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In a word, this book simply aims to narrate some of the more obvious facts and principles known to modern scientific psychology in plain and familiar English, and in an orderly but wholly untechnical way. Anything like completeness, whether as respects the topics touched upon or the treatment given to any one of these topics, must not be expected.

Psychology.

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"The present volume completes the survey of the mind begun in my "Handbook of Psychology: Senses and Intellect". In method and scope my plan has remained the same. The treatment of this volume, however, is somewhat fuller: since I have wished to remove, in some degree, the reproach so often and so justly cast upon the general works in Psychology that they give Feeling and Will summary and inadequate discussion. This volume, it may be said, however, puts to a better test the claim upon which the Handbook is written, i.e., the possibility of a psychology which is not a metaphysics, nor even a philosophy. For the phenomena of the emotional and volitional life have not been worked over for purposes of philosophical system, as intellectual phenomena have: and for this reason, the psychologist has in this field greater freedom of treatment and a larger scientific opportunity. Hence--while not laying a claim to originality, which only the opinion of competent readers could make of any force--I feel that, apart from the general arrangement and division, certain chapters of this volume are more independent. In other words, the book not only aims to be useful for purposes of university instruction, but it may also be found, on some points, to make contributions to psychological discussion. The topics to which I refer especially are: "Interest, Reality, and Belief" (Chap. VII), "Pleasure and Pain" (Chaps. V and XI), "Conceptual Feeling" (Chap. IX), "Suggestion as Motor Stimulus" (Chap. XIII), and the theory of "Volition" (Chaps. XV and XVI). A point of distinctive treatment under the head of Will is the emphasis laid upon the analysis of the "Reactive Consciousness" considered as basis of Volition"--Preface. (PsycINFO Database Record (c) 2005 APA, all rights reserved).

Psychology.

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Psychology

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"While our educational leaders were gathering their psychological ideas from the fireside, so to speak, philosophy and scientific psychology were being wrought out in the closet. The influence of the scientific spirit upon educational doctrines was consequently but slight. There was, however, one of the leading philosophers, John Frederick Herbart, who, foreseeing the need that education would have of scientific treatment from the standpoint of psychology, devoted much of his time to the elaboration of a rational system of pedagogy. Under the influence of his thought, a vigorous school of educational thinkers has arisen in Germany who are known collectively as Herbartians, but who represent within the school somewhat widely varying theories. Among the number, Dr. Lange has perhaps exhibited the happiest combination of popular presentation and scientific insight. His book will interest the simplest and instruct the wisest; for, being on the one side concrete and readable, it is on the other founded on painstaking research, not only in Herbartian, but also in other modern scientific psychology. A prominent merit of Lange is that he shows us the lines along which we must work in order to reach a solution of educational problems requiring this new element of psychology scientifically developed. Not only does he point the way, but he pursues it. He leads us into a fundamental study of the nature, kinds, conditions and significance of apperception; he shows what influence it is to have upon the choice and arrangement of the subject-matter of education; how we can investigate, extend, and utilize the child's store of experience, and how to bring about an adequate union between the growing mind of the child and the subject-matter of instruction through the development of the best methods of teaching; finally, in the Third Part he gives us a masterly survey of the history of the term as explained by Leibnitz, Kant, Herbart, Lazarus, Steinthal and Wundt. One lays down the book, after reading this chapter, with the reflection, that if these men have not said the last word upon apperception, it is still much to have said the first. Believing that this book above all others is best adapted to introduce the young teacher into that realm of educational thought in which the results of modern psychology must henceforth be an indispensable factor, the members of the newly formed Herbart Club collectively offer this translation to their fellow teachers. This book was translated and presented to American teachers by the following-named members of the Herbart Club: Elmer E. Brown, Charles De Garmo, Mrs. Eudora Hailmann, Florence Hall, George F. James, L.R. Klemm, Ossian H. Lang, Herman T. Lukens, Charles P. McMurry, Frank McMurry, Theo. B. Noss, Levi L. Seeley, and Margaret K. Smith." (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Child psychology. --- Child psychology

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"Education, the author regards, as progressive habituation, and good habits as even more important than good principles. What makes the novice a master is the power of the brain to lay up earlier stimuli in the form of dispositions. Habit not only lays down the trunk lines of association, and thus gives direction, but it furnishes momentum of mind and will. We have truly learned, not what we can be examined on, but what has become second nature or habit. Memory must lapse to custom, and sometimes to fixed reflex action or "will-memory," before the assimilation of instruction is complete. The stages in this process, from the residual trace left by the first act, which is the germ or point of departure for habitude, the excitation by "organic phosphorescence" or memory of all that favors, and the suppression of all colliding or diverting acts or impressions, the fusing of similars widely scattered in time and space in the sharpest possible focus of attention, till the raw material of memory is summated and gradually digested into faculty, and at-oned in instinct and intuition, --this is the story of these pages. If we assume with Aristotle that the process of habituation may be extremely accelerated by right methods, or retarded by wrong ones, or with this author that more men are made not only bad but ignorant by education or habit than by nature, the practical bearings of a work like this will not be underestimated. Habit steadies and gives strength. Harmonious ideas are reenforced and discordant ones fade out. Character is slowly defined; tact and taste take the place of memory and labored consciousness, as we turn over to our automaton what express volition had to do before. This residuum and deposit of schools and books, and even of experience, is the measure and standard of all educational values, and is even physically transmissible to succeeding generations"--

Educational psychology.