AUTHORIZED BY THE MINISTER OF EDUCATION

TORONTO
THE RYERSON PRESS

Copyright, Canada, 1915, by The Minister of Education for Ontario

Second Printing, 1919. Third Printing, 1923.

PART I
THE PRINCIPLES OF EDUCATION
Chapter Ipage
Nature and Purpose of Education[1]
Conditions of Growth and Development[2]
Worth in Human Life[4]
Factors in Social Efficiency[6]
Chapter II
Forms of Reaction[9]
Instinctive Reaction[9]
Habitual Reaction[10]
Conscious Reaction[11]
Factors in process[12]
Experience[13]
Relative value of experiences[15]
Influence of Conscious Reaction[17]
Chapter III
Process of Education[19]
Conscious Adjustment[19]
Education as Adjustment[19]
Education as Control of Adjustment[22]
Requirements of the Instructor[24]
Chapter IV
The School Curriculum[25]
Purposes of Curriculum[25]
Dangers in Use of Curriculum[28]
Chapter V
Educational Institutions[34]
The School[34]
Other Educative Agents[35]
The church[35]
The home[36]
The vocation[36]
Other institutions[36]
Chapter VI
The Purpose of the School[38]
Civic Views[38]
Individualistic Views[40]
The Eclectic View[43]
Chapter VII
Divisions of Educational Study[46]
Control of Experience[46]
The Instructor's Problems[48]
General method[49]
Special methods[49]
School management[50]
History of education[50]
PART II
METHODOLOGY
Chapter VIII
General Method[52]
Subdivisions of Method[52]
Method and Mind[53]
Chapter IX
The Lesson Problem[55]
Nature of Problem[55]
Need of Problem[57]
Pupil's Motive[59]
Awakening Interest[61]
Knowledge of Problem[67]
How to Set Problem[69]
Examples of Motivation[71]
Chapter X
Learning as a Selecting Activity[75]
The Selecting Process[77]
Law of Preparation[82]
Value of preparation[83]
Precautions[84]
Necessity of preparation[85]
Examples of preparation[86]
Chapter XI
Learning as a Relating Activity[89]
Nature of Synthesis[90]
Interaction of Processes[91]
Knowledge unified[94]
Chapter XII
Application of Knowledge[95]
Types of Action[96]
Nature of Expression[97]
Types of Expression[99]
Value of Expression[100]
Dangers of Omitting[102]
Expression and Impression[103]
Chapter XIII
Forms of Lesson Presentation[106]
The Lecture Method[106]
The Text-book Method[109]
Uses of text-book[111]
Abuse of text-book[113]
The Developing Method[113]
The Objective Method[116]
The Illustrative Method[118]
Precautions[119]
Modes of Presentation Compared[121]
Chapter XIV
Classification of Knowledge[122]
Acquisition of Particular Knowledge[122]
Through senses[122]
Through imagination[122]
By deduction[123]
Acquisition of General Knowledge[124]
By conception[124]
By induction[125]
Applied knowledge general[126]
Processes of Acquiring Knowledge Similar[127]
Chapter XV
Modes of Learning[129]
Development of Particular Knowledge[129]
Learning through senses[129]
Learning through imagination[131]
Learning by deduction[133]
Examples for study[137]
Development of General Knowledge[139]
The conceptual lesson[139]
The inductive lesson[140]
The formal steps[141]
Conception as learning process[143]
Induction as learning process[144]
Further examples[145]
The inductive-deductive lesson[148]
Chapter XVI
The Lesson Unit[150]
Whole to Parts[151]
Parts to Whole[154]
Precautions[155]
Chapter XVII
Lesson Types[156]
The Study Lesson[157]
The Recitation Lesson[160]
Conducting recitation lesson[161]
The Drill Lesson[162]
The Review Lesson[165]
The topical review[166]
The comparative review[169]
Chapter XVIII
Questioning[171]
Qualifications of Good Questioner[171]
Purposes of Questioning[173]
Socratic Questioning[174]
The Question[177]
The Answer[179]
Limitations[181]
PART III
EDUCATIONAL PSYCHOLOGY
Chapter XIX
Consciousness[183]
Value of Educational Psychology[186]
Limitations[186]
Methods of Psychology[187]
Phases of Consciousness[189]
Chapter XX
Mind and Body[192]
The Nervous System[192]
The Cortex[198]
Reflex Acts[199]
Characteristics of Nervous Matter[202]
Chapter XXI
Instinct[207]
Human Instincts[209]
Curiosity[214]
Imitation[217]
Play[221]
Play in education[223]
Chapter XXII
Habit[226]
Formation of Habits[230]
Value of Habits[231]
Improvement of Habits[234]
Chapter XXIII
Attention[237]
Attention Selective[240]
Involuntary Attention[243]
Non-voluntary Attention[245]
Voluntary Attention[246]
Attention in Education[251]
Chapter XXIV
The Feeling of Interest[257]
Classes of Feelings[258]
Interest in Education[261]
Development of interests[264]
Chapter XXV
Sense Perception[267]
Genesis of Perception[270]
Factors in Sensation[273]
Classification of Sensations[274]
Education of the Senses[276]
Chapter XXVI
Memory and Apperception[282]
Distinguished[283]
Factors of Memory[284]
Conditions of Memory[285]
Types of Recall[288]
Localization of Time[290]
Classification of Memories[290]
Memory in Education[291]
Apperception[293]
Conditions of Apperception[294]
Factors in Apperception[296]
Chapter XXVII
Imagination[298]
Types of Imagination[299]
Passive[299]
Active[300]
Uses of Imagination[301]
Chapter XXVIII
Thinking[304]
Conception[305]
Factors in concept[309]
Aims of conceptual lessons[310]
The definition[313]
Judgment[315]
Errors in judgment[317]
Reasoning[320]
Deduction[320]
Induction[323]
Development of Reasoning Power[328]
Chapter XXIX
Feeling[330]
Conditions of Feeling Tone[331]
Sensuous Feelings[334]
Emotion[334]
Conditions of emotion[335]
Other Types of Feeling[340]
Mood[340]
Disposition[340]
Temperament[340]
Sentiments[341]
Chapter XXX
The Will[342]
Types of Movement[342]
Development of Control[343]
Volition[345]
Factors in volitional act[346]
Abnormal Types of Will[348]
Chapter XXXI
Child Study[352]
Methods of Child Study[355]
Periods of Development[358]
Infancy[358]
Childhood[359]
Adolescence[361]
Individual Differences[363]
Appendix
Suggested Readings[369]