An outline study of man; or, the body and mind in one system.

Abstract

It is said, indeed, that there 18 living matter that is not organized. It has been b AN OUTLINE STUEY OF MAN. And third, there is identity of the being with change of the material. I have thus mentioned the main differences between unorganized and organized bodies. By these they are sufficiently distinguished. Now man is organized. Leaving, then, unorganized matter we pass on in our analysis of what we see around us and observe that organized bodies are divided into two great classes-Vegetables and Animals. These have much in common in tliose functions that are called organic, but they differ,-First, in their composition. For the most part they thus differ, though there are individual exceptions. For the most part animal organizations consist of a greater number of elements. Nitrogen is added. In the vegetableoxygen, h^^drogen, and carbon are always present, with little nitrogen. In the animal, nitrogen is more abundant. Hence animal substances. may 20 AN OUTLINE STUDY OF MAN. Again, luiving vegetable life given, mediating as it does between inorganic nature and animal life, by converting inorganic matter into food, by absorb Lng superfluous carbon, and by giving out oxygen to supply the waste made by animals, we have the conditions, and the only conditions, on which animal life could be produced and permanently main tained. This then gives us our next higher force-Animal Life. But one higher force remains, that is, Rational or Spiritual Life. That an animal life is a necessary condition of this in all beings, is not claimed or supposed. But in man it is. Man exists in his present state only as the laws and forces already mentioned are given as a part of himself, and to be subjected under the force of a Rational and Free Will. This gives us Man. These forces, their products and relations, may be presented on the board thus, Man. Animal Life.

There is more to our history of giving: The place of introductory textbooks in American psychology.

“…Their social identity as passive recipients showed little evidence of any active agency, and it gained form through a classical learner–teacher relation. Thus, for example, Mark Hopkins (1878) did not entertain questions from the class during his lectures that were ultimately compiled in a textbook. Other features of the readers’ social identity, notably their social and economic status, generally went unmentioned.…”