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CONTENTS.
TALKS TO TEACHERS.
I. PSYCHOLOGY AND THE TEACHING ART .
The American educational organization, 3-
What teachers may expect from psychology, 5
Teaching methods must agree with psychology,
but cannot be immediately deduced therefrom, 7 –
The science of teaching and the science of war,
9-The educational uses of psychology defined,
10-The teacher's duty toward child-study, 12.
Our mental life is a succession of conscious
'fields,' 15-They have a focus and a margin, 18This description contrasted with the theory of 'ideas,' 20-Wundt's conclusions, 20, note.
III. THE CHILD AS A BEHAVING ORGANISM
Mind as pure reason and mind as practical
guide, 22-The latter view the more fashionable
one to-day, 23-It will be adopted in this work,
24-Why so? 25-The teacher's function is to
train pupils to behavior, 28.
IV. EDUCATION AND BEHAVIOR
Education defined, 29-Conduct is always its
outcome, 30- Different national ideals: Germany
and England, 31.
PAGE
3
15
22
29
No impression without expression, 33-Verbal
reproduction, 34 -Manual training, 35-Pupils
should know their 'marks,' 37.
--
VI. NATIVE AND ACQUIRED REACTIONS
The acquired reactions must be preceded by
native ones, 38-Illustration: teaching child to
ask instead of snatching, 39-Man has more in-
stincts than other mammals, 43.
VII. WHAT THE NATIVE REACTIONS ARE
Fear and love, 45-Curiosity, 45-Imitation,
48-Emulation, 49-Forbidden by Rousseau, 51
His error, 52-Ambition, pugnacity, and pride.
Soft pedagogics and the fighting impulse, 54-
Ownership, 55-Its educational uses, 56-Con-
structiveness, 58-Manual teaching, 59-Transi-
toriness in instincts, 60-Their order of succes-
sion, 61.
VIII. THE LAWS OF HABIT
Good and bad habits, 64-Habit due to plasti-
city of organic tissues, 65-The aim of education
is to make useful habits automatic, 66- Maxims
relative to habit-forming: 1. Strong initiative, 67
-2. No exception, 68-3. Seize first opportunity
to act, 69-4. Don't preach, 71 - Darwin and
poetry without exercise our capacities decay, 71
-The habit of mental and muscular relaxation,
74-Fifth maxim, keep the faculty of effort
trained, 75-Sudden conversions compatible with
laws of habit, 76- Momentous influence of habits
on character, 77.
33
38
45
64
A case of habit, 79 — The two laws, contiguity
and similarity, 80-The teacher has to build up
useful systems of association, 83-Habitual asso-
ciations determine character, 84-Indeterminate-
ness of our trains of association, 85- We can
trace them backward, but not foretell them, 86—
Interest deflects, 87- Prepotent parts of the field,
88-In teaching, multiply cues, 89.
X. INTEREST
The child's native interests, 91 - How uninterest-
ing things acquire an interest, 94-Rules for the
teacher, 95'Preparation' of the mind for the
lesson: the pupil must have something to attend
with, 97-All later interests are borrowed from
original ones, 99.
Interest and attention are two aspects of one
fact, 100- Voluntary attention comes in beats,
101-Genius and attention, 102-The subject
must change to win attention, 103-Mechanical
aids, 104 - The physiological process, 106-The
new in the old is what excites interest, 108-In-
terest and effort are compatible, 110-Mind-w -wan-
dering, 112-Not fatal to mental efficiency, 114.
XII. MEMORY.
Due to association, 116-No recall without a
cue, 118-Memory is due to brain-plasticity, 119
Native retentiveness, 120-Number of associa-
tions may practically be its equivalent, 122 - Re-
tentiveness is a fixed property of the individual,
123-Memory versus memories, 124 Scientific
91
100
116
system as help to memory, 126-Technical mem-
ories, 127-Cramming, 129-Elementary memory
unimprovable, 130— Utility of verbal memorizing,
131-Measurements of immediate memory, 133-
They throw little light, 134-Passion is the im-
portant factor in human efficiency, 137-Eye-
memory, ear-memory, etc., 137-The rate of
forgetting, Ebbinghaus's results, 139-Influence
of the unreproducible, 142-To remember, one
must think and connect, 143.
-
Education gives a stock of conceptions, 144 –
The order of their acquisition, 146-Value of
verbal material, 149-Abstractions of different
orders: when are they assimilable, 151-False
conceptions of children, 152.
XIV. APPERCEPTION
Often a mystifying idea, 155 The process de-
fined, 157-The law of economy, 159 — Old-
fogyism, 160- How many types of apperception ?
161- New heads of classification must continually
be invented, 163 — Alteration of the apperceiving
mass, 165-Class names are what we work by,
166 - Few new fundamental conceptions acquired
after twenty-five, 167.
XV. THE WILL
The word defined, 169-All consciousness tends
to action, 170-Ideo-motor action, 171- Inhibi-
tion, 172- The process of deliberation, 174-
Why so few of our ideas result in acts, 176-
The associationist account of the will, 177-A
balance of impulses and inhibitions, 178 - The
144
155
169
CONTENTS
over-impulsive and the over-obstructed type, 179
-The perfect type, 180-The balky will, 181
What character building consists in, 184-Right
action depends on right apperception of the case,
185-Effort of will is effort of attention: the
drunkard's dilemma, 187-Vital importance of
voluntary attention, 189-Its amount may be in-
determinate, 191-Affirmation of free-will, 192–
Two types of inhibition, 193-Spinoza on inhibi-
tion by a higher good, 194-Conclusion, 195.
xi