Ontario Normal School Manuals: Science of Education | Page 2

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.
CONDITIONS OF GROWTH AND DEVELOPMENT
=A. Physical Growth.=--Although differing in their particular
conception of the nature of education, all educators agree in setting the
child as the central figure in the educative process. As an individual,
the child, like other living organisms, develops through a process of
inner changes which are largely conditioned by outside influences. In
the case of animals and plants, physical growth, or development, is
found to consist of changes caused in the main through the individual
responding to external stimulation. Taking one of the simplest forms of
animal life, for example, the amoeba, we find that when stimulated by
any foreign matter not constituting its food, say a particle of sand, such
an organism at once withdraws itself from the stimulating elements. On
the other hand, if it comes in contact with suitable food, the amoeba not
only flows toward it, but by assimilating it, at once begins to increase
in size, or grow, until it finally divides, or reproduces, itself as shown
in the following figures. Hence the amoeba as an organism is not only
able to react appropriately toward different stimuli, but is also able to
change itself, or develop, by its appropriate reactions upon such
stimulations.
In plant life, also, the same principle holds. As long as a grain of corn,
wheat, etc., is kept in a dry place, the life principle stored up within the
seed is unable to manifest itself in growth. When, on the other hand, it

is appropriately stimulated by water, heat, and light, the seed awakens
to life, or germinates. In other words, the seed reacts upon the external
stimulations of water, heat, and light, and manifests the activity known
as growth, or development. Thus all physical growth, whether of the
plant or the animal, is conditioned on the energizing of the inherent life
principle, in response to appropriate stimulation of the