if Copyrights COPYRIGHT DEPOSIT. Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/powerthroughperfOOneff Silas Neff, Ph.D. Power Through Perfected Ideas A Study of the Qualitative Principle of Knowledge as Applied to Human Development and Success :: :: :: :: s By SILAS NEFF, Ph. D. PRESIDENT AND FOUNDER OF NEFF COLLEGE Author of " Talks on Education and Oratory " ; Lecturer on Oratory, Crozer and Dutch Reformed Theological Seminaries, Franklin and Marshall College, etc. FIFTH EDITION Published by NEFF COLLEGE PHILADELPHIA, PA. 1921 ^ n- \<\ ? Copyright 1911-1921 By SIIvAS NEFF All Rights Reserved g)Cl.A627586 H0\l -MS^l .V\?,N p: PREFACE This book is the outgrowth of many years' experience in teaching. The students ranged in age from eight to sixty, were of both sexes, represented many professions and lines of busi- ness, and varied greatly in scholarship and in culture. Among the different needs which brought them to school, expressed in their own language, were Self-Confidence, Repose, Observa- tion, Memory, Originality ; Expression in Conversation, in Ex- tempore Speech, in Elocution, in Dramatic Art, in Oratory , in Vocal and Instrumental Music, in Authorship, in Salesman- ship ; Management of People ; Voice Culture ; Physical Grace and Skill ; Health ; Personal Force in all Situations, etc., etc. It would perhaps occasion little surprise if the discovery of scientific remedies for such a heterogeneous list of needs should appear a difficult if not impossible task. The difficulty was much lessened, however, by the fact that the same funda- mental remedy applies in a more or less direct way to all con- ditions. We have aimed to make suggestively clear what the remedy is. This is the end of our present purpose. There has been no attempt to explain in detail the relation of increased mind power to man's internal life, to external human activity, nor to the various professions and such references in these direc- tions as are made, are intended merely to illumine the funda- mental principle. The author desires to express his gratitude to students and friends whose confidence, open-mindedness, interest and en- thusiasm through many years have contributed so much to happiness and to whatever progress may have been made. He desires that each of them will accept these words as a message of kindest regard and precious memory. Philadelphia., February 25, 191 1. PREFACE TO THE FIFTH EDITION Man's personal destiny and the fate of civilization depend upon the education of the individual. In theory there is but one Education. In actual practice there are two kinds of teaching. The first consists in imparting mere information. The second develops all sides of man's nature through the evolution of organic knowledge and the growth of perfected ideas. The first kind of teaching does not develop, but weakens the action of man's mental and spiritual powers, impedes his per- sonal progress and his commercial success, misdirects and un- dermines civilization. The Education which grows all around people through the evolution of organic knowledge accomplishes for man five things. It teaches him how to use his present knowledge and his natural ability ; it creates a desire for wider and deeper knowledge ; it increases his inherited talent ; it enlarges the functioning of the subjective mind; it opens wider the channels of Soul expression. Stated in another way, the Education embodying perfected ideas arouses from slumber and strengthens all human powers ; organizes their activities in a mighty co-ordinating human en- gine ; shows each man how to concentrate, to centralize and to focus the entire energy of his mobilized being upon the work in hand. The key to this Education and to the solution of all human problems is found only in organic knowledge, in the knowledge that lives and grows throughout life. "Power through perfected ideas" aims only to explain the basic laws by which this kind of knowledge is gained. Remark — To render the book more useful to the reader, the author has added at the close one of the numerous outlines of this Education as applied at Neff College, Outline XV, Per- fected Ideas. CONTENTS Page. Chapter I. The Problem n Pleasure in perfect work. Susceptibility of all things to improvement. Includes man. Attempts at self-improve- ment. Human deterioration. Specialization. Human needs. Power, knowledge, skill. Happiness. Tact. Morality. Charm. Mind growth. Man's situation. Rem- edy. Development. Chapter II. Human Efficiency 17 Success. Three-fold aspect. Complete, developed mind. Character. Personality. A developed mind and goodness. Health. Problem. Chapter III. Man 20 Man. Mind. Most important knowledge. Organisms. Organizations. Growth of organisms. Man's future pos- sibilities. Chapter IV. Seed Perfection 22 Man a single organism. Nucleus of the central power of the organism. Impressions. Seed and fruit. Impressions explained. A perfect seed standard. Chapter V. Substitutional Thinking ..... 27 Substitutional thinking explained. Importance and dan- ger. Concrete thinking. How to test it. Grade of the average man's impressions. Chapter VI. Seed Growth 31 Two phases of mind improvement. Seed perfection. Perfection of association. Centralization. Perfected idea defined. Chapter VII. God, Universe, Man 35 Mystery of creation. Growth of vegetation, animals, man. Nature and human nourishment. Chapter VIII. A Perfected Idea of a River .... 39 The first stage of education. Concrete basis. Sketch of the river idea. Page. Chapter IX. Perfected Ideas 45 Growth of the river idea. Relation of the river idea to other ideas. Economy of time. Memory. A perfected idea illustrated. Men's standard ideas. How the standard is raised. Chapter X. Perfected Ideals 50 Two grades of ideas. Source. Expression. Ideals made practical. Outline of a perfected ideal. Reinforcement. Personal : — Growth, health, expression, attraction, think- ing, emotion, character, culture, self-respect, work. External : — Influence, commercial results, social effects, political results. Chapter XL The Perfected Mind 57 Synthetic, vivid mind. Mind growth illustrated. Obser- vation. Imagination. Idealization, association, feeling. Chapter XII. Imagination 63 Ideas and mental faculties. Imagination and growth. Imagination and work. Perfected ideas and imagination. Chapter XIII. Thinking 65 Objects and relations. Impressions and thoughts. Per- fected ideas and thinking power. Chapter XIV. Memory, Recollection, Concentration . . 67 Memory and growth. Vividness of impressions, memory, recollection and concentration; Chapter XV. A Human Locomotive 69 Guidance and propulsion. Track and steam. Power in feeling. Chapter XVI. The Track 71 The track principle, wisdom, intelligence. Two phases of ideas. Impressions and the track. The track and work. Chapter XVII. Steam 73 Steam and work. Great work and feeling. Heart and work. Chapter XVIII. Replenishment 75 Coal, water, steam. Blood and impressions. Supply and discharge. Physical source of power. Chapter XIX. Steam Pressure 77 Power under pressure. Steam and kettle. Work. Feeling under pressure. Homesickness. Desire. Page. Chapter XX. Will 82 Will illustrated and denned. Community of interest. Chapter XXI. Two Kinds of Feelings 85 Positive and negative feelings. Pain and happiness. Positive feelings and health. Beauty. Grace. Voice. Attractiveness. Chapter XXII. Negative Feelings ...... 89 How avoided. Perfected idea mind. Remedy for negative interpretations of nature. Chapter XXIII. Words 93 Mind growth and language. Books and the problem of education. Psychology of words. Symbols. Function of words. Chapter XXIV. Sentences 96 Psychology of the sentence. Functions of sentences illus- trated. Chapter XXV. Books 98 Psychological use of books. The scientific use of books. Quantitative and qualitative education. Chapter XXVI. Self-Expression 101 Self-expression and growth. Universal self-expression. Chapter XXVII. A Perfected Idea Man 103 Growth. Happiness. Central life purpose. Originality. Initiative. Openmindedness. A psychalized body. Adapt- ability. Naturalness. Self-confidence. Personality. Bal- ance. Repose. Spirituality. Chapter XXVIII. The New Work 107 Labor, Business, Teaching, Authorship, Music, Acting, Oratory. All lines of work. Chapter XXIX. Some Educational Inferences . . .112 Possible growth during a single life time. Growth and age. Universal adaptability of idea education. Function of the idea teacher. A readjustment. Chapter XXX. A Prophecy 119 A hew human life. Test of education. A psychological age. Centralization. CHAPTER I. THE PROBLEM. The world in which we live is a thrilling spectacle. Its objects, forces, laws, considered individually, are of absorbing interest; viewed as a whole the effect is overwhelming. The mechanism of the universe, nature's adaptation to the needs of vegetable and animal life, its beauty, revealed wonders, hidden mysteries, complexity, transformations, all evoke deep responses in the human mind. But in many of its aspects, the earth and its products are mere raw material, relatively, in the hands of man. He im- proves upon nature and here lies a new source of interest of bewildering possibilities. This improvement of plant and animal life might well mark the limit of human intelligence, but it pales in significance in the light of that higher ideal, the development of man himself. Man has not only accepted the possibility of self improve- ment as a fact, but from the remote past, he has made spe- cial efforts to advance beyond his ancestors and to excel even his own previous attainments. These attempts, however, be- ing rarely scientific human growth can be credited only partially to their account. The prime causes of personal human de- velopment are to be found in the more or less scientific applica- tion of the laws of mind growth in all kinds of labor, mental and physical, in the advancement of knowledge, in the struggle for existence, and in efforts towards commercial, personal and national ascendancy. 12 POWER THROUGH PERFECTED IDEAS Statements are current to the effect that men of certain nations are deteriorating in mind and character. Whether or not this is capable of verification there are at least indications of its truth. It may be that work, as at present performed in those countries, has exhausted its possibilities as a means of mental development, or that certain classes have too much leisure from the point of view of mind growth. On the other hand, it is no doubt a fact that business on its present large scale exceeds that of a hundred years ago in producing cer- tain desirable mental qualities. This, however, is not true of all lines of endeavor. The extreme specialization of today while resulting in commendable qualities has on the whole a narrowing tendency. The old-fashioned worker performing many kinds of labor, or the mechanic turning out an object of manufacture entirely by his own efforts, became broader in mind growth, though perhaps not equaling the modern specialist in technical skill. In view of frequent references to the necessity of a higher average of mental growth, it may be well here to state briefly a few of the points in which man is in need of improvement. Generally speaking, this need appears under three heads, original brain power, more vivid and more practical knowl- edge, and, in many directions, greater skill. This is an age of science. It is realized that, scientifically speaking, nothing happens, there are no accidents, and nothing exists aside from cause and effect. There is everywhere an effort to discover and apply the laws by which things desirable may be brought into existence. This fortunate tendency is only beginning to appear in the domain of the mind and in human life. Human need appears in the fact that man has not yet mastered many important problems of daily living. He has, for example, just begun the investigation of the deeper causes of happiness. THE PROBLEM I 3 His unhappy moods and his periods of elation are to him fre- quently a mystery. He is largely the helpless victim of his emotions. The science of human happiness is a new con- ception. Were the most tactful person asked to state the laws regu- lating his social intercourse he would be unable to do so, and perhaps would be surprised at the request. Many people are hardly aware that such laws exist. Ask a successful merchant to outline the group of mental laws which play a necessary part in great commercial achievement. He would admit the existence of psychological causes and the reasonableness of the task assigned him, but instead of complying scientifically, he would probably dispose of the matter by presenting merely a number of external rules which he had found useful. All thinking people are interested in the problems of right and wrong conduct. Various causes, some superstitious, oth- ers superficial, have been offered as explanations of immoral- ity. What are the laws of moral action? Why do certain persons act rightly and others under practically the same ex- ternal conditions act immorally ? Why will the same individual under similar circumstances act morally today and immorally tomorrow ? We speak of the secret of human attractiveness, of personal charm. But what are its laws? The most fascinating indi- vidual cannot explain the causes of this envied quality. It might here be objected that the fact of knowing why he is charming would destroy the virtue. This would tend to be true if the reasons entertained were merely external and ar- tificial. But the objection would not apply to a vivid scien- tific knowledge of the laws of attraction. Let us proceed to a matter yet more fundamental, and test man's life equipment at one of its most vital points. Why 14 POWER THROUGH PERFECTED IDEAS do certain people continue to increase in mind power for many years after others of the same age have begun to de- cline? How many people so conduct their lives that growth of mind parallels advance in years ? When a mind begins pre- maturely to weaken, why is its decay not arrested and mental old age thus postponed? Mankind is wandering, drifting, drawn this way and that by a thousand trivial secondary pur- poses which warp and stunt the growth of character. There is yet no general acceptance of a unifying, harmonizing prin- ciple, no adoption of the right ultimate object for the realiza- tion of which all may strive. Many things are wrong with the world. Is it realized that there are numerous ills which nothing but greater mental power and higher human wisdom can remedy? There are convin- cing reasons for believing this higher development to be pos- sible. In all ages there have been great minds. They at- tained their power through development. Inherited ability is the result of development in previous generations, and even power of mind resulting from mixture of bloods depends to a degree at least on the same development principle applied in a different way. Plant cultivation is scientific. Man is the highest known product of creation. Special development should apply to him also. In all schools there are examples of what the usual instruction in the acquisition of knowledge will frequently accomplish, even when the teaching is not scien- tifically aimed at mind growth. All minds improve more or less under the influence of life's ordinary activities, though the laws of mental growth are necessarily applied very inade- quately. If, on the other hand, the causes of brain growth were fully understood and applied, if not only teachers and parents, but all people were masters of this greatest of all sciences, and if its laws were in daily operation from child- THE PROBLEM 15 hood to old age, proportionately higher growth and power would follow. How strange is man's situation ! He wakes in early life to self-consciousness, attempts self-study, has glimpses of wonders in his body and mind, but is halted in discouragement just beyond the threshold, where all is mystery. Minerals, plants and animals exist in self-ignorance, can man go no further? Is he not to become acquainted with himself? The mechanic understands his machine, why not himself? The florist is thrilled at the budding of a new flower, shall his knowledge of the flower be greater than of his own mind, which helped to make the flower possible? The professor is master of Latin, but the one really great wonder of the world in the brain of his pupil, will he translate it? Everywhere, everything will be understood, shall man only remain un- known? Without his volition man has inherited himself. There is much for gratitude and not a little for regret. Is he to accept this estate as it is, regardless of what it is? But an embryo with blemishes, is he to have no formula to cleanse its spots, no power to direct its evolution? His hope, his ambition is high ; he is conscious of an inner force ; he has visions beyond words to describe ; must he forever remain un- satisfied, can nothing avert the necessity of a forced content- ment, nor dispel the gloom of a threatened inertia? But the way out is as glorious as the present condition is depressing. The Creator's provision for human emancipation is as magnificent as the seeming neglect and alleged oversight have been puzzling. For the direst need of the greatest fact in the world, there exists a perfect remedy. Nature is vindi- cated in the laws of human development. In these laws is the solution of man's earthly destiny, in their application the compensation for his disappointment, the gratification of de- l6 POWER THROUGH PERFECTED IDEAS sire, fulfillment of hope, the remedy for every defect. In their complete realization, man will become transfixed before a worthy purpose, his interest will be absorbed in a consistent scheme of living, all objects of thought will be organized in a true and permanent perspective and mankind will move scien- tifically toward approximate perfection, for the attainment of which all things exist. CHAPTER II. HUMAN EFFICIENCY. In estimating the value of a man's life we may consider him first as an individual; secondly, in his relations to other people, and lastly, in his relation to his work. True success includes these three elements. Is he successful as a man, in his contact with people, and is he successful as a worker? The first is the cause of the other two. If the man is what he should be in body, mind, and character, he will succeed in his work and as a member of society. There is common agreement among thinking people who have given attention to the matter, as to the physical, mental and moral qualities essential to a successful life. The pos- session of good health, endurance and vigor, a complete and a developed mind, and a well-rounded character will always insure success. A complete mind is one in which all mental faculties, as Observation, Imagination, Feeling, Association, Memory, Recollection, Thinking, Reasoning, Judgment, Will, are performing their normal functions. A developed, com- plete mind is one in which these faculties have grown to a high degree of strength. Resulting from the more or less combined operations of the faculties of a complete mind are the factors constituting what is called character. Among these are Personality; Nat- uralness, Sincerity, Love of Truth, Honesty, Knowledge-hun- ger; Originality, Vision Power; Self-Confidence, Self Reli- ancej Moral Courage, Initiative, Ambition, Hope; Emotional 1 8 POWER THROUGH PERFECTED IDEAS Complexity, Emotional Propulsion, and Emotional Harmony; Enthusiasm, Appreciation, Gratitude, Worship, Happiness ; Broad Mindedness ; Personal Liberty, Enfranchisement from Material Things; Culture, Balance, Repose. While there is unanimity of opinion as to the necessity of possessing such a body, mind and character, there are many different theories as to how these are to be attained. These theories arise from different conceptions of the nature of the human mind and from different definitions of character, of education, and of knowledge. By some it is thought to be possible to have an ideal mind and at the same time to possess an imperfect character. And such an inference is natural when the mind is falsely believed to consist only of intellect, memory and will, excluding imagination and feeling. A sim- ilar misconception of mind leads to many other unscientific conclusions, among them being the notion that personality, self-reliance, honesty and all elements of character exist in man separate from his mind; that it is possible to possess an ideal mind and not know how to use it; that a man with an ideal mind might succeed not only because of his mind power, but by force of his personality or that one's education might be perfect but be put to a bad use. These statements are all more or less contradictory. It is the mind that uses the mind. Mind is the man. If the mind is unable to use the mind it is so far an imperfect mind. Education put to poor use is in some respects a poor education. To say that a man succeeds by force of personality is only to say that he succeeds by force of mind, that one part of his mind is reinforced by another part. Personality, like character, is a part of mind. To say that a man may be good, though possessing a weak mind, is not as complimentary as it sounds. His goodness is a product of his weak mind, and is therefore a weak kind of HUMAN EFFICIENCY 1 9 goodness, being perhaps a mere absence of badness, and not possessing any qualities positively good. A man, for example, lacking imagination in certain directions, and certain kinds of feeling, will be deficient in such elements of character as Self- confidence, Tact, Kindness, Gratitude and Worship. Because of one-sided views of character it has been said that a perfect character may sometimes be found in a diseased body. It is pointed out that not only negative but positive goodness and a high degree of spirituality have been attained by life-long invalids. But in all such cases it could no doubt be shown that in so far as their bodies failed to perform their functions the mind suffered, and in consequence certain ele- ments of the character also. An individual with a poor quality of blood, weak heart, and diseased nerves, would be cor- respondingly weakened in courage, initiative and ambition. As all elements of character spring spontaneously from a complete mind the problem resolves itself into the question of how to attain such a mind. To realize the practical value of the elements of character, to dwell mentally upon them, to read books upon their importance, upon what they will ac- complish for their possessor, are all valuable, but after all possible is accomplished by these means the great problem of mind-growth, personality and character yet remains to be solved. CHAPTER III. MAN. All that you do, you do with your mind. The stronger your mind the greater you and your work will be. Improve your mind and you improve yourself and your work. The most important of all kinds of knowledge is that which directs one in improving his mind. Where can we obtain this knowledge ? The knowledge to guide one in improving anything, whether plants, animals or man, can be found mainly in the nature of the object to be improved. We must apply the laws of plant life in growing plants, and the principles of animal or of human life in improving animals or in educating people. That we may discover the laws of human improvement we must therefore learn what kind of being man is. We see at once that he is not like buildings. They are constructed. Man is not built nor manufactured, but is more like plants or animals which grow. Made things are organizations. Things that grow, such as plants, animals, men, are organisms. Organi- zations and organisms are alike in one particular; in order to be improved, something must be added to them. They differ radically, however, in the manner of making the addi- tion. An organization such as a wall is enlarged by adding stones to the outside or top of the wall. In adding these stones, neither the inner nature of the wall nor the composition of the stones that are added is changed. This particular kind of adding process is called accretion. An organism, on the other hand, as a tree, becomes larger by adding, not to its out- side, but to the inside. The sap which is added to the tree to MAN 21 enlarge it passes up through the roots inside of the tree and is not added by accretion, but by absorption or assimilation. Different portions of the sap flow to various parts of the tree. What a marvelous fact we have here, that from the same kind of sap are grown things so different as leaves, bark, limbs, blossoms, fruit ! The sap that goes to the bark becomes bark ; that which flows to the fruit becomes fruit, each portion of the sap losing its identity in that part of the tree to which it flows and of which it becomes a part. This is growth by as- similation. Plants, animals, men, all organisms, grow by as- similation. An organization being a dead thing can do nothing of it- self to increase its size or to improve itself. Organisms, being alive, can do much to increase their growth. The higher an organism in the scale of life the more it can do. Man, being the highest, can do the most. Among his future attainments in science, invention, education, what he will accomplish for him- self will be his greatest achievement. CHAPTER IV. SEED PERFECTION. Is man one organism or two? Do his mind and body grow separately, or do they grow as one organism, like a rose-bush? Body and mind are united and form one organism. Man is a unit. For the purpose of development he must be studied, not as two separate parts, but as a single being. In improving an organization, say a house, we give atten- tion to each part separately, adapting the repairs to the needs of each part, be it foundation, frame or roof. Repairing the roof does not remedy the defects in the foundation. In or- ganisms, on the other hand, there is a central force or principle of life which, if properly cared for, will improve the entire organism. In a plant organism this central power is the sap, in the lower animals it is the blood. The whole plant is bene- fited by improving the quality of the sap, and if the blood is made richer the entire animal becomes more healthy. As man is a single organism, including body and mind, the central force must be of such a character as to animate and control, directly or indirectly, both mind and body. The prin- ciple must be one whose development determines the growth and strength of the complete mind, the general control of the body, the value of human work, the progress of the race. The core or nucleus of this central power is the mental impression, mind picture, image. There is no difficulty in un- derstanding in a general way what a mind picture, image, im- pression is in its simple form. Let the reader look carefully at any object, as a clock, for example, and there will be formed SEED PERFECTION 23 in his mind an ordinary picture, image, impression, of the clock. Listen to the sound of a bell, and after the bell itself has stopped ringing he will yet hear the sound in his mind ; or touch a piece of ice and he will retain the mental impression of the coldness long after he has removed his hand. We have before us, therefore, two facts, seed and fruit. Mental impressions are the seed; what man is and what he has done are the fruit. We have the central germ or funda- mental principle, and we see its consequences in human lives and in human work. Is the fruit satisfactory? Are people efficient? Do all people possess complete minds? Are they all that they should be in personal character ? Do they succeed in business or professional life as they should? If not, shall we find the cause in a corresponding deficiency in man's mental impression ? We will take it for granted that the fruit is gen- erally imperfect. We will assume that people do not, as a rule, possess complete minds and that in their personal lives, and socially, professionally, commercially, they are not always as successful as they desire to be. On this assumption we will examine man's impressions, and if found defective we will endeavor not only to trace human deficiencies to this source, but also to discover the remedy. Mental impressions are a kind of photograph. These photo- graphs are pictures in the mind of objects in the world about us, as buildings, flowers, mountains, waterfalls, people. The fact to be determined is whether or not these photographs are perfect likenesses of the things they represent. If they are perfect, we must look elsewhere for the cause of human weak- ness and for the source of human greatness. In order to make a test of these photographs, we must first have a standard with which to compare them. We will, therefore, first decide what a perfect mental photograph would be, and with this as a 24 POWER THROUGH PERFECTED IDEAS standard, will then compare man's average mental pictures with the standard, and discover how nearly the two correspond. As an example, we present a mind picture of a bird. We will de- scribe what such a mind picture would be if it were perfect. Were we testing the degree of perfection of an ordinary card photograph and not a mind photograph of a bird, we would expect to find in the card photograph the correct shape of the bird, part of its light and shade and perhaps, though not necessarily, its correct size. Were we testing an oil painting of a bird we would find in addition the color represented and more of its light and shade. That is, a painting can reproduce the shape, size, color, light and shade of the bird, — four ele- ments. Would this be a complete likeness ? Not by any means. A perfect picture would correspond to the real bird, and the real bird is composed of many elements in addition to the four just mentioned. Among these elements are the following: color, light and shade, form, size, dimension, perspective, location, direction, distance, motion, sound, odor, taste, touch, temperature, weight, hardness and softness, resistance, etc. We see that an oil painting or a card photograph represents only a small portion of the entire bird, and is therefore very incomplete. The question arises, can the photographic ma- chinery of the mind do more than the camera or the paint- er's brush? Can the mind form a picture that represents a larger part of the bird? We have before us one of the wonders of creation: The mind, if rightly developed and properly educated, can photograph the entire bird! That is, in addition to the four elements represented by the painting, the highly developed mind can reproduce all of the parts that constitute the complete bird. For example, a perfect picture bird in the mind would have all of the motions of the real SEED PERFECTION 2$ bird, of its head, feet, mouth, tail, wings, and eyes. It would not be a thin, flat, mental bird, of length and width only, such as we have in the photograph or painting, but it would have a representation of thickness and bulk. In this perfect mind bird would be represented odor; temperature, of its various parts; sound, of its wings, of its bill as it eats, of its feet as they touch a limb, the ground or the wire of a cage, and the tones of its voice; roughness and smoothness; weight; re- sistance as its wings beat the air; hardness and softness, and so on. But we have not completed this psychic art product. So far, we have a representation of only the outside parts of the bird. What would be thought of a picture bird that in addition to all these external features contains representations of all the internal parts, of its organs, muscles, bones, blood circulation, brain and nerve system, with all of the elements that compose these, color, shape, size, motion, odor, etc., in other words, an entire mind bird, having the inside and out- side parts, that does all that the real bird can do, and more; a spirit bird, swinging in a spirit cage, hanging in