The Mind and Its Education | Page 2

nonvoluntary attention--The will and voluntary attention--Not really different kinds of attention--Making different kinds of attention re?nforce each other--The habit of attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
CHAPTER III
THE BRAIN AND NERVOUS SYSTEM
1. The relations of mind and brain: Interaction of mind and brain--The brain as the mind's machine. 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--Neurone fibers--Neuroglia--Complexity of the brain--"Gray" and "white" matter. 4. Gross structure of the nervous system: Divisions of the nervous system--The central system--The cerebellum--The cerebrum--The cortex--The spinal cord. 5. Localization of function in the nervous system: Division of labor--Division of labor in the cortex. 6. Forms of sensory stimuli: The end-organs and their response to stimuli--Dependence of the mind on the senses . . . . . . . . . . . . . 30
CHAPTER IV
MENTAL DEVELOPMENT AND MOTOR TRAINING
1. Factors determining the efficiency of the nervous system: Development and nutrition--Undeveloped cells--Development of nerve fibers. 2. Development of nervous system through use: Importance of stimulus and response--Effect of sensory stimuli--Necessity for motor activity--Development of the association centers--The factors involved in a simple action. 3. Education and the training of the nervous system: Education to supply opportunities for stimulus and response--Order of development in the nervous system. 4. Importance of health and vigor of the nervous system: The influence of fatigue--The effects of worry--The factors in good nutrition. 5. Problems for introspection and observation . . . . . . . . . . . . . . . . . . . . . 50
CHAPTER V
HABIT
1. The nature of habit: The physical basis of habit--All living tissue plastic--Habit a modification of brain tissue--We must form habits. 2. The place of habit in the economy of our lives: Habit increases skill and efficiency--Habit saves effort and fatigue--Habit economizes moral effort--The habit of attention--Habit enables us to meet the disagreeable--Habit the foundation of personality--Habit saves worry and rebellion. 3. The tyranny of habit: Even good habits need to be modified--The tendency of "ruts." 4. Habit-forming a part of education: Youth the time for habit-forming--The habit of achievement. 5. Rules for habit-forming: James's three maxims for habit-forming--The preponderance of good habits over bad . . . . . . . . . . . . . . . . . . . . . . . . 66
CHAPTER VI
SENSATION
1. How we come to know the external world: Knowledge through the senses--The unity of sensory experience--The sensory processes to be explained--The qualities of objects exist in the mind--The three sets of factors. 2. The nature of sensation: Sensation gives us our world of qualities--The attributes of sensation. 3. Sensory qualities and their end-organs: Sight--Hearing--Taste--Smell--Various sensations from the skin--The kin?sthetic senses--The organic senses. 4. Problems in observation and retrospection . . . . . . . . . . . . . . . . . . . . . 84
CHAPTER VII
PERCEPTION
1. The function of perception: Need of knowing the material world--The problem which confronts the child. 2. The nature of perception: How a percept is formed--The percept involves all relations of the object--The content of the percept--The accuracy of percepts depends on experience--Not definitions, but first-hand contact. 3. The perception of space: The perceiving of distance--The perceiving of direction. 4. The perception of time: Nature of the time sense--No perception of empty time. 5. The training of perception: Perception needs to be trained--School training in perception. 6. Problems in observation and introspection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
CHAPTER VIII
MENTAL IMAGES AND IDEAS
1. The part played by past experience: Present thinking depends on past experience--The present interpreted by the past--The future also depends on the past--Rank determined by ability to utilize past experience. 2. How past experience is conserved: Past experience conserved in both mental and physical terms--The image and the idea--All our past experience potentially at our command. 3. Individual differences in imagery: Images to be viewed by introspection--The varied imagery suggested by one's dining table--Power of imagery varies in different people--Imagery types. 4. The function of images: Images supply material for imagination and memory--Imagery in the thought processes--The use of imagery in literature--Points where images are of greatest service. 5. The cultivation of imagery: Images depend on sensory stimuli--The influence of frequent recall--The reconstruction of our images. 6. Problems in introspection and observation . . . . . . . . . . . . . . 111
CHAPTER IX
IMAGINATION
1. The place of imagination in mental economy: Practical nature of imagination--Imagination in