The Mind and Its Education

Memorizing, rules for, 169

Memory, and association, 146
and brain quality, 162
chapter on, 160
devices, 175
factors involved in, 163
what constitutes good, 171
laws of, 168
material of, 166
nature of, 160
physical basis of, 161

Mind, or consciousness, at birth, 32
and brain, 30
chapter on, 1
dependence on senses, 48
and external world, 32

Mood, and disposition, 230, 232
influence of, 231
how produced, 230

Motive, emotion as a, 257


Neuroglia, 35

Neurone, the, 34

Nerve cells, and nutrition, 50
undeveloped, 57

Nerve fibers, 57

Nervous system, and association, 145
and consciousness, 12
division of labor in, 43
factors determining efficiency of, 50
and fatigue, 62
gross structure of, 36

Nervous system, and nutrition, 64
order of development, 60
structural elements in, 34
and worry, 62


Objects, defined through perception, 101
physical qualities of, 87, 89


Percept, content of, 101
functions of, 103

Perception, chapter on, 98
of direction, 105
function of, 98
nature of, 100
of space, 104
of time, 106
training of, 108

Personality, and habit, 75
influence of, 213

Play, and education, 215
instinct of, 214
and work, 217


Qualities, sensory, auditory, 92
cutaneous, 94
kinæsthetic, 96
objects known through, 85
olfactory, 94
organic, 96
taste, 93
visual, 91


Reason, and judgment, 193
nature of, 193
and the syllogism, 196

Registration, and attention, 163
and memory, 163
recall, 165
recognition, 166

Rhythm, of attention, 20


Self expression and development, 294

Sensation, attributes of, 89
chapter on, 84
cutaneous, 94
factors conditioning, 88
kinæsthetic, 96
nature of, 89
organic, 96
qualities of, 85
qualities of auditory, 92
qualities of olfactory, 94
qualities of taste, 93
qualities of visual, 91

Senses, dependence of mind on, 48
knowledge through, 84
work of, 33

Sentiments, development of, 235
influence of, 236
nature of, 234

Smell, 94

Space, perception of, 104

Stimuli, education and, 60
effects of sensory, 55
end-organs and, 47
sensory, 46

Stimuli, and response, 53

Syllogism, the 196


Taste, 93

Temperament, 233

Thinking, and association, 149
chapter on, 179
child and adult, 184
elements in, 186
good and memory, 171
types of, 179

Time, perception of, 106


Validity, of judgment, 193

Vision, 91

Volition, see will, 271
and decision, 277

Volitional types, 284


Will, and attention, 24
chapter on, 271
content of, 272
freedom of, 290
function of, 272
measure of power, 284
nature of, 271
strong and weak, 283
training of, 288
types of, 285

Work, and play, 217

Worry, effects of, 62


Youth, and habit-forming, 79

A VALUABLE BOOK FOR TEACHERS

Principles of Educational Practice

By Paul Klapper, Ph.D., Department of Education, College of the City of New York. 8vo, Cloth, $1.75.

This book studies the basic principles underlying sound and progressive pedagogy. In its scope and organization it aims to give (1) a comprehensive and systematic analysis of the principles of education, (2) the modern trend and interpretation of educational thought, (3) a transition from pure psychology to methods of teaching and discipline, and (4) practical applications of educational theory to the problems that confront the teacher in the course of daily routine. Every practical pedagogical solution that is offered has actually stood the test of classroom demonstration.

The book opens with a study of the function of education and a contrast of the modern social conception with those aims which have been guiding ideals in previous educational systems. Part II deals with the physiological aspects of education. Part III is taken up with the problem of socializing the child through the curriculum and the school discipline. The last part of the book, Part IV, The Mental Aspect of Education, is developed under the following sections: Section A. The Instinctive Aspect of Mind. Mind and its development through self-expression. Self-activity. Instincts. Section B. Intellectual Aspect of Mind. The functions of Intellect, Perception, Apperception, Memory, Imagination, Thought Activities. The Doctrine of Formal Discipline and its influence upon educational endeavor. Section C. Emotional Aspect of Mind. Section D. Volitional Aspect of Mind. Study of will, kinds of volitional action, habit vs. deliberative consciousness. The Education of the Will. Education and Social Responsibility, the problems of ethical instruction, and the social functions of the School.

In order to increase the usefulness of the book to teachers of education there is added a classified bibliography for systematic, intensive reference reading and a list of suggested problems suitable for advanced work.

APPLETONS' NEW TEACHERS' BOOKS

A STUDENT'S TEXT-BOOK IN THE HISTORY OF EDUCATION

By Stephen Pierce Duggan, Ph. D.

Head of the Department of Education, College of the City of New York

12mo., Cloth, $1.30 net

Professor Duggan has produced the text-book in the history of education which has been such a need in our pedagogical work. Growing out of his work as a teacher and lecturer, this book combines the practical pedagogy of a teacher with the scholarship of an undisputed authority on education and its study. There is no book in this field containing such a fund of useful material arranged along such a skillful outline. An experience of years is here condensed and solidified into a splendid unit.

"A Student's Text-Book in the History of Education" presents an authentic account of every educational system which has influenced our present-day scheme of pedagogy from the times of the Hebrews to the Age of the Montessori method. No time is wasted on detailed considerations of other systems. Professor Duggan's book aids the teacher by giving him a better understanding of present-day problems in education; by explaining how Western Civilization developed the educational ideals, content, organization, and practices which characterize it today; and by developing the manner in which each people has worked out the solution of the great problem of reconciling individual liberty with social stability.

APPLETONS' NEW TEACHERS' BOOKS

EDUCATION FOR SOCIAL EFFICIENCY
By Irving King, Ph. D.
Professor of Education, The State University of Iowa,
Iowa City, Iowa.

12mo., Cloth, $1.50 net

Written not so much for the educational specialist as for the practical needs of busy teachers, "Education For Social Efficiency" presents through the medium of illustration, a social view of education which is very prominent. It shows concretely various ways in which parents as well as teachers may contribute something towards the realization of the ideal of social efficiency as the goal of our educational enterprise.

The idea that the school, especially the country school, should provide more than instruction in lessons for the scholars is Professor King's main point. Excellent chapters are included on The School as a Social Center, The School and Social Progress, and the Social Aim of Education. In discussing the rural schools particularly, the author writes on The Rural School and the Rural Community, Adapting the Country School to Country Needs, and an especially valuable chapter on The Consolidated School and Socially Efficient Education for the Country.

The response with which Professor King's "Education for Social Efficiency" has met throughout the country is evidenced by the fact that the States of Iowa, Missouri, Tennessee, South Dakota, and Virginia have adopted it for reading circle use. It has also been adopted by the National Bureau of Education for use in its Rural Teachers' Reading Circles.