(456) TALKS TO TEACHERS A/263 ON PSYCHOLOGY: AND TO STU- BY WILLIAM JAMES NEW IMPRESSION LONGMANS, GREEN, AND CO. 39 PATERNOSTER ROW, LONDON BOMBAY AND CALCUTTA COPYRIGHT 1899 BY WILLIAM JAMES Entered at Stationers' Hall BIBLIOGRAPHICAL NOTE First Edition, August, 1899; October, 1899; August, 1900; Sep- uary, 1907; September, 1907; October, 1908; October, 1913 PRESS OF GEO. H. ELLIS CO., BOSTON, U.S.A. PREFACE. LB 1051 J23 1913 IN 1892 I was asked by the Harvard Corporation to give a few public lectures on psychology to the Cambridge teachers. The talks now printed form the substance of that course, which has since then been delivered at various places to various teacher-audiences. I have found by experience that what my hearers seem least to relish is analytical technicality, and what they most care for is concrete practical application. So I have gradually weeded out the former, and left the latter unreduced; and now, that I have at last written out the lectures, they contain a minimum of what is deemed 'scientific' in psychology, and are practical and popular in the extreme. Some of my colleagues may possibly shake their heads at this; but in taking my cue from what has seemed to me to be the feeling of the audiences I be lieve that I am shaping my book so as to satisfy the more genuine public need. Teachers, of course, will miss the minute divisions, subdivisions, and definitions, the lettered and numbered headings, the variations of type, and all the 2096158 other mechanical artifices on which they are accustomed to prop their minds. But my main desire has been to make them conceive, and, if possible, reproduce sympathetically in their imagination, the mental life of their pupil as the sort of active unity which he himself feels it to be. He doesn't chop himself into distinct processes and compartments; and it would have frustrated this deeper purpose of my book to make it look, when printed, like a Baedeker's handbook of travel or a text-book of arithmetic. So far as books printed like this book force the fluidity of the facts upon the young teacher's attention, so far I am sure they tend to do his intellect a service, even though they may leave unsatisfied a craving (not altogether without its legitimate grounds) for more nomenclature, head-lines, and subdivisions. Readers acquainted with my larger books on Psychology will meet much familiar phraseology. In the chapters on habit and memory I have even copied several pages verbatim, but I do not know that apology is needed for such plagiarism as this. The talks to students, which conclude the volume, were written in response to invitations to deliver 'addresses' to students at women's colleges. The first one was to the graduating class of the Boston Normal School of Gymnastics. Properly, it contin. |