerve of the 
 eye is planned to receive impressions pertaining to 
 form and color ; the nose, those relating to fragrance. 
 Many objects can produce five sensations in the 
 brain. 
 
 18. We conclude then 
 
 (1) That the different qualities possessed by the 
 outer world can impart an influence to the mind 
 through the nerves going from the eye, the ear, the 
 nose, the tongue, and fingers; and, 
 
 (2) That the mind starts on its course of knowing 
 
i4 Elementary Psychology. 
 
 by dealing with the sensations these different quali- 
 ties produce. 
 
 The beginning is with a quality — sweetness, for 
 example ; this is in the object. This sweetness pro- 
 duces an impression on the nerve ; this impression 
 on the nerve coming to the brain produces a mental 
 state, a sensation. The quality differs from the 
 impression ; the impression differs from the sensa- 
 tion. These sensations become the foundation stuff 
 for knowledge ; they are the raw materials out of 
 which knowledge is constructed. 
 
 19. Attending to Sensations. — The quality in 
 the object, as we have seen, produces a sensation in 
 the mind ; but it does not drop into it as a pebble 
 drops into a box. Let us follow the sensation. 
 
 I give you each a piece of orange ; you taste it ; 
 you are conscious your mind has taken hold of some- 
 thing that was caused by the juice on your tongue. 
 But more, you are conscious that your mind was 
 alert, or ready to be affected. For example, hold the 
 piece of orange in your hand a few inches from your 
 nose. I want you to be ready when I say " Smell 
 of the orange M to do so. Are you not conscious of 
 the fact that your mind is directed towards what 
 may come in on the nerve from the nose? — that it 
 is ready to seize on the sensation when it enters? 
 
 You are conscious, too, that you made some effort 
 to cause your mind to be fixed on the smell expected. 
 You are conscious of a purpose in the matter. You 
 can compel the mental power to select and to dwell 
 upon a sensation ; this is termed cittcntion. You 
 
The Sensation Stage. 15 
 
 employ the will, the determining power in the 
 matter (see paragraph 2). 
 
 20. Again : I cut an orange in pieces and give 
 each a piece ; suppose that as you place the piece in 
 your mouth some one enters the room and com- 
 municates some very exciting fact — as that some 
 one you knew has met with an accident. After he 
 is gone I ask you as to the taste of the orange and 
 you are unable to state whether there was anything 
 peculiar in its flavor ; some are undecided as to 
 whether they tasted it at all. 
 
 But there must have been an impression on the 
 taste-nerve, and a sensation must have followed the 
 impression. Evidently the sensation was not drawn 
 out of the throng and appropriated or added to the 
 mental stock. To do this requires a mental effort, 
 requires attention. 
 
 You ride in a car : the people in the car, in the 
 street, the horses — all produce impressions that in 
 turn become* sensations ; you return perhaps, only 
 remembering you met a certain single individual ; 
 your mind selected one sensation out of thousands ; 
 it attended to that, as we say ; that one was incor- 
 porated with your previous mental stock ; the rest 
 were neglected, were dissipated. 
 
 21. Suppose you take a basket and go to the 
 orange-tree ; it is loaded with luscious fruit. You 
 see one and grasp it and put it in the basket, then 
 another and another. You pass by hundreds. So 
 it is with sensations : thousands throng in upon the 
 
1 6 Elementary Psychology. 
 
 mind ; it attends to a few ; the rest are as if they 
 had never entered. 
 
 22. Illustrations. — I may be reading a book and 
 not notice that you speak to me. The sensation 
 caused by your voice was not attended to by my 
 mind: it was attending to some other sensation. 
 You speak again, and my mind leaves the sensation 
 that comes from the book and applies itself to that 
 which came from your voice. 
 
 Again : I am talking to you ; you desire to hear 
 what I say ; some one enters the door and speaks to 
 another, but you compel attention to the sensation 
 that my voice produces in your mind. In this case 
 your mind does as you direct it. While, therefore, 
 attention is usually automatic in its operation (that 
 is, it centres itself without an act of the will on the 
 sensation), it may be compelled to centre itself as 
 the will decides. This means that, while attention 
 is largely involuntary, it may be also voluntary {volo> 
 I will). ' 
 
 23. We conclude, then, (1) that the mind has a 
 power to select and add to its stock from the sensa- 
 tions that throng in upon it ; (2) that the selection is 
 caused by the importunity of, or the interest in, the 
 impression ; (3) that the mind can, in part at least, 
 compel the selection of some particular sensation. 
 
 24. It is apparent from what has been said that 
 the mind may take an interest in its acts. This 
 means there is a feeling side to all mental operations. 
 
 While this book aims to discuss the knowing 
 operation, it must constantly be borne in mind that 
 
The Sensation Stage. 17 
 
 the feeling or interest side actively exists. As when 
 I look at one side of a book, the other side is as 
 important, though not then being inspected; so, in 
 considering the knowing side of the mind, it must 
 be remembered that the feeling side constitutes a 
 most important side or part of the mind. (See 
 74-80.) 
 
 It is also apparent that the will 
 side of the mind is being con- 
 stantly exercised. If I know, it 
 is because I choose or will to 
 know ; I take an interest too in 
 the knowing. The whole mind is employed. 
 
 25. Retaining Sensations. — " What was it I laid 
 on the table yesterday ?" 
 
 "An orange." 
 
 " What was its color ?" 
 
 "Yellow." 
 
 These answers show .that the sensations produced 
 in your mind by the orange left something that rep- 
 resents them. It is plain that your mind has the 
 power to gain and hold representatives of qualities 
 of things. We have a power to gain knowledge and 
 to retain it. Suppose I had introduced twelve per- 
 sons to you yesterday. Would you have remem- 
 bered the names of all of them ? If, as I introduced 
 these twelve persons to you in succession, Mr. Jones 
 had smiled very pleasantly, you would all have re- 
 membered him. You would remember him because 
 you were interested. Then, again, if I had charged 
 you to remember Mr. Smith when he was introduced, 
 
1 8 Elementary Psychology. 
 
 you would have done so. You would remember him 
 because you willed that your memory should do so. 
 (See sections I and 19.) 
 
 26. From this we conclude — 
 
 (1) That the mind has a remembering or retain- 
 ing power which it exerts involuntarily. You did 
 not try to remember that an orange was discussed 
 yesterday. 
 
 (2) Interest has much to do with remembering; 
 it caused you to remember Mr. Jones. 
 
 (3) You can cause the remembering power to 
 act; that is, remembering may be a voluntary act. 
 You tried to remember Mr. Smith ; this shows it 
 possible to cultivate the memory. 
 
 27. Summary. — (1) The beginning is with the 
 senses that receive impressions : these become sen- 
 sations ; they are the effects of the outer world. 
 
 (2) The mind by attending to these representa- 
 tives or images of the qualities (the fragrance, the 
 yellowness, etc.) incorporates them with its stock or 
 materials already on hand. 
 
 (3) It can bring them up before itself. 
 
 Let the student illustrate each of these statements, 
 giving original examples. 
 
 QUESTIONS. 
 
 Explain the effects produced by the orange on the senses. 
 (Sec. 10.) 
 
 Show the five ways the senses operate. (11.) 
 Note the two stages. (12.) 
 
The Sensation Stage. 19 
 
 Explain about impressions on the optic nerve. (13.) 
 Explain about impressions and sensations. (14.) 
 Explain the difference between sensation and impression. 
 
 (IS-) 
 
 What is the touch of the external world ? (16.) 
 
 Can you compare sensations from different senses? (17.) 
 
 (rive a summary of sensations. (18.) 
 
 Give example of sensation. (19.) 
 
 Show how attention selects. (20.) 
 
 Give another example. (21.) 
 
 Interest and attention. Explain. (22.) 
 
 Give summary of attention. (23.) 
 
 Exemplify the feeling side of the mind. (24.) 
 
 Explain retention. (25.) 
 
 Give three points relating to attention. (26.) 
 
 Give summary of sensations and attentions. (27.) 
 
2o Elementary Psychology. 
 
 THE PERCEPTION STAGE. 
 
 28. Operations on Sensations.— What does the 
 mind do with the sensations it experiences? You 
 take up a hot coal; you have a sensation. You are 
 conscious that the mind does not stop with the 
 sensation, but that you attribute the heat to the 
 coal ; you join the heat, the redness, the weight ; the 
 term " hot coal " which you use is a name for a com- 
 bination of several sensations. You passed from 
 the sensation of heat to a knowledge of a thing ; 
 this is perception. 
 
 29. Sensations are United. — I put the orange 
 before you again. You taste it, you smell of it, you 
 notice the form and color you snap it with your 
 fingers, you feel of its surface. You must have five 
 sensations in your mind, and they are all different 
 from each other : this is plain. But these five sensa- 
 tions have evidently united themselves into one 
 whole thing, which you term " the orange." We do 
 not force the mind to unite them ; it does this in- 
 voluntarily. It is the inborn way the mind has to 
 act upon the sensations that enter it ; it does it of 
 its own accord. If I give you an apple you will 
 have five sensations, and your mind will unite the 
 five sensations arising from the apple. 
 
 It is as we see it in the physical world. Work- 
 men bring bricks, stone, and mortar and cast them 
 
The Perception Stage. 21 
 
 down in heaps; other workmen seize upon these 
 and properly relate them, and a building is the 
 result. We may compare the senses to the work- 
 men who bring bricks and mortar; other mental 
 powers are like those who join the bricks into a 
 building. 
 
 30. But the first step taken toward knowing the 
 orange is the uniting of the five sensations that 
 come from it. It is an attempt to gather fragments 
 into wholes. (See sec. 7.) 
 
 The mind is constantly gaining sensations ; they 
 are representatives of the qualities of things brought 
 before it. The mind also as constantly (of its own 
 accord) proceeds to unite these. The first step in 
 knowing is to unite sensations. 
 
 We shall see further on that this uniting power 
 of the mind is in ceaseless operation, and that it 
 does more than to merely unite sensations, and that 
 it goes on after it has united sensations. It goes on 
 to cohere, according to mental law, all the materials 
 that come within its reach, and the effect of this 
 uniting, cohering, and conjoining operation is to 
 cause an inherent coalition of the accumulations of 
 the mind. 
 
 31. The Joining of Sensations produces Per- 
 cepts. — The smell of the orange, its feel, its taste, 
 etc., did not stay separate in your mind. Your 
 mind joined the fragrance, the roughness, and the 
 taste, and you became conscious of an object from 
 which they emanated, to which they belong. This 
 process gave you a percept ; thus you perceived t\\z 
 
22 Elementary Psychology., 
 
 orange. This operation upon sensations is called 
 perception. It is the first step in knowing. The 
 orange gave your mind sensations; your mind 
 operated on them and gave you knowledge — some- 
 thing your senses did not give you. 
 
 When I obtain a sensation I find I at once try to 
 find something to join it to. For example, in the 
 dark I feel a smooth object. I crave knowledge. I 
 want something to join this smoothness to ; I strike 
 a light and see whiteness. I now perceive it is a 
 piece of ivory. I had to have the sensation of 
 whiteness that came through the eye to unite with 
 that of smoothness that came through the hand, in 
 order to enable me to perceive that the object be- 
 fore me was ivory. 
 
 This joining of sensations — do we will it, or is the 
 joining automatic? It is plainly automatic. 
 
 32. The youngest child at once enters on the 
 mental occupation of perceiving. It takes hold of a 
 
 * fruit ; it tastes it ; the two or more sensations that 
 come from it fuse at once ; the child knows they 
 belong to the object before it; it perceives. The 
 mother says " apple; " this the child understands to 
 be the name of its perception, of its knowledge ; it is 
 the name of the thing that gives rise to the peculiar 
 sensations it had. Thus it goes on day by day ; by 
 his perceiving force he obtains percepts. By his re- 
 membering power he holds his stock of percepts. 
 This is the main business of childhood. 
 
 33. A sensation is not allowed to stand alone ; it is 
 quickly united with some other sensation. A per- 
 
The Perception Sta 23 
 
 son has a sensation produced by a noise ; he sees a 
 clock on the mantel, he refers the noise to the clock 
 — he localizes it. He joins the sensation caused by 
 the ticking to the sensation caused by the shape and 
 color. He has made a percept — that is, he per- 
 ceives the clock by doing this. The mental state 
 has passed to a higher stage by the localizing or 
 conjoining the sensation to the clock. 
 
 The mind persists in turning its sensations into 
 percepts and accumulating a stock of them. 
 
 34. The stock of percepts that may be accumu- 
 lated is very extensive. Of color we have percepts 
 of red, blue, etc. Of surface we have percepts of 
 smoothness, roughness, etc. Of sound we have per- 
 cepts of loudness, etc. By effort we may acquire 
 many degrees (probably 50) of the pitch of sounds 
 in music. 
 
 35. Mental Building with Images. — A repre- 
 sentative, or image, as it may be called, of an orange 
 may be joined to another or to something else. I 
 put the orange on the table, and at the distance of 
 one foot I place an apple. Close your eyes ; you 
 have now an image of the orange and of the apple. 
 Can you mentally put the image of the apple on the 
 orange ? Yes. Close your eyes again. Can you 
 place the orange on the apple? Yes. 
 
 You can join the percepts that you have accumu- 
 lated to construct something in accordance with 
 some pattern or idea. You can put an eagle's head, 
 on a man's body as the ancient Egyptians did ; or a 
 man's head on a lion's body, as the Assyrians did. 
 
24 
 
 Elementary Psychologv- 
 
 If a sculptor, you can take clay and make it like a 
 model's face, but put on a better nose than he has, 
 You can build very incongruous things together, or 
 things that have symmetry and beauty. 
 
 36. This building up something in the mind out 
 of the percepts it possesses is called " Imagination " 
 it is the image-building power.* 
 
 I put the orange on the table again ; tell me now, 
 can you conceive of the yellow being a more golden 
 yellow? Yes. You can build on that yellow in a 
 variety of ways : you can make it a reddish yellow 
 or a greenish yellow. You can change the shape 
 of the fruit, making an ovate orange or a prolate 
 orange. You can make it a large orange or a small 
 orange. 
 
 37. In the building or joining process (sec. 32) if 
 the materials are jumbled together without regu- 
 
 ft 
 
 4go 
 
 
 €1 
 
 sfya 
 
 
 # 
 
 
 M 
 
 %& 
 
 
 » egg 
 
 * These constructions might be called imaginafs. 
 
The Perception Stage. 25 
 
 larity, we say it is a fanciful arrangement. The 
 Japanese largely employ the fancy. If it is done 
 with regularity and according to some pattern, we 
 say it is a higher kind of building, and say it is the 
 work of the imagination. The Greeks were noted 
 for excellence in this higher composing of materials, 
 This is true in music, painting, drawing, and writing. 
 
 38. Percepts may be Retained as well as Sen- 
 sations. — We retain percepts by the remembering 
 power, so that they may be brought up in the mind ; 
 as for example, the faces of our parents and friends, 
 the house we live in. The tendency is to retain all 
 percepts, but those that make the most impressions 
 stay by us. We have representatives of a great 
 many of the objects that we have become familiar 
 with, and can recall them. You can bring up the 
 representative of your room, of the front door of 
 your house, of the portrait of General Washington. 
 
 39. The power of making percepts wonderfully 
 increases our mental stores. We started with sensa- 
 tions. The uniting power of the mind gives us a 
 stock of percepts. Notice that these sensations put 
 together in a percept are not permanently joined. 
 I can join the sensation of yellowness that came 
 
26 Elementary Psychology. 
 
 from the orange to something else — to an apple, for 
 example. The power to retain is applied to what 
 the mind perceives and imagines, as well as what it 
 retains through the senses. 
 
 40. Association. — Let us keep before us the fact 
 that our minds are full of percepts, that stand to us 
 as representatives of the objects without us, and that 
 they are held there by the remembering power. I 
 put the plate and knife on the table, and reach my 
 hand into the basket and pause. You are expecting 
 I will take out something, are you not ? What is it ? 
 " That you will take out an orange." 
 
 It seems, then, that you have been joining or unit- 
 ing the placing of the plate on the table and the 
 placing of an orange on the plate. No sooner did I 
 put the plate there than you expected the orange to 
 be put on the plate. 
 
 41. This connection of two mental states so that 
 one brings up the other is called association {socins 
 means companion). One mental state is accom- 
 panied by its companion. If I had for several days 
 divided oranges among the class at the close of the 
 lesson, you would have expected the distribution ; 
 that is, you would have joined or associated that act 
 to the act of dismissing the class. The joining 
 power of the mind operates in the way of making 
 companions of percepts ; one percept brings up the 
 other ; each is held by the remembering power, but 
 to each is attached another by the associative power. 
 
 42. It is clearly apparent that there is a power in 
 the mind that forbids any sensation or percept to 
 
The Perception Stage. 27 
 
 stay separate and alone. There is an unresting effort 
 to unite the materials that are gathered. To associate 
 mental materials is only one of the ways it disposes 
 of them. The associative influence takes charge of 
 our mental operations when we allow trains of 
 thought to proceed of themselves. 
 
 I sat down and looked at an orange ; then I 
 thought of an orange-grove where I walked at Rock- 
 ledge, Florida, and of picking the fruits, and of 
 friends ; then of the Indian River there, of the boats 
 on it, of Jupiter Lighthouse, Lake Worth, the cocoa- 
 nut groves, of a friend met there who lived in New 
 Jersey, then of his New Jersey home where I saw 
 him, and of a great snow-storm there experienced. 
 
 43. Let us look into this phase of mental activity 
 just as we did into the attending and remembering 
 activities. Did you force your mind to unite the two 
 things— the placing a plate on the table and the 
 taking of an orange from the basket? No, they 
 united themselves. That is, association is involuntary 
 uniting. But I can make my mind unite the date 
 1492 with Columbus, so that while my mind has 
 created in it the power of involuntary association, I 
 can compel my mind to associate things. 
 
 44. Trains of Thoughts. — By watching our men- 
 tal operations we find that our mental stock is not 
 resting, like bricks placed in a wall, but rolling on, 
 like trains of cars ; they form into " trains of 
 thought/' as it is called. As cars in a train are 
 coupled together, so are thoughts in the mind. They 
 rush along as people in a crowded street, and we be- 
 
2 8 Elementary Psychology. 
 
 come tired of looking on and seeing these rapidly 
 moving processions. People read books and news- 
 papers so as to control the trains of thought. 
 
 45. The connection of mental materials may be 
 very loose, as in trains of thought (sec. 44), exempli- 
 fied by the people passing by your window on the 
 sidewalk of a crowded street ; or association may 
 direct the connection and make it a little closer, as 
 if the people came out of a church and those ac- 
 quainted or related joined in groups ; or imagination 
 may control, as if they formed in military order. 
 
 QUESTIONS. 
 
 What is done with the sensations ? (28.) 
 
 Illustrate the union of sensations. (29.) 
 
 What is the mental attempt in perception ? (30.) 
 
 What is produced ? (31.) 
 
 Explain about sensations not standing alone. (31.) 
 
 What is understood by the term " apple " ? (32.) 
 
 What will the mind do with its sensations? (33.) 
 
 As to stock of percepts. (34.) 
 
 Illustrate imagination. (35.) 
 
 Illustrate further, (36.) 
 
 Differentiate fancy and imagination. (37.) 
 
 As to retention of percepts. (38.) 
 
 As to increase of mental stock. (39.) 
 
 Give example of association. (40.) 
 
 What is association. (41.) 
 
 As to junction of mental materials. (42.) 
 
 Is association voluntary? (43.) 
 
 Trains of thoughts. (44.) 
 
 Different joinings of the mental stock. (4$.) 
 
The Conception Stage. 29 
 
 THE CONCEPTION STAGE. 
 
 46. Forming Concepts. — The first result of the 
 effort for attaining a unity was a junction of the 
 sensations that came from a single object — it was a 
 sensation conjunction ; it gave percepts. The several 
 sensations have been related ; a condensation has 
 been effected, but a deeper unity is possible. 
 
 You see several oranges. Each has color, form, 
 fragrance, etc. After a time you feel there is lying 
 back of all an idea of an orange, as you say. You 
 can bring this idea of an orange into your mind as 
 well as a percept of an orange. 
 
 Note when I show you an orange, and then put it 
 into a basket out of sight, and then ask you to recall 
 it, and you do so, you have a percept to recall. 
 What you recall is the representative of that orange. 
 But this " idea" of an orange is different. 
 
 47. I have a basket here, and talk to you of an 
 orange there is in it. You form an " idea " of that 
 orange in your mind. It is not a very definite one, 
 however. How about its size? How about its 
 color? The "idea" you have of an orange is a 
 generalized orange ; it has yellowness ; it is round ; 
 it is of the average size. This generalized orange is 
 called a concept of an orange. 
 
30 Elementary Psychology. 
 
 We form concepts of a man, of a horse, of a house, 
 of the numerous things ; each concept has come from 
 comparing several of one kind. The concept of a 
 house has all the absolutely essential parts of a house 
 — the general frame, the roof, doors, and windows. A 
 concept is obtained by unifying the several percepts 
 coming from several things of one sort, dropping all 
 but the essential parts, and uniting them. 
 
 48. Not only do we form concepts of things, as of 
 an orange, but of the qualities also. For example, 
 you have an concept of about the right amount of 
 yellowness there should be in an orange. Out of a 
 dozen of oranges you can pick out one that is more 
 of a typical orange as to its color ; you can pick out 
 out one that is most typical in its shape. You mean 
 by this that these oranges agree as to yellowness and 
 shape with your concept of an orange. 
 
 49. When I show you an orange, and you say " It 
 is a fine orange," you are talking concerning a per- 
 cept produced by the united sensations arising from 
 an object before you. But when you speak of an 
 orange in a general way, as " The orange is a fine 
 fruit/ 1 you are speaking of your concept. Suppose 
 two persons discuss the orange. One says, " The 
 orange is a handsome fruit." Another, "The orange 
 is juicy." What was in their minds when the term 
 u orange " was used ? It is quite different from the 
 mental representative — the image present when an 
 orange is in the hand. It is plain that parts of 
 several percepts have been taken and joined, and 
 something got that represents all of them. This 
 
The Conception Stage. 31 
 
 something is not so vivid as the percept. One will 
 say that it is " dim " or indistinct compared with the 
 percept. This combination of the essential parts of 
 several percepts is what is meant by a concept. 
 
 50. It seems that my mental powers saw that 
 there were like points or features in the several 
 percepts of the orange, and it took these and com- 
 bined or assimilated them. When I saw the orange 
 for the first time I knew that as a distinct object — I 
 had a percept or representative of that one orange. 
 After I have seen several, I find I have something 
 that stands for them in general. 
 
 Suppose I put this figure on the blackboard, 
 
 * Q 
 
 * x and then this, o o 
 
 © 
 
 x and then this. ( | Now I erase them 
 
 all, and you are presently asked, "What kind of 
 figures were placed on the blackboard?" (Not 
 what figures, but what kinds f) You reply by saying 
 
32 Elementary Psychology. 
 
 S N 
 
 this,j I v/ hich you give as showing the 
 
 kind. It does not exactly represe#£ any one ; it 
 gives features in which all agree. The general shape 
 differs in some particulars from each figure that I 
 gave, so the concept of the orange only deals with 
 the general features. 
 
 51. Concept -forming, or conception, discovers 
 similarities and connects them. The combining- 
 power, (see section 26) is here at work, but it 
 works now on like parts of several percepts. In the 
 case of the percept the combining-power put to- 
 gether several sensations; the ground of joining 
 them was that they arose from one object. The 
 concept arising from seeing five oranges is formed 
 by joining the similar things in each — the shape, the 
 color, the form, the perfume, etc. The ground of 
 joining them is in that they here form like functions. 
 
 52, This power to form a concept of an orange or 
 construct a something that is capable of representing 
 all oranges, is capable of higher flights than seeing 
 common features as a basis of unity in like things; 
 the joining or combining effort is ever at work. It 
 does not rest with finding similarities in several 
 oranges, -and conjoining them, or conceiving them 
 as conjoined. It passes on to conjoining similarities 
 
The Conception Stage. 33 
 
 everywhere. For example : I show you an orange 
 and a banana. You have knowledge that they both 
 grow on trees, both have seeds, an outer skin, and 
 both are edible. The common features are con- 
 nected by you under the term " fruit. " There is no 
 object by the name of " fruit ; " it is a term for a 
 concept. 
 
 53. This formation of concepts is a great feature 
 in mental operations. There is comprehensiveness 
 in a concept : thus we comprehend the banana and 
 the orange when we call them both " fruit." To 
 form the concept " fruit " we had to compare, and 
 comparing things is the basis of thinking. So that 
 there is much more intellect employed in concepting 
 than in percepting. 
 
 54. The concept-forming power is restless so long 
 as it sees common features or common grounds. 
 For example, it sees common features in the peach, 
 the cherry, etc., and forms what the botanist calls 
 a " Plum class ; " so it forms the " Spirae class/' 
 the " Strawberry class," the " Rose class," the " Pear 
 class," etc. Then it sees common features in these 
 classes, and forms them into what the botanist calls 
 the "Rosaceae" family. Having grouped all plants 
 into families, it groups them into orders ; it goes on 
 until it has got at the concept in the mind of the 
 Creator, if possible. 
 
 55. The concept-forming power is thus the classi- 
 fying power, the power that forms classes ; this 
 enables us to put our knowledge into a scientific 
 form. As just shown, certain common features are 
 
34 Elementary Psychology. 
 
 seen in certain plants, a concept is formed of a class, 
 and so on until all plants are classified ; thus arises 
 the Science of Botany. 
 
 Thus all sciences arise. The thinking mind is not 
 satisfied until it reduces all its knowledge to a scien- 
 tific form. 
 
 Concept terms are common. A vast number 
 of the terms we use in speech are concepts. Take, 
 for example, the terms soldier, sailor ? preacher, 
 teacher, dude, hay-seed, color, weight, perfume, 
 smooth, rough, good, cat, horse. Almost all names 
 quickly pass from the percept to the concept state. 
 But these concepts are not allowed to heap up ; the 
 inherent coalition-forming power sorts them over, 
 as just shown concerning plants, and unites them on 
 still larger lines. 
 
 QUESTIONS. 
 
 Illustrate getting the " idea " of orange. (46.) 
 
 How are concepts obtained? (47.) 
 
 Other concepts. (48.) 
 
 Differentiate concept from percept. (49.) 
 
 Illustrate concept by figure. (50.) 
 
 What is ground for the concept uniting? (51.) 
 
 Illustrate other uniting attempted. (52.) 
 
 What value in concept? (53.) 
 
 How does it become the classifying power? (54.) 
 
 How used in science ? (5$.) 
 
 Give ten concept terms. (55.) 
 
The Thinking Stage. 35 
 
 THE THINKING STAGE. 
 
 56. Thinking. — We have just seen that the mind 
 is perpetually busy with its mental stores : its sensa- 
 tions are being turned into percepts ; concepts are 
 being constructed ; and thus the stock of mental 
 materials is put in order. 
 
 In the preface it was pointed out that the inner — the 
 mind's — world must represent the outer world ; now 
 there is an interwoven relation between all the parts 
 of the outer world, all having proceeded from one 
 Creator. The mind has the power to unify and re- 
 late the images that have resulted from the touch of 
 the outer world. The unification is a conjoining 
 operation, as seen in percepting and concepting. 
 
 There are many ways of joining : two boards may 
 be joined by nails, or by glue, or by dovetailing. 
 There is need of a broader unity than has been 
 reached by concepting. The concept is a conjunc- 
 tion of like points in several things ; but there is 
 a relationship existing to other things. The orange 
 is related to the tree. The relating of our mental 
 stock is done by thinking. Thinking is an attempt at 
 a higher unity than is obtained by concept-making. 
 57. I show you an orange ; you have a concept 
 you term yellow. You relate the object and the 
 concept, and say, " The orange is yellow." This is 3 
 
$6 Elementary Psychology. 
 
 thought ; it is a statement of a relation the mind has 
 perceived. We think to relate things ; by relating 
 them we comprehend them. Thinking is arranging 
 and relating our concepts ; it is done by statements. 
 
 To see an object and to be told it is an orange is 
 merely to name it. The mind seeks to comprehend 
 this object. To do this I connect other knowledge 
 to it. I connect the facts that it grows on a tree, 
 has seeds, is good for food, etc. This is what is ef- 
 fected by thinking. Thinking is a general name for 
 sorting over, arranging, combining, and thus relating 
 our mental stores. 
 
 58. A mental process of joining two concepts is 
 being carried on perpetually by the mind, and yields 
 thoughts. A thought is a conclusion of the mind in 
 which concepts are connected, one as a subject, the 
 other as a predicate. Sometimes a percept and a 
 concept are united, as, " This thread is strong." One 
 concept and two concepts maybe united, as, "An 
 orange is spherical and yellow ; " this gives a com- 
 pound thought. 
 
 It is well to bear in mind that when the orange 
 is related to a concept, as in the statement " The 
 orange is yellow," that it stands free to be united or 
 related to other concepts. I can use the same con- 
 cept " orange " at once with the concept " round," 
 and say " The orange is round." In other words, the 
 relating process of thinking does not put my mental 
 stores into permanent combination. 
 
 59. Thinking is an Automatic Process. — The 
 teacher may say to the pupil " Think," — meaning 
 
The Thinking Stage. 37 
 
 that the pupil shall sort over and unite some of the 
 mental stock on hand. Some pupils are slow or 
 lazy in the work of arranging and uniting their con- 
 cepts, and need to be urged to take up the work. 
 They prefer to let the trains of thought (see sec. 44) 
 roll on with no effort on their part ; but under the 
 influence of the teacher the attention is turned to 
 some object. The pupil knows the object to be 
 iron ; he knows what " heavy " means ; he handles 
 the iron ; the process of relating the two concepts is 
 done by his mind. In doing this he " thinks ; " 
 i.e, he makes a statement, and says, " Iron is heavy ". 
 
 60. Judgment. — Thinking is a general term ; 
 there are many kinds. An arrangement of two con- 
 cepts in a statement is termed a judgment ; it is a 
 higher kind than forming percepts into concepts. 
 
 For the practical business of life it is indispens- 
 able to get our concepts into a unity ; we do this by 
 judgments. Some join or unite much more readily 
 and accurately than others ; they are said to have 
 good judgments. Some observe quickly the 
 color, size, fragrance, etc., that exist in a good 
 orange ; that is, they form concepts of what the es- 
 sential features in a good orange are. They com- 
 pare the features of the orange before them with 
 these concepts, and can say, " This is a good orange }* 
 that is, they judge this is a good orange. 
 
 61. As just said, there are various kinds of think- 
 ing. There is thinking in concept-making, as wheni 
 I join the similar things in several oranges and get: 
 the concept I term " orange." It is a higher kind 
 
38 Flementary Psychology. 
 
 that is employed in constructing the judgment — 
 " The orange is a fruit ;" " The lion is a quadruped." 
 As there are many kinds of moving one's self to- 
 wards an object, as creeping, crawling, walking, 
 running, leaping, etc., so there are many ways of 
 thinking, that is, of joining or relating our mental 
 store ; concept-making is one; next comes judging. 
 
 62. Analytical Thinking. — Sometimes we sepa- 
 rate a concept into parts. Thus I may ask you to 
 separate your concept of orange into parts. (You 
 will remember that the mind went on to unite like 
 parts in its percepts to form its concepts. It is possible 
 to reverse this process.) You will say, " The orange 
 is yellow, is round, is fragrant, is sweet, gives out a 
 dull sound, has a rough surface, grew on a tree, ,, etc. 
 I may ask you to separate your concept of a man 
 into parts. You will say, " Man is intelligent, rational, 
 has a mortal body and an immortal mind," etc. 
 
 This process is called analysis — it is analytical 
 thinking. The object of it is to render the knowl- 
 edge more clear and distinct. The teacher often 
 causes the pupil to resort to it to see if his concept 
 contains all the parts which belong to it. " Tell me 
 about New York," he says. The pupil gives par- 
 ticulars relating to the rivers, mountains, cities, prod- 
 ucts, etc. If he omits the fact that the Catskill 
 Mountains lie in the southeastern part, or that New 
 York City is the metropolis, the teacher judges that 
 his concept of New York is incomplete. 
 
 63. Synthetical Thinking. — When I obtain anew 
 percept concerning oranges, — for example, that one 
 
The Thinking Stage. 39 
 
 was converted into marmalade, — by thinking I know 
 that must be true of another, or all oranges. This 
 is a different kind of thinking from the analytical ; 
 it is of the synthetical kind. I know this orange 
 may be made into a marmalade ; I say, " Another, in 
 fact all oranges, may be made into marmalade. " I 
 perceive a truth about one orange and predicate it 
 about all oranges. A child sees snow and ice, sugar 
 and salt, dissolve in water; he connects this result 
 with some common element, as heat ; in doing this 
 he thinks synthetically. A child who sees another 
 man beside its father thinks synthetically if he terms 
 the man a " papa ;" he classifies the man. 
 
 Sir Isaac Newton formed a concept of a gravitat- 
 ing influence in the earth to account for the falling 
 of the apple. He went on to connect the moon 
 with this influence. He saw the matter in the earth 
 had an attractive influence on the matter in the 
 apple. He /^//^/(synthetically), "The matter in 
 the earth has an attractive influence on the moon, in 
 fact on all bodies of matter.'' This is the kind em- 
 ployed in invention and discovery ; it tends to make 
 a unity in knowledge and leads to progress. 
 
 64. Thinking in Syllogisms. — Sometimes two 
 judgments are arranged so that a third judgment 
 is reached as a conclusion. This is a syllogism : 
 
 Heat expands all metals. 
 
 lion is a metal. 
 
 Heat expands iron. 
 The first thought is called the " major (larger) prem- 
 ise." The second, the " minor (lesser) premise/' 
 
40 Elementary Psychology. 
 
 The third, the " conclusion/* This arrangement is 
 often made in order to obtain clearness in thinking. 
 The major premise has a general statement or 
 thought ; the minor premise has a general statement 
 or thought; the conclusion has a particular state- 
 ment. 
 
 The arranging of two judgments as above is a 
 mental process called reasoning ; we reason in syllo- 
 gism, or by syllogistic thinking. 
 
 65. Thinking by Intuition. — I show a child (not 
 too young) two points an inch or two apart, and say 
 the " shortest distance between them is a straight 
 line." He assents; that is, he sees this is a correct 
 judgment. It is thinking by seeing into, by insight. 
 Such a judgment is called intuition. There are 
 many other judgments that are intuitive. " Things 
 equal to the same thing are equal/' " Things that 
 fill the same space are equal," are some of these." 
 
 66. I show you a triangle and prove that the sum 
 of its three angles is 180 degrees; you see at once 
 the general truth, that the sum of the three angles 
 in any triangle, in the moon, in Jupiter, in Saturn, 
 is 180 degrees; in fact, that it is impossible to make 
 a triangle the sum of whose angles shall be less or 
 more than 180 degrees. 
 
 67. You enter this room and see an orange on 
 the table and prepare to make it your own ; you 
 find an objection within to the proposition. The 
 truth that it is wrong to appropriate another's pos- 
 sessions is recognized, like the axiom calling the 
 shortest distance between two points, as a general 
 
The Thinking Stage. 41 
 
 truth. Your proposition to take the orange does 
 not agree with this admitted judgment. In recog- 
 nizing the general judgment and applying it the feel- 
 ing side is much concerned. 
 
 68. I place some oranges, perhaps still on the 
 branch, before several persons ; one of them may 
 take colors, a brush and canvas, and produce a 
 charming picture — some particular form of beauty 
 illustrated by the oranges. You conclude that the 
 artist painted in accordance with an insight (in- 
 tuition) he had of the beautiful ; the oranges ex- 
 hibited to him had forms and colors that agreed with 
 his insight; they embodied his ideal; he painted 
 them to make a statement of what he conceived to 
 be beautiful ; he used the oranges to illustrate his 
 judgment. It is to be noted that there is much 
 feeling in all art. (See 24.) 
 
 69. I place an orange before you ; you know it has 
 five qualities ; you are certain there is a substance in 
 which these qualities unite, but you cannot by your 
 senses get hold of the substance. You feel it to be 
 necessary to fit the conditions of the things of the 
 world in which you are that there be such a thing a-s 
 substance. This conclusion you reach by intuitional 
 thinking. 
 
 70. You place an orange on the table ; it is gone 
 when you return. You cannot be made to believe 
 but some cause produced this effect ; because you 
 have formed a general judgment that there must be 
 a cause for every effect. You cannot see, feel, hear, 
 taste, or smell causes ; you intuitively conclude that 
 
42 Elementary Psychology. 
 
 there are causes for all effects. As in sec. 60, you 
 feel it to be necessary to fit the condition of things 
 that every effect have a cause. 
 
 7l« The child is told that " there is a Creator.'' 
 He assents, at first passively ; later on he intuitively 
 sees that it is necessary to believe this statement. 
 
 72. Intuitions (intuitional judgments) are marked 
 by the quality just referred to ; there is a necessity 
 for the conclusion. My senses give me five qualities 
 in the orange ; I intuitionally judge a substance is 
 necessary. I may have to prove that two triangles 
 are equal ; but you demand no proof that a straight 
 line is the shortest distance between two points ; you 
 perceive intuitively that it must be. 
 
 QUESTIONS. 
 
 What is thinking ? (56.) 
 
 Illustrate thinking. ($7.) 
 
 What is a thought ? (58.) 
 
 Thinking is automatic. (59.) 
 
 Illustrate judgment. (60.) 
 
 As to different kinds of thinking. (61.) 
 
 Illustrate analytical thinking. (62.) 
 
 Illustrate synthetical thinking. (63.) 
 
 Illustrate syllogistic thinking. (64.) 
 
 Illustrate intuitional thinking. (65, 66, 67, 68, 69, 70, 71.) 
 
 Give one quality in an intuition. (72.) 
 
The Will. 43 
 
 THE WILL. 
 
 73. I place an apple and an orange on the table, 
 and I say, " Take which you prefer." _ You take the 
 orange. In doing this you employed your mind differ- 
 ently than when you discovered the orange to have a 
 sweet taste. When the mind joins the sensations that 
 come in from the orange, obtaining a percept ; when 
 it goes on to form a concept of an orange, or to 
 think upon oranges, — it is using the knoiving faculties. 
 In choosing and taking the orange it used the 
 deciding or will power. 
 
 It is plain in taking the orange that some knowl- 
 edge must have prompted the choice of that. As 
 the mind acts in choosing in accordance with the 
 knowledge it has, we say " The will waits upon the 
 intellect," that is, the intellect acts first. I have a 
 feeling of hunger; I find my thought-trains are now 
 loaded up with images of bread, oranges, etc. ; I 
 remember the pleasing taste of the orange ; I decide 
 to obtain that. 
 
 Feeling — Knowledge— Will, all are united in this 
 operation. 
 
44 Elementary Psychology. 
 
 THE FEELINGS. 
 
 74. I place some oranges on the table; you are 
 conscious that you want one ; you have a conscious- 
 ness that the orange stands in a different relation to 
 you than when you contemplated it as an object of 
 knowledge — when you thought about its size and 
 color. It may be you are hungry — your desire for 
 the orange would then be classed as an appetite ; or 
 you wish to give it to your brother or sister — your 
 desire for it would then be classed as a natural affec- 
 tion ; or you may wish it as property — the feeling 
 would then be classed as self-interested feeling; or 
 you may wish to give it to a sick person — the desire 
 would then be classed as a disinterested feeling. 
 
 75. iEsthetic Feelings. — The orange may be 
 looked at as an object of beauty ; it does not 
 awaken an appetite at all ; it gives a feeling or 
 emotion we call " love of the beautiful." Objects 
 that arouse these feelings arouse the image-forming 
 powers. The sunset, the moonlight, the tempest, 
 the forest, the waterfall, start images that enhance 
 the meaning they themselves possess. The poet 
 hears voices in the breeze ; the artist sees pictures 
 in the landscape. 
 
 76. Scientific Emotions. — The orange may be 
 looked at philosophically — that is, to obtain knowl- 
 
The Feelings. 45 
 
 edge about it. The botanist takes a beautiful rose 
 and pulls it to pieces ; he puts its organs under a 
 microscope, and is filled with delight at his dis- 
 coveries. The desire for truth impels men to make 
 distant voyages, to ascend mountains, to labor with 
 retorts and crucibles, with no expectation of reward, 
 except the truth discovered. Those who search for 
 the truth have deep feelings. Sir Isaac Newton saw 
 that the result of the calculations he was making 
 would establish a great truth, and was so overcome 
 that he was obliged to ask a friend to complete 
 them. 
 
 77. Ethical Emotions. — Suppose you come into 
 the room and find an orange on the table ; you 
 desire it as property, and you take hold of it. You 
 are conscious of a feeling that objects — you feel you 
 ought not. A feeling is aroused because you have 
 settled upon a rule of right-doing, of observing the 
 rights of others ; the proposed act collides with the 
 rule. This feeling is termed conscience. 
 
 The scientific emotions impel to a search after 
 truth; the aesthetic are gratified by the beautiful; 
 the ethical, by what is right. The peculiarity of all 
 these is that the true, the beautiful, and the right 
 are the ends sought— they are ends in themselves. 
 The artist does not paint the beautiful for money ; 
 right is not done because it pays ; scientific dis- 
 coveries are not made for profit. 
 
 78. Natural and Cultivated Feelings. — The 
 child naturally loves its parents, the parents the 
 child. A man learns to love his country. A child 
 
46 Elementary Psychology. 
 
 may cultivate a desire to be at the head of its class ; 
 he may cultivate a prejudice against certain food or 
 races of people, etc. An interest or feeling may be 
 aroused in the mind towards many objects or 
 exercises that is apparently artificial. Philanthropy 
 and gratitude may be cultivated. So also may 
 malevolence, readiness to anger, envy, jealousy, and 
 suspicion. 
 
 79. Feeling prompts Action. — You have a feel- 
 ing of hunger ; you see the oranges — you attempt 
 to possess them. The first inhabitants of the earth 
 felt the cold and storm. This set their thinking- 
 powers in operation ; they built houses. You desire 
 to pursue some profitable life occupation ; you en- 
 gage in study, or in learning some species of work. 
 You know it is necessary to have a knowledge of 
 arithmetic, and you at once become interested in the 
 study of arithmetic. If you are a teacher, you will 
 want your pupils to learn a lesson ; you will arouse 
 an interest or feeling; the one who teaches must 
 be able to create an interest. 
 
 80. Feelings are Dependent on Knowledge. 
 — You show me a chair. I have no interest ; but 
 you tell me that it was the chair George Washing- 
 ton sat in while President, and a deep t feeling is 
 aroused. 
 
Notes. 47 
 
 NOTES. 
 
 8l. The sensations the five senses continually pour 
 in upon the mind may be made objects of thought 
 and may be measured with accuracy. You look at 
 a chair, you press your fingers on silk, you snap the 
 vibrant tumbler, you taste of tea or coffee, you smell 
 of a rose ; the something that is left in the mind may 
 become very definite if the mind makes it an object 
 of much thought. 
 
 The sense of touch may be greatly cultivated : an 
 expert judges of the value of cloth, wool, etc., by 
 passing his hand over them ; a blind man tests 
 money by his fingers. While the taste is lower in 
 rank, yet some persons become very skilful in 
 estimating a quality by using the tongue. A skilled 
 tea-taster will put tea in twenty cups, pour on 
 boiling water, and be able to mark the value of each 
 in money. Pouring these out he will test twenty 
 more, and so on. He forms a concept of fifty-cent 
 tea, thirty-cent tea, etc., and compares the sensation 
 that enters his mind as he tastes each cup with that 
 concept. 
 
 The sensations that come through the eye are of 
 the first rank, and are the most permanent. Those 
 that come through the ear rank next. The number 
 of sounds that may be recognized is very great. By 
 attention to the sounds that objects make, as the 
 
48 Elementary Psychology. 
 
 rustle of silk or of paper, the quality may be cor- 
 rectly judged. The voice, a violin, a piano, when 
 striking the same note may be distinguished. 
 
 82. The Automatic Feature in Mental Opera- 
 tions. — In the structure of the body we find many 
 examples of automatic action. The stomach goes 
 on to digest the food that enters it without the per- 
 son making an effort. If an object comes near the 
 eye, we wink without thus thinking it will save the 
 eye from injury. 
 
 83. Apperception. — The mental operation in the 
 perception of the orange (see sec. 26) was spoken of as 
 though it was a first perception ; but when you looked 
 at the color of the orange you had seen other yellow 
 objects, and you comprehended the yellow of the 
 orange through the concept you had formed by see- 
 ing them. You comprehended the juiciness of the 
 orange because you had before tasted other juicy 
 things. This past experience that we bring to bear 
 on a sensation enables us to comprehend it in a 
 larger way than if we had not had that experience. 
 
 Suppose I show you a rose for the first time; the 
 color and fragrance create sensations that are inter- 
 preted in the light of sensations of color and fra- 
 grance that have come from the pink, for example. 
 Our conceptive and thinking powers give an enlarged 
 scope to perception ; this broader perception is 
 termed apperception. 
 
 84. The child starts out in life with sensation- 
 apprehending, with percept-making, with concept- 
 forming, with concept-relating (judging), and with 
 
* Notes. 49 
 
 judgment-combining powers. The first sensation 
 sets the whole machinery in motion ; when it has 
 another of the same kind it recognizes the likeness. 
 Suppose it was a lump of sugar on the tongue ; if it 
 sees another is offered it expects (thinks) this lump 
 will produce the same pleasure as the other. Thus 
 all of the acts of childhood, the experiments by im- 
 pressing its teeth on a rubber ring, by striking a 
 spoon on the plate, are directed by a mind that is 
 percepting, concepting, and thinking about the re- 
 sults. The child has the same mental machinery as 
 the adult, but the adult has knowledge and ex- 
 perience. 
 
 85. The adult or older child interprets new sensa- 
 tions in the light of its experience and knowledge. 
 An orange is shown to an adult for the first time ; 
 he proceeds "to find out " something about it, that 
 is, to relate the sensation of taste with other sensa- 
 tions of taste that have been experienced. The 
 questions it asks are, Which does it resemble? 
 Which does it differ from ? This connecting the 
 sensation of taste with past sensations of taste is 
 what is meant by apperceiving the sensation. 
 
 The same operation is gone through with, with the 
 perfume, the feel, the weight, and the color. Each 
 of these is compared with other experiences of a 
 similar kind ; thus they become known. To know 
 a thing is to relate it to a previous experience so 
 that we recognize it as like or unlike some of them. 
 The child is apparently busy getting experiences, 
 or materials for apperceiving at a later stage. 
 
50 Elementary Psychology. 
 
 86. " Nothing new then can be a subject of knowl- 
 edge until it is not merely mechanically associated 
 as a passing breeze with the story which I read 
 under a tree, but associated by a psychological pro- 
 cess with something in the mind already stored up 
 there, the new seeking among the old for something 
 resembling itself, and not allowing the mind peace 
 until such has been found, or until the new impres- 
 sion has passed out of the consciousness/' — Rooper's 
 Apperception. 
 
 QUESTIONS. 
 
 Illustrate the will. (73.) 
 
 Illustrate the feelings. (74.) 
 
 Illustrate aesthetic feelings. (75.) 
 
 Illustrate scientific feelings. (76.) 
 
 Illustrate ethical feelings. (77.) 
 
 Illustrate natural and cultivated feelings. (78.) 
 
 Relation between feeling and action. (79.) 
 
 Relation between feeling and knowledge. (80.) 
 
 What senses are most important. (80.) 
 
 NOTES. 
 
 Illustrate the measuring of sensations. (81.) 
 Illustrate automatic operations. (82.) 
 Illustrate apperception. (83.) 
 Illustrate apperception in child. (84.) 
 Illustrate apperception in adult. (85.) 
 Give Rooper's idea. (86.) 
 
The Best Educational Periodicals. 
 
 The School Journal 
 
 is published weekly at $2.50 a year and is in its 23rd year. 
 It is the oldest, best known and Widest circulated educational 
 weekly in the U. S. The Journal is filled with ideas that will 
 surely advance the teachers' conception of education. The best 
 brain work on the work of professional teaching is found in it 
 — not theoretical essays, nor pieces scissored out of other 
 journals — The School Journal has its own special writers— 
 the ablest in the world. 
 
 The Primary School Journal 
 
 is published monthly from September to June at $1.00 a year. 
 It is the ideal paper for primary teachers, being devoted almost 
 exclusively to original primary methods and devices. Several 
 entirely new features this year of great value. 
 
 The Teachers' Institute 
 
 is published monthly, at $1.00 a year. It is edited in the same 
 spirit and from the same standpoint as The Journal, and has 
 ever since it was started in 1878 been the most popular educa- 
 tional monthly published, circulating in everv state. Every line 
 is to the point- It is finely printed and crowded with illustra- 
 tions made specially for it. Every study taught by the teacher 
 is covered in each issue. 
 
 EDUCATIONAL FOUNDATIONS. 
 
 This is not a paper, but a series of small monthly volumes 
 that bear on Professional Teaching. It is useful for those who 
 want to study the foundations of education ; for Normal Schools, 
 Training Classes, Teachers' Institutes and individual teachers. 
 If you desire to teach professionally you will want it. Hand- 
 some paper covers, 64pp, each month. The History, Science, 
 Methods, and Civics of education are discussed each month, 
 and it also contains all of the N. Y. State Examination Ques- 
 tions and Answers. 
 
 OUR TIMES 
 
 gives a resume of the important news of the month— not the 
 murders, the scandals, etc., but the news that bears upon the 
 progress of the world and specially written for the school room 
 It is the brightest and best edited paper of current events pub- 
 lished, and so cheap that it can be afforded by every pupil. 
 Club rates, 25 cents. 
 
 *#"* Select the paper suited to your needs and send for a free sample* 
 Samples of all the papers 25 cents. 
 
 E. L. KELLOGG & CO. , New York and Chicago. 
 
Best Books for Teachers, 
 
 CLA9SreIEI> JjIST vndmm subjects. 
 
 To aid teachers to procure the books best suited to their purpose, w« 
 give below a list of our publications classified under subjects. The division 
 is sometimes a difficult one to make, so that we kave in many cases placed 
 the same book under several titles; for instance, Currie's Early Education 
 appears under Principles and Practice op Education, and also 
 Primary Education. Recent books are starred, thus * 
 
 HISTORY OF EDUCATION, GREAT EDU- 
 CATORS, ETC. 
 
 * Allen's Historic Outlines of Education, - 
 Autobiography of Froebel, - 
 ♦Browning's Aspects of Education Best edition. 
 
 " Educational Theories. Best cd'tion. 
 
 *Kel load's Life of Pestalozzi, - 
 ♦Lang's Comenius, ______ 
 
 * ** Basedow, - - 
 
 * ** Rousseau and his "Emile" _ _ _ 
 
 * ** Horace Mann, ______ 
 
 * " Great Teachers of Four Centuries, 
 ♦Phelps' Life of David P. Page, - paper 
 Quick's Educational Reformers, Best edition. — cl. J .00 
 ♦ReinhaH's History of Education, - cl. .25 
 
 Our By 
 Retail. Price to Mail 
 Teachers Extra 
 
 .50 
 .25 
 
 .50 
 
 .25 
 
 .40 
 .20 
 .40 
 .15 
 .15 
 .15 
 .15 
 .15 
 .20 
 .15 
 .80 
 .20 
 
 Allen's Mind Studies for Young Teachers, - cl. .50 .40 
 
 Allen's Temperament in Education, - - - cl. .50 .40 
 
 Perez's First Three Years oi Childhood. Best edition, cl. 1.50 1.20 
 
 Hooper's Apperception, Best edition. - - cl. .25 .20 
 
 Welch's Teachers' Psychology, - cl. 1.25 1.00 
 
 14 Talks on Psychology, - cl. .50 .40 
 PRINCIPLES OF EDUCATION 
 
 Carter's Artificial Stupidity in School, - - paper .15 
 
 Huntington's Unconscious Tuition, - paper .15 
 
 Payne's Lectures on {Science and Art of Education, cl. 1.00 .80 
 
 *Fteinhart's Principles of Education, - cl. .25 .20 
 
 ♦ -pencer's Education. Best edition. - cl. 1.00 .80 
 
 ♦Rail (G-. S.) Contents of Children's Minds, - cl. .25 .20 
 
 Tate's Philosophy of Education. Best edition. - cl. 1.50 1.20 
 
 ♦Teachers' Manual Series. 22 nos. ready, each, paper .15 
 PRINCIPLES AND PRACTICE OF EDUCATION 
 
 - - cl. 1.25 1.00 
 
 - paper .15 
 
 Currie's Early Education, - 
 Fitch's Art of Questioning, - 
 
 u Art of Securing Attention - paper 
 
 " Lectures on Teaching, - cl. 
 
 Hughes' Mistakes in Teaching. Best edition. - cl. 
 
 4 * Securing and Retaining Attention, Best ed. cl. 
 
 ♦Parker's Talks on Pedagogy. Beady Nov. '93. ci. 
 
 ** Talks on Teaching, - cl. 
 
 " Practical Teacher, - ' - cl. 
 
 Quick's How to Train the Memory, - naper 
 
 ♦Reinhart's Principles of Education, - - cl. 
 
 ♦ " Civics in Education, - cl. 
 
 Southwick's Quiz Manual of Teaching, - - ci. 
 
 Yonge's Practical Work in School, - paper 
 
 1.2~> 
 .50 
 
 .50 
 1.50 
 1.25 
 1.50 
 
 .25 
 
 .75 
 
 METHODS AND SCHOOL MANAGEMENT. 
 
 ♦Augsburg's Easy Drawings for Geog. Class, - paper 
 
 u Easy Things to Draw, - - - paper 
 
 Calkins' Ear and Voice Training, - cl. 
 
 Dewey's How to Teach Manners, - cl. 
 
 Gladstone's Object Teaching, - paper 
 
 Hughes' How to Keep Order, - paper 
 
 Johnson's Education by Doing, - ci. 
 
 ♦Kellogg's How to Write Compositions - - paper 
 
 " Geography by Map Drawing. - - ci. 
 
 '* School Management. - cl. 
 
 .50 
 .30 
 .50 
 .50 
 
 .50 
 
 .50 
 
 .75 
 
 .15 
 
 1.00 
 
 .40 
 
 .40 
 
 1.20 
 
 1.00 
 
 1.20 
 
 .15 
 
 .15 
 
 .20 
 
 .60 
 
 .15 
 
 .40 
 .24 
 .40 
 .40 
 .15 
 .15 
 .40 
 15 
 .40 
 .60 
 
McMurry's How to Conduct the Recitation, - paper .15 pd. 
 
 Patridge's Quincy Methods, Illustrated. - cl. 1.75 1.40 .13 
 
 Seeley's Grube Method Teaching Arithmetic, cl. 1.00 .GO .07 
 
 4 * Grube Idea in Teaching Arithmetic - cl. .30 .fc4 .03 
 
 Sidgwick's stimulus in School, - - paper .15 pd. 
 
 Shaw and Donnell's School Devices, - - cl. 1.25 1.00 .10 
 
 Smith's Kapid Practice Cards, - 33 sets, each .50 
 
 Woodhull's Easy Experiments in Science, - cl. ,50 .40 ,05 
 
 44 Home Made Apparatus, - cl. .50 .40 .05 
 
 PBIMAEY AND KINDERGARTEN 
 
 Calkins' Ear and Voice Training*, - cl. .50 .40 ,05 
 
 Currie's Early Education, ----- cl. 1.25 1.00 .08 
 
 Gladstone's Object Teaching, - paper .^5 pd. 
 
 Autobiography of Froebel, - cl. .50 .40 .05 
 
 Hoffman's Kindergarten Gifts, - paper .15 pd. 
 
 Johnson's Education by Doing, - cl. .50 .40 .05 
 
 Parker's Talks on Teaohinsr, - cl. 1.25 1.00 .09 
 
 Patridge's Qutncy Methods, - - - - cl. 1.75 1.40 .13 
 
 Seeley's Grube Method of Teaching Arithmetic, ct. 1.00 .80 .07 
 
 ** Grube Idea in Primary Arithmetic, - cl. .30 .24 .03 
 
 MANUAL TRAINING 
 
 Butler's Argument for Manual Training, - - paper .15 pd. 
 
 Love's Industrial Education, - cl. 1.50 1.20 .12 
 
 ♦TTpham's Fifty Lessons in Woodworking, - cl. .50 .4tf 05 
 
 QUESTION BOOKS FOR TEACHERS ft 
 
 Analytical Question Series. Geography, - cl. .50 .40 .05 
 
 * " " C S. History, - cl. .50 .40 .05 
 
 Grammar, - - cl. ,50 .40 .05 
 
 N. Y. State Examination Questions, - - - cl. 1.00 .80 .08 
 
 Shaw's "National Question Book, - 1.75 pd. 
 
 Soutnwick's Handy Helps, ----- cl. 1.00 .80 .08 
 
 Southwick's Quiz Manual of Teaching. Best edition, cl. .75 .60 .05 
 
 PHYSICAL EDUCATION and SCHOOL HYGIENE 
 
 Groff's School Hygiene, ----- paper .15 pd. 
 
 MISCELLANEOUS 
 
 ♦Blaikie On Self Culture, ----- c l. .25 .20 .03 
 
 Fitch's Improvement in Education, - - - paper .15 pd. 
 
 Gardner's Town and Country School Buildings, cl. 2.50 2.00 .12 
 
 Lubbock's Best 100 Books, ----- paper .*0 pd. 
 
 Pooler's N. Y. School Law, ----- cl. .30 .24 .03 
 
 "Walsh's Great Rulers of the World, - - - cl. .50 .40 .05 
 
 Wilhelm's Student's Calendar, - - - - paper .30 .34 .03 
 
 SINGING AND DIALOGUE BOOKS 
 
 Reception Day Series, 6 N03. (Set S1.40 postpaid.) Eaoh. .30 .24 .03 
 
 Song Treasures. ------- paper .15 pii. 
 
 ♦Best Primary Songs, new ------- .15 xl. 
 
 SCHOOL APPARATUS 
 
 Smith's Rapid Practice Arithmetic Cards, (33 sets), Each, .50 pd. 
 44 Standard " Manikin. (Sold by subscription.) Price on application. 
 
 "Man Wondertui" Manikin, - 5.00 pd. 
 Standard Blackboard Stencils, 500 different nos., 
 
 from 5 to 50 cents each. Send for special catalogue. 
 
 44 Unique " Pencil Sharpener, - - _ - 1.50 .10 
 Standard Physician's Manikin. (Sold by subscription.) 
 
 ^IPIOO page classified, illustrated', descriptive Catalogue of the above 
 and many other Method Books, Teachers' Helps, sent free. 100 page Cat- 
 
 losrue of books tor teachers, of all publishers, light school apparatus, etc. 
 also free. Each of these contain our special teachers' prices. 
 
 E. L. KELLOaa & CO., New York & Chicago. 
 
SEND ALL ORDERS TO 
 
 5 E. L. KELLOGG & CO., NEW YORK & CHICAGO. ! 
 
 Aliens Mind Studie s for Young Teach- 
 
 ees. By Jerome Allen, Ph.D., Associate Editor of the 
 School Journal, Prof, of Pedagogy, Univ. of City of 
 N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents ; to 
 teachers, 40 cents ; by mail, 5 cents extra. 
 
 There are many teachers who 
 know little about psychology, 
 and who desire to be better in- 
 formed concerning its princi- 
 ples, especially fts relation to the 
 work of teaching. For the aid 
 of such, this book has been pre- 
 pared. But it is not a psychol- 
 ogy— only an introduction to it, 
 aiming to give some funda- 
 mental principles, together with 
 something concerning the phi- 
 losophy of education. Its meth- 
 od is subjective rather than ob- 
 jective, leading the student to 
 watch mental processes, and 
 draw his own conclusions. It 
 is written in language easy to 
 be comprehended, and has many 
 Jerome Allen, Ph.D., Associate Editor practical illustrations. It wiil 
 of the Journal and institute. aid the teacher in his daily work 
 in dealing with mental facts and states. 
 
 To most teachers psychology seems to be dry. This book shows 
 how it may become the most interesting of all studies. It also 
 shows how to begin the knowledge of self. " We cannot know 
 in others what we do not first know in ourselves." This is the 
 key-note of this book. Students of elementary psychology will 
 appreciate this feature of " Mind Studies." 
 ITS CONTENTS. 
 
 CHAP. 
 
 I. How to Study Mind. 
 II. Some Facts in Mind Growth. 
 
 III. Development. 
 
 IV. Mind Incentives. 
 
 V. A few Fundamental Principles 
 
 Settled. 
 VI. Temperaments. 
 VII. Training of the Senses. 
 VIII. Attention. 
 IX. rerception. 
 X. Abstraction. 
 
 XI. Faculties used in Abstract 
 Tb iu king. 
 
 CHAP. 
 
 XII. From the Subjective to the 
 Conceptive. 
 
 XIII. The Will. 
 
 XIV. Diseases of the Will. 
 XV. Kinds of Memory. 
 
 XVI. The Sensibilities. 
 XVII. Relation of the Sensibilities 
 
 to the Will. 
 XVIII. Training of the Sensibilities. 
 XIX. Relation of the Sensibilities 
 to Morality. 
 XX. The Imagination. 
 JSXL Imagination in its Maturity. 
 TYft. Education of the Moral Sense. 
 
SEtfD ALIj ORDERS T 6 
 
 6 E. L. KELLOGG & CO., NE W YOBK A CHICAGO. 
 
 Aliens Temperament in Education. 
 
 With directions concerning How to Become A Successful 
 
 Teacher. By Jerome Allen, Ph.D., Author of "Mind 
 
 Studies for Young Teachers," etc. Cloth, 16mo. Price, 50 
 
 cents, to teachers, 40 cents ; by mail, 5 cents extra. 
 
 There is no book in the English language accessible to 
 
 students on this important subject, yet it is a topic of so much 
 
 importance to all who wish to become better acquainted with 
 
 themselves that its suggestions will find a warm welcome 
 
 everywhere, especially by teacheis. The value of the book will 
 
 be readily seen by noticing the subjects discussed. 
 
 CONTENTS :— How we can know Mind— Native Characteristics of 
 Children— How to Study Ourselves— The Sanguine Temperament— The 
 Eilious Temperament— The Lymphatic Temperament— The Nervous 
 Temperament— Physical Characteristics of each Temperament : Tabula- 
 ted—The best Temperament— How to Conduct Self Study— Many Per- 
 sonal Questions for Students of Themselves— How to Improve— Specific 
 Directions— How to Study Children— How Children are Alike, How 
 Different— Facts in Child Growth : Tabulated and Explained— How to 
 Promote Healthy Child Growth. Full directions concerning how to 
 treat temperamental differences. How to effect change in tempera- 
 ment. 
 
 Under "How to Become a Successful Teacher," the 
 following topics are discussed: "What books and papers to 
 read."— " What schools to visit."—" What associates to select." 
 — " What subjects to study."—" How to find helpful critics."— 
 "How to get the greatest good from institutes."— "ShaU I 
 attend a Normal school ? " <r How to get a good and perman- 
 ent position ? " " How to get good pay ? " " How to grow a 
 better teacher year after year." "Professional honesty and 
 dishonesty." — " The best and most enduring reward." 
 
 Blaiktes Self Culture, 
 
 By John Stuart Blaikle. 16mo, 64 pp., limp cloth. Price, 25 
 cents; to teachers, 20 cents; by mail, 3 cents extra. 
 
 Three invaluable practical essays on the Culture of the Intel- 
 lect, on Physical Culture, on Moral Culture. In its 64 x>ages this 
 little volume contains a vast amount of excellent advice. It will 
 help hundreds of young teachers to make a right start, or set 
 them right if they are on the wrong track. Although published 
 expressly for teachers, it will prove profitable reading for all, no 
 mattr/ vhat their calling, who wish to improve— and who does 
 not? as a part of a course of reading, some such book is invalu- 
 able, and should be read over and over again. Mr. Blaikie's book, 
 in its present form, is so neat yet cheap, that it ought to be read 
 by every young teacher in the country, and to be on every read- 
 ing-circle list. It is to bo a prominent book on the new profes 
 sional course of reading for teachers. 
 
 Nicely printed* with side-heads and bound in limp ^csfclir 
 
BEND ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK <& CHICAGO. 9 
 
 Brownings Educational Theories. 
 
 By Oscar Browning, M.A., of King's College, Cambridge, 
 
 Eng. No. 8 of Reading Circle Library Series. Cloth, 16mo, 
 
 237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 
 
 cents extra. 
 
 This work has been before the public some time, and for a 
 
 general sketch of the History of Education it has no superior. 
 
 Our edition contains several new features, making it specially 
 
 valuable as a text-book for Normal Schools, Teachers' Classes, 
 
 Beading Circles, Teachers' Institutes, etc. , as well as the student 
 
 of education. These new features are: (1) Side-heads giving the 
 
 subject of each paragraph; (2) each chapter is followed by an 
 
 analysis; (3) a very full new index; (4) also an appendix on 
 
 "Froebel," and the " American Common School." 
 
 OUTLINE OF CONTENTS. 
 
 I. Education among the Greeks— Music and Gymnastic Theo- 
 ries of Plato and Aristotle; II. Roman Education — Oratory; III. 
 Humanistic Education; IY. The Realists— Ratich and Comenius; 
 V. The Naturalists — Rabelais and Montaigne; VI. English 
 Humorists and Realists — Roger Ascham and John Milton; VII. 
 Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes- 
 talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
 lic School ; XIII. Froebel ; XIV. The American Common 
 School. 
 
 PRESS NOTICES. 
 
 Ed. Courant. — " This edition surpasses others in its adaptability to gen- 
 eral use.'* 
 
 Col. School Journal.—" Can be used as a text-book in the History of 
 Education." 
 
 Pa. Ed. News.—" A volume that can be used as a text- book on the His- 
 tory of Education." 
 
 School Education, Minn.—" Beginning with the Greeks, the author pre 
 sents a brief but clear outline of the leading educational theories down to 
 the present time." 
 
 Ed. Review, Can.— "A book like this, introducing the teacher to the great 
 minds that have worked in the same field, cannot but be a powerful stimulus 
 to him in his work." 
 
BEND ALL, ORDERS "TO 
 
 10 K L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Calkins Ear and Voice Training by 
 
 Means of Elementary Sounds op Language. By N. A. 
 Calkins, Assistant Superintendent N. Y. City Schools; 
 author of " Primary Object Lessons, " "Manual of Object 
 Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100 
 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 An idea of the character of this work may be had by the fol- 
 lowing extracts from its Preface : 
 
 u The common existence of abnormal sense perception among school 
 children is a serious obstacle in teaching. This condition is most 
 
 obvious in the defective perceptions 
 of sounds and forms. It may be 
 seen in the faulty articulations in 
 speaking and reading; in the ina- 
 bility to distinguish musical sounds 
 readily ; also in the common mis- 
 takes made in hearing what is 
 said. . . . 
 
 "Careful observation and long 
 experience lead to the conclusion 
 that the most common defects in 
 sound perceptions exist because of 
 lack of proper training in childhood 
 to develop this power of the mind 
 into activity through the sense of 
 hearing. It becomes, therefore, a 
 matter of great importance in edu- 
 cation, that in the training of chil- 
 dren due atteotion shall be given to 
 the development of ready and accu- 
 rate perceptions of sounds. 
 
 " How to give this training so as 
 to secure the desired results is a 
 subject that deserves the careful 
 attention of parents and teachers. 
 Supt. N. A. Calkins. Much depends upon the manner of 
 
 presenting the sounds of our language to pupils, whether or not the 
 results shall be the development in sound-perceptions that will train 
 the ear and voice to habits of distinctness and accuracy in speaking and 
 reading. 
 
 " The methods of teaching given in this book are the results of an 
 extended experience under such varied conditions as may be found 
 with pupils representing all nationalities, both of native and foreign 
 born children. The plans described will enable teachers to lead their 
 pupils to acquire ready and distinct perceptions through sense train- 
 ing, and cause them to know the sounds of our language in a manner 
 that will give practical aid in learning both the spoken and the written 
 language. The simplicity andusef lness of the lessons need only to be 
 known to be appreciated and use«^ ' 
 
SlNi) AL.L OKDERS TO 
 
 £. £. KELLOGG & CO., NEW YORK & CHICAGO, "t 
 
 Curries Early Education. 
 
 " The Principles and Practice of Early and Infant School 
 Education." By James Curkie, A. M., Prin. Church of 
 Scotland Training College, Edinburgh. Author of 
 " Common School Education," etc. With an introduction 
 by Clarence E. Meieney, A. M., Supt. Schools, Paterson, 
 N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price, 
 $1.25 ; to teachers, $loo ; by mail, 8 cents extra. 
 
 WHY THIS BOOK IS VALUABLE. 
 
 1. Pestalozzi gave New England its educational supremacy. 
 The Pestalozzian wave struck this country more than forty 
 
 years ago, and produced a mighty shock. It set New Eng- 
 land to thinking. Horace Mann became eloquent to help on 
 the change, and went up and down Massachusetts, urging in 
 earnest tones the change proposed by the Swiss educator. 
 What gave New England its educational supremacy was its 
 reception of Pestalozzi's doctrines. Page, Philbrick, Barnard 
 were all his disciples. 
 
 2. It is the work of one of the best expounders of Pes- 
 talozzi. 
 
 Forty years ago there was an upheaval in education. Pes- 
 talozzi's words were acting like yeast upon educators ; thou- 
 sands had been to visit his schools at Y verdun, and on their 
 return to their own lands had reported the wonderful scenes 
 they had witnessed. Rev. James Currie comprehended the 
 movement, and sought to introduce it. Grasping the ideas of 
 this great teacher, he spread them in Scotland ; but that 
 country was not elastic and receptive. Still, Mr. Currie's 
 presentation of them wrought a great change, and he is to be 
 reckoned as the most powerful exponent of the new ideas in 
 Scotland. Hence this book, which contains them, must be 
 considered as a treasure by the educator. 
 
 3. This volume is really a Manual of Principles of Teaching. 
 It exhibits enough of the principles to make the teacher 
 
 intelligent in her practice. Most manuals give details, but no 
 foundation x^rinciples. The first part lays a psychological 
 basis — the only one there is for the teacher ; and this is done 
 in a simple and concise way. He declares emphatically that 
 teaching cannot be learned empirically. That is, that one can- 
 not watch a teacher and see hoiv he does it, and then, imitat* 
 ing, claim to be a teacher. The principles must be learned. 
 
 4. It is a Manual of Practice in Teaching. 
 
SEND ALL ORDERS TO 
 
 ii K L. KELLOGG & CO., NEW YORK <fc CHICAGO. 
 
 Fitch's Lectures on Teaching. 
 
 Lectures on Teaching. By J. G. Fitch, M.A., one of Her 
 Majesty's Inspectors of Schools. England. Cloth, 16mo, 
 395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid; 
 
 Mr. Fitch takes as his topic the application of principles to 
 the art of teaching in schools. Here are no vague and gen- 
 eral propositions, but on every page we find the problems of 
 the school-room discussed with definiteness of mental grip. 
 No one who has read a single lecture by this eminent man 
 but will desire to read another. The book is full of sugges- 
 tions that lead to increased power. 
 
 1. These lectures are highly prized in England. 
 
 2. There is a valuable preface by Thos. Hunter, President 
 of N. Y. City Normal College. 
 
 3. The volume has been at once adopted by several State 
 Reading Circles. 
 
 EXTRACT FRO:« AMERICAN PREFACE. 
 •* Teachers everywhere among" English-speaking people have hailed 
 Mr. Fitch's work as an invaluable aid for almost every kind of instruc- 
 tion and school organization. It combines tho theoretical and the prac- 
 tical ; it is based on psychology ; it gives admirable advice on every' 
 thing connected with teaching— from the furnishing of a school-room 
 to the preparation of questions for examination. Its style is singularly 
 clear, vigorous and harmonious.'* 
 
 Chicago Intelligence.— " All of its discussions are based on sountf 
 psychological principles and give admirable advice." 
 
 Virginia Educational Journal.—" He tells what he thinks so as tc 
 be helpful to ail who are striving to improve." 
 
 Lynn Evening Item.—" He gives admirable advice." 
 Philadelphia Becord — " It is not easy to imagine a more useful vol- 
 ume." 
 
 Wilmington Every Evening.—" The teacher will find in it a wealth 
 of help and suggestion." 
 
 Brooklyn Journal.—" His conception of the teacher is a worthy ideaS 
 for all to bear in mind." 
 
 New England Journal of Education : " This is eminently the work oi 
 a man of wisdom and experience. He takes a broad and comprehensive 
 view of the work of the teacher, and his suggestions on all topics are 
 worthy of the most careful consideration." 
 
 Brooklyn Eagle : " An invaluable aid for almost every kind of in- 
 , struction and school organization. It combines the theoretical and tha 
 practical ; it is based on psychology ; it gives admirable advice on every- 
 thing connected with teaching, from the furnishing of a school-room to 
 the preparation of questions for examination." 
 
 Toledo Blade : "It is safe to say, no teacher can lay claim to being 
 well informed who has not read this admirable work. Its appreciation 
 is shown by its adoption by several State Teachers 1 Beading Circies, ad 
 a work to b© thoroughly rea&J^i^£lBwa*terS' , ' 
 
Send all orders to 
 
 B. I, KELLOGG & CO., NEW YORK & CHICAGO. 15 
 
 tt 
 
 'debet. Autobiography of 
 
 Materials to Aid a Comprehension of the Works op the 
 
 Founder op the Kindergarten. 16mo, large, clear type, 
 
 128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5 
 
 cents extra. 
 
 This little volume will be welcomed by all who want to get a good 
 
 Idea of Froebel and the kindergarten. 
 
 This volume contains besides the 
 autobiography — 
 
 1. Important dates connected with 
 the kindergarten. 
 
 2. Froebel and the kindergarten 
 system of education by Joseph 
 Payne. 
 
 3. Froebel and his educational 
 work. 
 
 4. Froebel's educational views (a 
 summary). 
 
 In this volume the student of edu- 
 cation will find materials for con- 
 structing, in an intelligent manner, 
 an estimate and comprehension of 
 the kindergarten. The life of 
 Froebel, mainly by his own hand, is 
 very helpful. In this we see the 
 working of his mind when a youth; 
 he lets us see how he felt at being 
 misunderstood, at being called a bad 
 boy, and his pleasure when face to face with Nature. Gradually wt 
 see there was crystallizing in him a comprehension of the means that 
 would bring harmony and peace to the minds of young people. 
 
 The analysis of the views of Froebel will be of great aid. We see 
 that there was a deep philosophy in this plain German man ; he was 
 studying out a plan by which the usually wasted years of young chil- 
 dren could be made productive. The volume will be of great value not 
 only to every kindergartner, but to all who wish to understand the 
 philosophy of mental development. 
 
 La. Journal of Education.— " An excellent little work." 
 W. Va. School Journal.—" Will be of great value." 
 Educational Courant, Ky.— " Ought to have a very extensive circulation 
 among the teachers of the country." 
 Educational Eecord, Can.—" Ought to be in the hands of every pio- 
 
 Freidrioh Froebel. 
 
 ' Teachers will find in this a clear account of 
 
 fessional teacher.' 1 
 
 Western School Journal- 
 
 Froebe^slife.' , 
 
 School Education.—" Froebel tells his own story better than any com- 
 mentator." 
 
 all who wish to under 
 
 Michigan Moderator.— " Will be of great value to i 
 staud the philosophy of mental development." 
 
SEND ALL ORDERS TO 
 
 18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Hughes' [Mistakes in Teaching . 
 
 By James J. Hughes, Inspector of Schools, Toronto, Canada, 
 Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents; 
 by mail, 5 cents extra. 
 
 Thousands of copies of the old 
 edition have been sold. The new 
 edition is worth double the old; 
 the material has been increased, 
 restated, and greatly improved. 
 Two new and important Chapters 
 have been added on "Mistakes in 
 Aims," and "Mistakes in Moral 
 Training." Mr. Hughes says in his 
 preface: "In issuing a revised edi- 
 tion of this book, it seems htting to 
 acknowledge gratefully the hearty 
 appreciation that has been accorded 
 it by American teachers. Realiz- 
 ing as I do that its very large sale 
 . indicates that it has been of service 
 to many of my fellow- teachers, I 
 i have recognized the duty of enlarg- 
 ing and revising it so as to make it 
 still more helpful in preventing 
 James L. Hughes, Inspector of the common mistakes in teaching 
 Schools, Toronto, Canada. an( j trainio^- " 
 
 This is one of the six books recommended by the N. Y. State 
 Department to teachers preparing for examination for State cer- 
 tificates. 
 
 CAUTION. 
 
 Our new authorized copyright edition, entirely rewritten by 
 the author, is the only one to buy. It is beautifully printed and 
 handsomely bound. Get no other. 
 
 CONTENTS OF OUR NEW EDITION. 
 
 Chap. I. 7 Mistakes in Aim. 
 Chap. II. 21 Mistakes in School Management. 
 Chap. III. 24 Mistakes in Discipline. 
 Chap. IV. 27 Mistakes in Method. 
 Chap. V. 13 Mistakes in Moral Training. 
 Chaps. L and V. are entirely new. 
 
SEND ALL ORtn&RS TO 
 
 20 E L. KELLOGG & CO., NEW YOBK & CHICAGO. 
 
 Hughes Securing and Retaining Alien- 
 
 Tiosr. By James L. Hughes, Inspector Schools, Toronto, 
 Canada, author of " Mistakes in Teaching." Cloth, 116 pp. 
 ' Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
 
 This valuable little book has already become widely known t© 
 American teachers. Our new edition has been almost entirety 
 re-written, and several new important chapters added. It is the 
 only authorized copyright edition. Caution. — Buy no other. 
 
 WHAT IT CONTAINS. 
 
 I. General Principles; II. Kinds of Attention; III. Characteristics of Good 
 Attention ; IV. Conditions of Attention ; V. Essential Characteristics of the 
 Teacher in Securing and Retaining Attention; VI. How to Control a Class; 
 VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII. 
 How to Gratify and Develop the Desire for Mental Activity; IX. Distracting 
 Attention; X. Training the Power of Attention; XI. General Suggestions 
 regarding Attention. 
 
 TESTIMONIALS. 
 
 S. P. Bobbins, Pres. McGill Normal School, Montreal, Can., writes to Mr. 
 Hughes: — "It is quite superfluous for me to say that your little books are 
 admirable. I was yesterday authorized to put the 4 Attention ' on the list 
 of books to be used in the Normal School next year. Crisp and attractive 
 in style, and mighty by reason of its good, sound common-sense, it is a 
 book that every teacher should know." 
 
 Popular Educator (Boston):—" Mr. Hughes has embodied the best think- 
 ing of tils life in these pages." 
 
 Central School Journal (la.).— " Though published four or five years 
 since, this book has steadily advanced in popularity." 
 
 Educational Courant (Ky.).— "It is intensely practical. There isn't a 
 mystical, muddy expression in the book." 
 
 Educational Times (England).—" On an important subject, and admir- 
 ably executed." 
 School Guardian (England).—" We unhesitatingly recommend it." 
 New England Journal of Education.—" The book is a guide and a 
 manual of special value." 
 
 New York School Journal.—" Every teacher would derive benefit from 
 reading this volume." 
 
 Chicago Educational Weekly.— " The teacher who aims at best suc« 
 c -ps should study it." 
 
 Phii. Teacher.—" Many who have spent months in the school-room would 
 be benefited by it." 
 
 Maryland School Journal.—" Always clear, never tedious." 
 
 Va. Ed. Journal. — " Excellent hints as to securing attention." 
 
 Ohio Educational Monthly.—" We advise readers to send for a copy." 
 
 Pacific Home and School Journal.—" An excellent little manual." 
 
 Prest. James H. Hoose, State Normal School, Cortland, N. Y., says:— 
 
 " The book must prove of great benefit to the profession." 
 Supt. A. W. Edson. Jersey City, N. J., says:—" A good treatise has long 
 
 been needed, and Mr. Hughes has supplied the want." 
 
SENT) ALL ORDERS TO 
 
 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 
 Reception Uay. 6 ${os. 
 
 A collection of fresh and original dialogues, recitations, 
 declamations, and short pieces for practical use in Public 
 and Private Schools. Bound in handsome, new paper 
 cover, 160 pages each, printed on laid paper. Price 30 
 cents each ; to teachers, 24 cents ; by mail, 3 cents extra. 
 The exercises in these books bear upon education ; have a 
 relation to the school-room. 
 
 1. The dialogues, recitations, 
 
 ^^^S^S^T^KSSSr^ dialogues, recitations, 
 
 IlillfPlS fc? v|? f£^gl|K an( * declamations, gathered ii* 
 ^^^'!^*f^l3:|^^*|P^ this volume being fresh, short, 
 
 :v easy to be comprehended and 
 )|S|Or v V| a ^ are well fitted for the average 
 '' scholars of our schools. 
 
 2. They have mainly been 
 used by teachers for actual 
 school exercises. 
 
 3. They cover a different 
 ground from the speeches of 
 Demosthenes and Cicero — 
 which are unfitted for boys of 
 twelve to sixteen years of age. 
 
 4. They have some practical 
 interest for those who use 
 them. 
 
 5. There is not a vicious 
 sentence uttered. In some 
 dialogue books profanity is 
 found, or disobedience to 
 
 new cover. parents encouraged, or lying 
 
 laughed at. Let teachers look out for this. 
 
 6. There is something for the youngest pupils. 
 
 7. " Memorial Day Exercises " for Bryant, Garfield, Lincoln, 
 etc., will be found. 
 
 8. Several Tree Planting exercises are included. 
 
 9. The exercises have relation to the school-room and bear 
 upon education. 
 
 10. An important point is the freshness of these pieces. 
 Most of them were written expressly for this collection, and 
 can be found nowhere else. 
 
 Boston Journal of Education.— "Is of practical value." 
 Detroit Free Press.—" Suitable for public and private schools." 
 "Western Ed. Journal.—" A series of very good selections." 
 
•tf~? . 
 
 £71^- 
 
 SEND ALL ORDERS TO 
 
 
 Si E. L. KELLOGG & CO., NEW YORK & CHICAGO. 
 WHAT EACH NUMBER CONTAINS. $,3 
 
 No. 1 
 
 Is a specially fine number. One dia- 
 logue in it, called " Work Conquers," 
 for 11 girls and 6 boys, has been given 
 hundreds of times, and is alone worth 
 the price of the book. Then there 
 are 21 other dialogues. 
 29 Recitations. 
 14 Declamations. 
 17 Pieces for the Primary Class. 
 
 No. 2 Contains 
 
 29 Recitations. 
 12 Declamations. 
 
 17 Dialogues. 
 
 24 Pieces for the Primary Class. 
 
 And for Class Exercise as follows: 
 
 The Bird's Party. 
 
 Indian Names. 
 
 Valedictory. 
 
 Washington's Birthday. 
 
 Garfield Memorial Day. 
 
 Grant 
 
 Whittier " rt 
 
 Sigourney " " 
 
 No. 3 Contains 
 
 Fewer of the longer pieces and more 
 of the shorter, as follows : 
 
 18 Declamations. 
 2\ Recitations. 
 22 Dialogues. 
 
 24 Pieces for the Primary Class. 
 A Christmas Exercise. 
 Opening Piece, and 
 An Historical Celebration. 
 
 No. 4- Contains 
 
 Campbell Memorial Day. 
 Longfellow ** ** 
 Michael Angelo " ** 
 Shakespeare " " 
 Washington 44 M 
 Christmas Exercise. 
 Arbor Day " 
 New Planting " 
 Thanksgiving " 
 Value of Knowledge Exercise. 
 Also 8 other Dialogues. 
 21 Recitations. 
 
 23 Declamations. 
 
 No. 5 Contains 
 
 Browning Memorial Day. 
 Autumn Exercise. 
 Bryant Memorial Day. 
 New Planting Exercise. 
 Christmas Exercise. 
 A Concert Exercise. 
 
 24 Other Dialogues. 
 16 Declamations, and 
 36 Recitations. 
 
 No. 6 Contains 
 Spring; a flower exercise for very 
 
 young pupils. 
 Emerson Memorial Day. 
 New Year's Day Exercise. 
 Holmes' Memorial Day. 
 Fourth of July Exercise. 
 Shakespeare Memorial Day. 
 Washington's Birthday Exercise. 
 Also 6 other Dialogues. 
 6 Declamations. 
 41 Recitations. 
 
 15 Recitations for the Primary Class. 
 And 4 Songs. 
 
 Our Reception Day Series is not sold largely by booksellers, 
 who, if they do not keep it, try to have you buy something else 
 similar, but not so good. Therefore send direct to the publishers, 
 by mail, the price as above, in stamps or postal notes, and your 
 order will be filled at once. Discount for quantities. 
 
 SPECIAL OFFER. 
 
 If ordered at one time, we will send postpaid the entire 
 6 Nos. for $1.40. Note the reduction. m ^^sTrn^ 
 
Deacidified using the Bookkeeper process. 
 Neutralizing agent: Magnesium Oxide 
 Treatment Date: Oct. 2004 
 
 PreservationTechnologies 
 
 A WORLD LEADER IN PAPER PRESERVATION 
 
 1 1 1 Thomson Park Drive 
 Cranberry Township, PA 16066 
 (724) 779-21 1 1 
 
LIBRARY OF CONGRESS 
 
 013 310 957 2 
 
 (KHMiw 
 
 littfi 
 Mam 
 
 31 
 
 nrc 
 
 
 urn 
 
 fuUO 
 
 nflm