ONTARIO
NORMAL SCHOOL MANUALS

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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.

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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

tag="{http://www.w3.org/1999/xhtml}a">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

href="@public@vhost@g@gutenberg@html@files@18451@[email protected]#Page_94" class="pginternal" tag="{http://www.w3.org/1999/xhtml}a">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

align="right">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

class="ind1">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

tag="{http://www.w3.org/1999/xhtml}a">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

href="@public@vhost@g@gutenberg@html@files@18451@[email protected]#Page_340" class="pginternal" tag="{http://www.w3.org/1999/xhtml}a">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

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