Chapter I: Front Matter

ONTARIO NORMAL SCHOOL MANUALS

SCIENCE OF EDUCATION

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.

CONTENTS

PART I

THE PRINCIPLES OF EDUCATION

CHAPTER I PAGE

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