mark the problems through which one proceeds ordinarily in his investigations.

Since education is an important factor in the process of human development, and since the principles of education are the principles which control this process, the best plan of procedure in getting the principles of education in a systematic form is to analyze the process of human development into its elementary factors and then to find how these factors unite in doing their work.

In making this analysis, the larger factors, which are themselves complex processes, will naturally be distinguished first; and then, in turn, these will be analyzed into the simpler factors of which they are composed. It is to be expected, therefore, that the first ideas presented will of necessity be general in nature and not sharply defined in content; but, as the analysis proceeds and becomes more specific by reducing more complex processes into the simpler factors of which they are composed, these ideas will become more sharply defined in content and correspondingly more definite and clear.

In order to avoid a confusion of the two points of view from which human development may be studied, the principles, in the case of each larger problem, will first be presented from the teleological point of view, and will then be supported by the conclusions of natural science.

Because of the incompleteness of thoroughly-tested materialistic explanations of experience, an incompleteness due to the newness of this venture, materialistic explanations given in this book must often go beyond the bounds of verified fact and depend for authority upon analogical reasoning. When the narrow limits of verified facts have been reached, the only further evidence available from the point of view of natural science must be

based upon certain similarities that have been proved to exist between the brain and other physical things of which we have a better understanding. Knowing, for instance, that in some fundamental particulars the brain is like a "telephonic switchboard" or "interrelated channels," we are well justified in assuming that probably this similarity extends to other particulars. Conclusions reached by analogical reasoning have, therefore, some authority; and the use of them is justifiable in securing from the materialistic point of view evidence corroborative of conclusions reached from the teleological point of view. They should be accepted, however, only tentatively, because scientific investigation at some future time may invalidate the arguments upon which such conclusions have been based.

ORGANIZATION OF CHAPTERS

The organization of the subsequent chapters of this book is graphically represented on page 22. Human development is analyzed into three processes, the individual, the social, and the educational. The discussions of these three processes constitute the three main divisions of this book. The individual process is analyzed into its factors, purposes and means of control, which combine in making personal development. The social process is analyzed into its factors, the patterns for purposes and the patterns for means of control, which combine in making social development. The educational process, which unites the individual and the social processes, is analyzed into its factors, the making of the curriculum and the methods of teaching, which combine in making educational development. The Roman numerals indicate the respective chapters in which the several topics are discussed.

BAGLEY, W. C., The Educative Process, 1907, pp. 1-3. (Shows the value of the principles of education.)

MOORE, E. C., What Is Education? 1915, pp. 1-15. (Discusses the importance of the study of the principles of education.) MÜNSTERBERG, H., Psychology and the Teacher, 1910, pp. 34-40.

(Gives a simple statement of the teleological point of view.) CHARTERS, W. W., Methods of Teaching, 1912, pp. 9-25. (An example of the teleological point of view in the discussion of the function of teaching.)

MCMURRY, F. M., How to Study and Teaching How to Study, 1909, pp. 12-27. (An example of the teleological point of view in the discussion of the nature of study and of its principal factors.) MÜNSTERBERG, H., Psychology and the Teacher, 1910, pp. 99-127. (Explains briefly and clearly the point of view of natural science.) BAGLEY, W. C., The Educative Process, 1907, pp. 1-22. (An example of the point of view of natural science in the discussion of education reduced to its lowest terms.)

HORNE, H. H., The Philosophy of Education, 1905, pp. 18-56.

example of the point of view of natural science in the discussion of the biological aspect of education.)

RUEDIGER, W. C., The Principles of Education, 1910, pp. 20-36. (An example of the point of view of natural science in the discussion of the biological bases of education.)

PYLE, W. H., The Outlines of Educational Psychology, 1911, pp. 13-20. (Gives a brief and simple statement of the relation between the mind and body from the point of view of psychology.) ANGELL, J. R., Chapters from Modern Psychology, 1912, pp. 45–71. (Discusses the relation between the mind and the body.)

ANGELL, J. R., Psychology, 1908, pp. 13-58. (Describes the psychophysical organism and the nervous system, upon which natural science bases its descriptions and explanations of human nature.) MUNSTERBERG, H., Psychology and Life, 1899, pp. 1-34. (This

reading, which is more difficult for immature students than those given above, shows that the point of view of natural science is not the fundamental one with regard to human nature.)

PROBLEMS

1. Answer the questions on page 2 and indicate in each case the general principle you have assumed in answering the question. (For example, if you say that Latin should not be taught in the common

schools because it is not practical, you assume as a principle that all subject matter taught in such schools should be practical.)

2. a. Do you hold any belief specified on page 3 as erroneous? b. If so, how did you acquire this belief?

3. a. Make a list of five acts you do habitually and indicate in each case the stimulus and response. b. Indicate in each case the purpose of the act. c. Distinguish between the two points of view from which you have regarded yourself in this exercise.

4. Select from the books noted above as references for class reading five statements that represent the materialistic point of view and five statements that represent the point of view of teleology.

5. Show how a small amount of scientific experimentation proved authoritatively the fallacy in the doctrine of formal discipline as accepted for centuries by educational thinkers who did not use this method of investigation.

6. From the point of view of natural science, does a man appear to be morally free in choosing what he will do?

7. What is the best reason you can give for believing that, with reference to man, the point of view of teleology is more fundamental than the point of view of natural science?