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The Project Gutenberg EBook of Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals, by William James This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals Author: William James Release Date: July 13, 2005 [EBook #16287] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK TALKS TO TEACHERS *** Produced by David Newman, Dave Macfarlane and the Online Distributed Proofreading Team at http://www.pgdp.net #TALKS TO TEACHERS# ON PSYCHOLOGY: AND TO STUDENTS ON SOME OF LIFE'S IDEALS, By WILLIAM JAMES #NEW YORK HENRY HOLT AND COMPANY# #1925# #COPYRIGHT, 1899, 1900# #BY WILLIAM JAMES# #PRESS OF GEO. H. ELLIS CO. (INC.) BOSTON# PREFACE. 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 believe 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 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 frustra
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