One of these is through methods of teaching and subject matter. The other aims to give the simple, concrete facts of psychology as the science of the mind. The former presupposes a close relationship between psychology and methods of teaching and assumes that psychology is studied chiefly as an aid to teaching. The latter is less complicated. The plan contemplates the teaching of the simple fundamentals at first and applying them incidentally as the occasion demands. This latter point of view is in the main the point of view taken in the text. The author has taught the material of the text to high school students to the end that he might present the fundamental facts of psychology in simple form. W. W. C. CONTENTS PAGE CHAPTER I. INTRODUCTION 1 CHAPTER II. DEVELOPMENT OF THE RACE AND OF THE INDIVIDUAL 18 CHAPTER III. MIND AND BODY 34 CHAPTER IV. INHERITED TENDENCIES 50 CHAPTER V. FEELING AND ATTENTION 73 CHAPTER VI. HABIT 87 CHAPTER VII. MEMORY 124 CHAPTER VIII. THINKING 152 CHAPTER IX. INDIVIDUAL DIFFERENCES 176 CHAPTER X. APPLIED PSYCHOLOGY 210 GLOSSARY 223 INDEX 227 THE SCIENCE OF HUMAN NATURE CHAPTER I INTRODUCTION =Science.= Before attempting to define psychology, it will be helpful to make some inquiry into the nature of science in general. Science is knowledge; it is what we know. But mere knowledge is not science. For a bit of knowledge to become a part of science, its relation to other bits of knowledge must be found. In botany, for example, bits of knowledge about plants do not make a science of botany. To have a science of botany, we must not only know about leaves, roots, flowers, seeds, etc., but we must know the relations of these parts and of all the parts of a plant to one another. In other words, in science, we must not only _know_, we must not only have _knowledge_, but we must know the significance of the knowledge, must know its _meaning_. This is only another way of saying that we must have knowledge and know its relation to other knowledge.