You are on page 1of 153
 
The Project Gutenberg eBook, The Mind and Its Education, byGeorge Herbert Betts
This eBook is for the use of anyone anywhere at no cost and withalmost no restrictions whatsoever. You may copy it, give it away orre-use it under the terms of the Project Gutenberg License includedwith this eBook or online at www.gutenberg.org
Title: The Mind and Its EducationAuthor: George Herbert BettsRelease Date: December 29, 2006 [eBook #20220]Language: EnglishCharacter set encoding: ISO-8859-1***START OF THE PROJECT GUTENBERG EBOOK THE MIND AND ITS EDUCATION***
E-text prepared by Roger Frankand the Project Gutenberg Online Distributed Proofreading Team(http://www.pgdp.net/c/)
THE MIND AND ITSEDUCATION
BY
GEORGE HERBERT BETTS, Ph.D.
PROFESSOR OF PSYCHOLOGY IN CORNELL COLLEGE
The Project Gutenberg eBook, The Mind and Its Education, by George Herbert Betts1
 
REVISED AND ENLARGED EDITION
NEW YORKD. APPLETON AND COMPANY
Copyright, 1906, 1916, byD. APPLETON AND COMPANYPrinted in the United States of America
[Pg v]PREFACE TO THE REVISED EDITION
Authors, no doubt, are always gratified when their works find favorable acceptance. The writer of this text hasbeen doubly gratified, however, at the cordial reception and widespread use accorded to the present volume.This feeling does not arise from any narrow personal pride or selfish interest, but rather from the fact that thewarm approval of the educational public has proved an important point; namely, that the fundamental truths of psychology, when put simply and concretely, can be made of interest and value to students of all ages fromhigh school juniors up, and to the general public as well. More encouraging still, it has been demonstrated thatthe teachings of psychology can become immediately helpful, not only in study or teaching, but also inbusiness or profession, in the control and guidance of the personal life, and in the problems met in the routineof the day's work or its play.In effecting the present revision, the salient features of the original edition have been kept. The truthspresented are the most fundamental and important in the field of psychology. Disputed theories and unsettledopinions are excluded. The subject matter is made concrete and practical by the use of many illustrations andthrough application to real problems. The style has been kept easy and familiar to facilitate the reading. Inshort, there has been, while seeking to improve the volume, a conscious purpose to omit none of thecharacteristics[Pg vi] which secured acceptance for the former edition.On the other hand, certain changes and additions have been made which, it is believed, will add to the strengthof the work. First of all, the later psychological studies and investigations have been drawn upon to insure thatthe matter shall at all points be abreast of the times in scientific accuracy. Because of the wide use of the textin the training of teachers, a more specific educational application to schoolroom problems has been made invarious chapters. Exercises for the guidance of observation work and personal introspection are freely used.The chapter on Sensation and Perception has been separated into two chapters, and each subject given moreextensive treatment. A new chapter has been added on Association. The various chapters have beensubdivided into numbered sections, and cut-in paragraph topics have been used to facilitate the study andteaching of the text. Minor changes and additions occur throughout the volume, thus adding some forty pagesto the number in the original edition.Many of the modifications made in the revision are due to valuable suggestions and kindly criticisms receivedfrom many teachers of the text in various types of schools. To all who have thus helped so generously byThe Project Gutenberg eBook of The Mind and Its Education, by George Herbert BettsE-text prepared by Roger Frankand the Project Gutenberg Online Distributed Proofreading Team(http://www.pgdp.net2
 
freely giving the author the fruits of their judgment and experience he gladly renders grateful thanks.Cornell College,Iowa.
[Pg vii]CONTENTS
CHAPTER ITHE MIND, OR CONSCIOUSNESSHow the mind is to be known: Personal character of consciousness—Introspection the onlymeans of discovering nature of consciousnessHow we introspectStudying mental statesof others through expressionLearning to interpret expression. 2. The nature of consciousness: Inner nature of the mind not revealed by introspectionConsciousness as aprocess or streamConsciousness likened to a fieldThe "piling up" of consciousness isattention. 3. Content of the mental stream: Why we need mindsContent of consciousnessdetermined by functionThree fundamental phases of consciousness. 4. Whereconsciousness resides: Consciousness works through the nervous system. 5. Problems inobservation and introspection1CHAPTER IIATTENTION1. Nature of attention: The nature of attentionNormal consciousness always in a state of attention. 2. The effects of attention: Attention makes its object clear and definiteAttentionmeasures mental efficiency. 3. How we attend: Attention a relating activityThe rhythms of attention. 4. Points of failure in attention: Lack of concentrationMental[Pg viii] wandering.5. Types of attention: The three types of attentionInterest and nonvoluntary attentionThewill and voluntary attentionNot really different kinds of attentionMaking different kindsof attention reënforce each otherThe habit of attention15CHAPTER IIITHE BRAIN AND NERVOUS SYSTEM1. The relations of mind and brain: Interaction of mind and brainThe brain as the mind'smachine. 2. The mind's dependence on the external world: The mind at birthThe work of the senses. 3. Structural elements of the nervous system: The neuroneNeuronefibersNeurogliaComplexity of the brain"Gray" and "white" matter. 4. Gross structureof the nervous system: Divisions of the nervous systemThe central systemThecerebellumThe cerebrumThe cortexThe spinal cord. 5. Localization of function in thenervous system: Division of laborDivision of labor in the cortex. 6. Forms of sensorystimuli: The end-organs and their response to stimuliDependence of the mind on the senses30CHAPTER IVMENTAL DEVELOPMENT AND MOTOR TRAINING1. Factors determining the efficiency of the nervous system: Development andnutritionUndeveloped cells—Development of nerve fibers. 2. Development of nervous system through use: Importance of stimulus and response—Effect of sensorystimuli—Necessity for motor activity—Development of the associationcenters—The factors involved in a simple action. 3. Education and the[Pg ix] trainingof the nervous system: Education to supply opportunities for stimulus andresponse—Order of development in the nervous system. 4. Importance of health andvigor of the nervous system: The influence of fatigue—The effects of worry—The factors in good nutrition. 5. Problems for introspection and observation50The Project Gutenberg eBook of The Mind and Its Education, by George Herbert Betts[Pg v]PREFACE TO THE REVISED EDITION3

Reward Your Curiosity

Everything you want to read.
Anytime. Anywhere. Any device.
No Commitment. Cancel anytime.
576648e32a3d8b82ca71961b7a986505