Action, automatic, 275
classes of, 273
factors involved in, 59
reflex, 274
volitional, 276
Activity, necessity for motor, 56
Adolescence, interests of, 269
Association, and action, 149
chapter on, 144
development of centers, 57
laws of, 150
and methods of learning, 157
and memory, 146
nature of, 144
neural basis of, 145
partial or selective, 153
pleasure-pain motive in, 155
and thinking, 149
training in, 155
types of, 150
Attention, chapter on, 15
effects of, 16
and efficiency, 17
points of failure in, 20
habit of, 27, 73
improvement of, 26
method of, 18
Attention, nature of, 15
rhythms of, 20
types of, 22
Belief, in thinking, 180
Brain, chapter on, 30
and nervous system, 30
quality and memory, 162
relations of mind and, 30
Cerebellum, the, 37
Cerebrum, the, 37
Concept, the, 187
definition of, 189
function of, 187
growth of, 188
and language, 189
Consciousness, content of, 10
known by introspection, 2
the mind or, 1
nature of, 4
personal character of, 1
as a stream, 5
where it resides, 12
Cord, the spinal, 40
Cortex, the, 39
division of labor in, 45
Decision, under effort, 281
types of, 279
Decision and will, 277
Deduction, 196
Development, of association centers, 57
chapter on, 50
and instinct, 209
mental and motor training, 50
of nervous system, 60
through play, 215
Direction, perception of, 105
Disposition, and mood, 232, 230
and temperament, 233
Education, as habit forming, 78
Emotion, chapter on, 239
control of, 243, 246
cultivation of, 247
and feeling, 239
James-Lange theory of, 239
as a motive, 251
physiological explanation of, 240
End-Organ(s) of hearing, 92
kinÆsthetic, 96
and sensory qualities, 91
of skin, 94
of smell, 94
of taste, 93
of vision, 91
Environment, influence of, 213
Expression, and character, 303
educational use of, 301
Expression, and impression, 296
learning to interpret, 4
limitations of, 297
self-, and development, 294, 298
Fatigue, and habit, 72
and nervous system, 62
Fear, instinct of, 221
types of, 222
Feeling, chapter on, 226
effects of, 230
and mood, 230
nature of, 227
qualities, 227
Forgetting, rate of, 170
Habit, of attention, 27, 73
chapter on, 66
effects of, 70
emotional, 257
forming as education, 78
and life economy, 70
nature of, 66
and personality, 75
physical basis of, 67
rules for forming, 81
tyranny of, 77
Handicrafts, and education, 302
Hearing, 92
Idea, and image, 111, 114
Image(ry), ability in, 118
chapter on, 111
classes of, 117
Image(ry), cultivation of, 123
and past experience, 111
functions of, 120
and ideas, 111, 114
and imagination, 134
types of, 119
Imagination, chapter on, 127
and conduct, 133
cultivation of, 136, 140
function of, 127
the stuff of, 134
and thinking, 134
types of, 138
Imitation, conscious and unconscious, 212
individuality in, 211
the instinct of, 210
in learning, 211
Induction, 197
Instinct(s), chapter on, 201
definition of, 202
of fear, 221
of imitation, 210
laws of, 205
nature of, 201
of play, 214
as starting points in development, 209
transitory nature of, 206
various undesirable, 222
various useful, 218
Interest(s), chapter on, 254
direct and indirect, 258
and education, 265
and habit, 257
nature of, 254
Interest(s) and nonvoluntary attention, 23
order of development of, 267
selection among, 262
transitoriness of certain, 260
Introspection, 2
and imagery, 116
method of, 3
James, quoted, 81
theory of emotion, 239
Judgment, functions of, 192
nature of, 191
in percepts and concepts, 191
and reasoning, 195
validity of, 193
Knowledge, raw material of, 96
through senses, 84
Language, and the concept, 189
Laws, of association, 150
of instinct, 205
of memory, 168
Learning, and association, 157
Localization of function in cortex, 43
Meaning, dependence on relations, 193
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.
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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.
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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.
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