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]

THE SCIENCE OF EDUCATION

PART I. PRINCIPLES OF EDUCATION

CHAPTER I

NATURE AND PURPOSE OF EDUCATION

Value of Scientific Knowledge.—In the practice of any intelligent occupation or art, in so far as the practice attains to perfection, there are manifested in the processes certain scientific principles and methods to which the work of the one practising the art conforms. In the successful practice, for example, of the art of composition, there are manifested the principles of rhetoric; in that of housebuilding, the principles of architecture; and in that of government, the principles of civil polity. In practising any such art, moreover, the worker finds that a knowledge of these scientific principles and methods will guide him in the correct practice of the art,—a knowledge of the science of rhetoric assisting in the art of composition; of the science of architecture, in the art of housebuilding; and of the science of civil polity, in the art of government.

The Science of Education.—If the practice of teaching is an intelligent art, there must, in like manner, be found in its processes certain principles and methods which may be set forth in systematic form as a science of education, and applied by the educator in the art of teaching. Assuming the existence of a science of education, it is further evident that the student-teacher should make himself acquainted with its leading principles, and likewise learn to apply these principles in his practice of the art of teaching. To this end, however, it becomes necessary at the outset to determine the limits of the subject-matter of the science. We shall, therefore, first consider the general nature and purpose of education so far as to decide the facts to be included in this science.