SCIENCE OF EDUCATION
Reading edition
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 Education1
Conditions of Growth and Development2
Worth in Human Life4
Factors in Social Efficiency6
Chapter II
Forms of Reaction9
Instinctive Reaction9
Habitual Reaction10
Conscious Reaction11
Factors in process12
Experience13
Relative value of experiences15
Influence of Conscious Reaction17
Chapter III
Process of Education19
Conscious Adjustment19
Education as Adjustment19
Education as Control of Adjustment22
Requirements of the Instructor24
Chapter IV
The School Curriculum25
Purposes of Curriculum25
Dangers in Use of Curriculum28
Chapter V
Educational Institutions34
The School34
Other Educative Agents35
The church35
The home36
The vocation36
Other institutions36
Chapter VI
The Purpose of the School38
Civic Views38
Individualistic Views40
The Eclectic View43
Chapter VII
Divisions of Educational Study46
Control of Experience46
The Instructor's Problems48
General method49
Special methods49
School management50
History of education50
PART II
METHODOLOGY
Chapter VIII
General Method52
Subdivisions of Method52
Method and Mind53
Chapter IX
The Lesson Problem55
Nature of Problem55
Need of Problem57
Pupil's Motive59
Awakening Interest61
Knowledge of Problem67
How to Set Problem69
Examples of Motivation71
Chapter X
Learning as a Selecting Activity75
The Selecting Process77
Law of Preparation82
Value of preparation83
Precautions84
Necessity of preparation85
Examples of preparation86
Chapter XI
Learning as a Relating Activity89
Nature of Synthesis90
Interaction of Processes91
Knowledge unified94
Chapter XII
Application of Knowledge95
Types of Action96
Nature of Expression97
Types of Expression99
Value of Expression100
Dangers of Omitting102
Expression and Impression103
Chapter XIII
Forms of Lesson Presentation106
The Lecture Method106
The Text-book Method109
Uses of text-book111
Abuse of text-book113
The Developing Method113
The Objective Method116
The Illustrative Method118
Precautions119
Modes of Presentation Compared121
Chapter XIV
Classification of Knowledge122
Acquisition of Particular Knowledge122
Through senses122
Through imagination122
By deduction123
Acquisition of General Knowledge124
By conception124
By induction125
Applied knowledge general126
Processes of Acquiring Knowledge Similar127
Chapter XV
Modes of Learning129
Development of Particular Knowledge129
Learning through senses129
Learning through imagination131
Learning by deduction133
Examples for study137
Development of General Knowledge139
The conceptual lesson139
The inductive lesson140
The formal steps141
Conception as learning process143
Induction as learning process144
Further examples145
The inductive-deductive lesson148
Chapter XVI
The Lesson Unit150
Whole to Parts151
Parts to Whole154
Precautions155
Chapter XVII
Lesson Types156
The Study Lesson157
The Recitation Lesson160
Conducting recitation lesson161
The Drill Lesson162
The Review Lesson165
The topical review166
The comparative review169
Chapter XVIII
Questioning171
Qualifications of Good Questioner171
Purposes of Questioning173
Socratic Questioning174
The Question177
The Answer179
Limitations181
PART III
EDUCATIONAL PSYCHOLOGY
Chapter XIX
Consciousness183
Value of Educational Psychology186
Limitations186
Methods of Psychology187
Phases of Consciousness189
Chapter XX
Mind and Body192
The Nervous System192
The Cortex198
Reflex Acts199
Characteristics of Nervous Matter202
Chapter XXI
Instinct207
Human Instincts209
Curiosity214
Imitation217
Play221
Play in education223
Chapter XXII
Habit226
Formation of Habits230
Value of Habits231
Improvement of Habits234
Chapter XXIII
Attention237
Attention Selective240
Involuntary Attention243
Non-voluntary Attention245
Voluntary Attention246
Attention in Education251
Chapter XXIV
The Feeling of Interest257
Classes of Feelings258
Interest in Education261
Development of interests264
Chapter XXV
Sense Perception267
Genesis of Perception270
Factors in Sensation273
Classification of Sensations274
Education of the Senses276
Chapter XXVI
Memory and Apperception282
Distinguished283
Factors of Memory284
Conditions of Memory285
Types of Recall288
Localization of Time290
Classification of Memories290
Memory in Education291
Apperception293
Conditions of Apperception294
Factors in Apperception296
Chapter XXVII
Imagination298
Types of Imagination299
Passive299
Active300
Uses of Imagination301
Chapter XXVIII
Thinking304
Conception305
Factors in concept309
Aims of conceptual lessons310
The definition313
Judgment315
Errors in judgment317
Reasoning320
Deduction320
Induction323
Development of Reasoning Power328
Chapter XXIX
Feeling330
Conditions of Feeling Tone331
Sensuous Feelings334
Emotion334
Conditions of emotion335
Other Types of Feeling340
Mood340
Disposition340
Temperament340
Sentiments341
Chapter XXX
The Will342
Types of Movement342
Development of Control343
Volition345
Factors in volitional act346
Abnormal Types of Will348
Chapter XXXI
Child Study352
Methods of Child Study355
Periods of Development358
Infancy358
Childhood359
Adolescence361
Individual Differences363
Appendix
Suggested Readings369