Psychologic Foundations of Education

the mode of activity of a principle; its activity produces an or-
ganic whole or system. § 97. Part I gave glimpses of the method,
discussing self-activity, the infinite, the absolute, mental pictures

and concepts, figures of the syllogism as showing mental struc-

tures, the physiological psychology as counterpart to logic, the

freedom of the will as the acme of self-activity. § 98. Method

now applied to produce a system; a growth or progressive realiza-

tion of the principle (self-activity) through its method; all facts

should be seen as illustrations of the principle, or else the science

is not yet perfect.

CHAPTER XX.-The Individuality of Organic Beings.

Pp. 151–154.

§ 99. Discrimination of inorganic from organic. § 100. Indi-

viduality of inorganic. § 101. Individuality of atoms. § 102.

Mere aggregates not individuals. § 103. Individuality not a thing

but an energy that transforms, orders, and arranges things for its

purpose. Feeling a reproduction of the environment with and for

the self.

CHAPTER XXI.-Psychologic Functions of Plants and Animals

compared

Pp. 155-160.

§ 107.

§ 104. Plant an aggregate of individualities building accord-

ing to a type but lacking feeling or central unity. § 105. Animal

individuality. § 106. Sense-perception as contrasted with assimi-

lation or digestion; feeling not a passivity of the soul.

Feeling a reaction of the soul against environment. § 108. Of

ascent from nutrition to feeling. § 109. Nutrition the destruction

of the environment, feeling the reproduction of it. § 110. Per-

ception objective, transforming the subject into the object; nutri-

tion subjective, transmuting object into subject.

CHAPTER XXII.-Feelings and Emotions

Pp. 160-166.

§ 111. Feeling a higher mode of reaction on the external world
than assimilation or digestion; desire a more developed form of
feeling, not merely a reproduction of the external, but a percep-
tion of mutual limits of subject and object that makes their unity
its object. § 112. Classification of feelings: (a) those that tend
toward intellect; (b) those that tend toward will; (a) sensations,
emotions, affections; (b) instincts, appetites, desires. § 113. How
to educate the feelings, not immediately but through intellect and
will; first give a correct intellectual view, and then make con-
formity to it a habit; then the correct view and correct habit be-
come a second nature and the old feeling is gradually replaced by
a new feeling, and the heart has been educated. § 114. Sense-

perception not only receptive of impressions but an act of intro-

spection; the scale of the senses; touch, taste, smell, a more or less

violent attack on the individuality of the environment; hearing

and seeing, ideal senses in that they do not involve the destruction

of the object perceived..

CHAPTER XXIII.-The Five Senses

Pp. 166-170.

§ 115. Feeling a sort of digestive activity not directed on its
food but turned inward and acting upon itself and for itself;
touch, taste, smell, hearing, and seeing considered more in detail.

CHAPTER XXIV.-Recollection and Memory Pp. 170-190.

§ 116. Recollection can recall at pleasure the ideal object formed

in the act of perception; memory is systematized recollection; it

generates the faculty of perceiving things and events as individu-

als of species or members of classes, and this makes possible lan-

guage and the specially human form of mind; it looks behind the

object to its producing causes; it sees in each object many other

possibilities, a sort of halo of potentiality. § 117. This is a further

activity of introspection; it is an attention to the activity of rec-

ollection; for it re-enforces the present perception of the object by

adding to it its past perceptions, hence completing the present ob-

ject by adding to it its variations and thus seeing it in the perspec-

tive of its history; it thus transmutes the transient into the perma-

nent and sees each individual in its universal; the act of attention

here makes its appearance, since the mind in collecting its expe-

rience around one individual must needs neglect other objects.

§ 118. Generalization thus goes on in the swift unnoticed process

of sense-perception and memory. § 119. Mnemonic systems usually

attempt to strengthen the memory by attention to accidental as-

sociations instead of essential relations; cultivate the memory

directly where it is weak, but do not train the mind to notice acci-

dental relations, for this weakens the power of thought. § 120.

The scale of ascent from limitation of the subject by the object in

sense-perception to free reproduction of the object in memory.

§ 121. Memory a double self-activity as compared with sense-per-

ception. § 122. Overcultivation of sense-perception arrests de-

velopment in memory and thought; overcultivation of memory

likewise arrests or deadens the power of thought and also of im-

agination; the will also settles into passive obedience through too

much cultivation of the memory. § 124. Cases in which memory

should be cultivated; associations that assist the power of thought

and strengthen the memory at the same time. § 125. Memory not

a simple faculty, but an entire series of activities; return to child-

ish memory of trivial circumstances not desirable. § 126. Atten-

tion strengthens one kind of memory while it weakens other kinds,

and thereby makes the memory uneven. § 127. Memory less im-

portant when the higher faculties grow strong; how the memory

and sense-perception grow less and less important through the re-

sults of specialization; Goethe's Homunculus; Aristotle's observa-

tion that the lower faculties, the passive intellect, are moribund.

CHAPTER XXV.-From Perception to Conception; each Object

seen in its Class

Pp. 190-197.

§ 128. Memory versus recollection as a process of collecting
about an object its variations and seeing it in its history; nutri-
tion, sense-perception, and representation reviewed. § 129. The
seeing of an individual in its class is a consciousness of the free-
dom of the ego to recall or represent to itself a former perception
at pleasure; as the ego can reproduce its percepts, it is a generat-
ing activity. § 130. Here perception becomes conception, for the
ego transfers its generating activity to the objective world, and
sees everything as a product of a combination of causes, and as
only one specimen out of an infinite number that the causal com-
plex might produce. § 131. Universals not derived from particu-
lars by analysis and abstraction, but rather by synthesis-the
seeing of the individual object in its producing cause; how the
infant uses the third figure of the syllogism and brings out his
ideas from emptiness and vagueness to definiteness and fulness
of content. § 132. Concepts arise when the child can compare his
recollection with reality. § 133. Human sense-perception differs
from that of animals by the fact that it perceives all objects as speci-
mens of classes; each is a particular in a universal; man perceives
by means of concepts; apperceives as well as perceives. § 134.
The rise of self-consciousness, the perception of the ego is therefore
joined to the rise from perception to conception. § 135. Imagina-
tion and fancy freer than memory, but not with a rational freedom.
CHAPTER XXVI.-Language the Distinguishing Characteris-