Bagley, W. C., on aim of educa-
tion, 4; on psychological out-
comes of teaching and learning,
5-7; on analysis of teacher's
equipment, 51-52; on educational
determinism, 190-193; on Nordic
intelligence, 207-208; on relation
of education to instinct, 299; on
education determining direction
of driving forces, 332; on ideals
and attitudes as generalizations
of specific habits, 360; on emo-
tions and behavior, 360-361;
on what is learning, 371-372; on
psychological value of examina-
tions, 431-432; on principles
utilized in developing skills,
451-452; on kinds of attention,
569-570; study on transfer, 658-
666

Bair, J. H., on concentration, 401
Baker, H. J., on mental differences

in industry, 109-110; on factors
affecting guidance, 110
Baldwin, Bird T., on history of
educational psychology, 47-49;
on psychological age the basic
age, 77-78; on the preschool
child, 698-700

Ballard, P. B., on nature of intel-
ligence, 135

Bandler, S. Wyllis, on the endo-
crines, 114-115

Barclay, W. C., on the science of
child study, 715

Basic age, 77-78

Bateson, William, on heredity in
man, 108

Behavior, language, 44-45; human,

58-59; physical basis of, 74; and
bodily structure, 75-76; and
gland diseases, 115-116; emo-
tional, 321-322; new forms of,
360-361; in instinct, 437; pur-
posive, 587-588, 733; mechanis-
tic conception of, 616-617
Behaviorists, errors of, 743-744

Bennett, H. E., on laws of routine,
452-453; on motives: clas-
sification and principles, 584-

587
Benson, C. E., on attitude of the
learner, 386-390; on improving
mental efficiency, 402-407
Bentley, John E., on mechanistic
vs. personalistic psychology ap-
plied to religious education, 744-
759

Bentley, Madison, on the will, 617-
618

Betts, G. H., on aim of education,
2; on observation and report,
45-46; on instinctive tendencies,
271; on ways of modifying in-
stinctive tendencies, 294-296; on
the percept, 477-478; on errors
of perception, 488; on visual de-
fects, 488-490; on color-blind-
ness, 490; on auditory acuity,
490-491; on association, 498; on
effect of environment upon asso-
ciation, 500-501; on recall: a
factor in memory, 502; on ree-
ognition a factor in memory,
502; on retention and forget-
ting, 504-505; on imagination,
524-525; on mental imagery,
528-530; on types of attention,
571; on doctrine of formal dis-
cipline, 636-637

Bibliography, General, 801-804
Binet Tests, 142-155
Blame, effect of, 313
Blanchard, Phyllis, on the prob-
lem child, 179-181
Blends, in instinct, 271-272
Blindness, color, 490

Bobbitt, Franklin, on social objec-
tives in education, 4

Bode, B. H., on characteristics of
consciousness, 16; on what is
psychology, 741-742

Bodily structure, and behavior,
75-76

Body build, development and in-
heritance, 111

Bogardus, Emory S., on gregari.
ousness, 308

Bolton, F. E., on educational sug-
gestions regarding attitudes,
362; on motor activities in the
home, 424; on children's un-
derstanding of words, 485-486;
on making association pur-
posely, 503-504; on memory
training, 519-520; on develop-

Bolton, F. E. (cont'd)
ment of the will in the child,|
620-622

Book, W. F., on the relation of
pleasant feelings to progress in
typewriting, 353-354; on zeal
and concentration of attention
make practice effective, 354; on
only correct practice makes
more perfect, 400; on daily fluc-
tuations in attention and ef-
fort, 400-401; on the will to
learn, 411-415; on interference
in habits, 442; on persistence
of lower habits, 443-444
Boraas, Julius, on efficient thought
life, 554-557

Boy's gangs, and mental levels,
156-157

Brain set, 623

Bridges, J. W., on correlation be-
tween interests and abilities,
177-178; on relation of intelli-
gence to social status, 203-204
Bright pupils, selection of, by
teachers, 195

Brothers and sisters, similarity of,
109

Brown, H. W., on children's think-
ing illustrated, 557-558
Bryan, W. L., on a hierarchy of
habits, 443

Buckingham, B. R., on intelligence

and its measurement, 135
Building, of interest, 580-581; of
character, 630-631

Burnham, William H., on mental
attitudes and the school, 358-
359; on importance and variety
of mental attitudes, 359-360; on
attitudes significant for learn-
ing, 415-416; on the conditioned
reflex, 719; on three essentials
for mental health, 727-728; on
training in mental hygiene, 728-
730

Burt, Cyril, general emotional
instability, 352-353
Burton, William H., on motiva-
tion, 588-589

Buswell, G. T., on perceptional
habits in reading, 481-484

Calkins, Mary W., on the religious
consciousness, 760
Cannon, W. B., on autonomic
nervous system, 92-96; on emo-
tions and education, 348-350

Cardinal principles of education, 5
Carnrick, G. W. Co., on mental and
nervous systems, 112
Causality, difficulties in deter-
mining, 771-773
Cerebral functions, new concep-
tions of, 91-92

Cerebral localization, affected by
continued practice, 89-90
Chapin, H. D., organic inheritance,
101

Chapman, J. Crosby, on unrelia-
bility of the difference between
intelligence and educational rat-
ings, 176-177

Character, education, 625-630;
building, 630-631

Characters acquired, 108-109
Charters, W. W., on personality,
twenty factors of, 52-54; on
characteristics of interest, 574;
on degrees of interest, 574
Child, a behaving organism, 32;
training of, 117; the problem,
179-181; the gifted, 185; and
adult mind, 247-248; every child
good, 256; learning of, 419-420;
the preschool, 698-701; the great
objective, 715

Child study, science of, 715
Childhood, early, 5; experience,

118; and adolescence, 686; ap-
pearance and disappearance of
original tendencies, 686-687; re-
capitulation theory, 687-688;
utility theory, 688-690; plastic-
ity in, 714-715
Childhood experience, importance
of, 118-119

Children, classifying of, 166-168;
superior, 184; 1,000 cases of,
194; not conforming to school
routine, 194; variability in, 256;
imitation in, 316; differing from
adults in sense perception, 487;
imagery of, 526-528; thinking
of, 557-558; characteristics of,
in intermediate grades, 703
Children's minds, content of, 484-
485

Children's understanding of words,

Clarke, E. L., on nature and nur-
ture, 126

Classification, of motives, 584-587;
of interests, 575-576
Classifying children, by mental
age, 166-168

Cobb, Margaret V., on limits set
to educational achievement by
limited intelligence, 171-172
Coler, Lillian E., on relation of
intelligence to social status,
203-204

Color-blindness, 490

Colvin, S. S., on consciousness de-
fined, 15; on every experience
motor, 16; on importance of
childhood experience, 118; on in-
telligence and its measurement,
133; on development of mental
testing, 136-142; on Binet tests,
142-151; rôle of intelligence
tests, 195-202; on intelligence
tests in colleges and high schools,
208-209; on relation of educa-
tion to instincts, 299; on educa-
tion determining driving forces,
332; on principles governing and
maintaining morals, 357;

on

emotions and new forms of be-
havior, 360-361; on activity
leads to further activity, 385-
386; on importance of self-ex-
pression, 426; on psychological
value of the recitation, 430; on
psychological value of exami-
nations, 431; on apperception,
492; on kinds of attention, 569-
570; on study of transfer, 658-
666; on results of fatigue ac-
companying school work, 677-
678

Concentration, of attention, 354,
401

Conception, of behavior, 616-617;

22; social, 705-706; religious,
760

Conservation, of talent, 186-189
Constructiveness, and instinct,

302-303

Content, of children's minds, 484-
485
Control, of the emotions, 355-356;
in handwriting, 408; of atten-
tion, 573-574

Cooley, C. H., on individual mind
and social mind, 32; on sympa-
thetic insight, 306
Correlation, I. Q. with A. Q., 159-
161; between intelligence and
other traits, 177; between inter-
est and abilities, 177-178
Correspondence theory, 690-691
Courtis, S. A., on grouping chil-
dren on the basis of mental
capacity, 167-169; on variability
in children an educational asset,
256

Cramming, defined, 515
Crile, G. W., on emotion, the re-
sult of inhibited instinctive ac-
tion, 347-348; on fear, 351
Criteria, for judging plays and
games, 602

Cuenot, L., on heredity of acquired
characters, 108-109

Cure for sleeplessness, 726-727
Curiosity, 303-304

Curve of learning, 394-397

Dancing, as an expression of motor
needs, 594

Darwin, Charles, on bodily expres-
sion of emotion, 347
Davenport, Charles B., on chromo-
somes, endocrines, and heredity,
79-84; eugenic suggestions
based upon Mendelian inheri-
tance, 102; on the Edwards fam-
ily, 104-106; on body build: its
development and inheritance,
111; on inheritance of stature,
111-112; on heredity of con-
stitutional mental disorders,

112-113

Davidson, Percy E., on educa-
tion according to social levels,
203
Dearborn, Ned Harland, on devel-
opment of thinking habits, 7-8;
on appreciation, 8; on habits
and skills, 8-9; on ideals and
attitudes, 9-10; on emotional

Desire, for approval and display,
310; for approval of teacher and
playmates, 310-311; for approval
of group, 311

Determiners, transmitted, 101-102
Development, of critical thinking

habits, 7-8; and mental growth
as influenced by heredity, 84-
89; and inheritance of body
build, 111; of mental testing,
136-142; and play, 311-312; of
attention, 571; of play, 603; of
will, 620-622; of energy, 681-
682; saltatory, 694-695; gradual,
696-697

Dewey, John, on definition of edu-

cation, 4; on old and new psy-
chology, 13-14; on individualiz-
ing instruction, 253-254; on in-
stinct, 268-269; on no separate
instincts, 272-274; on signifi-
cance of instincts in education,
298-299; the logical and psy-
chological, 426-429; on educa-
tion a matter of habit, 437-438;
on significancy of habits, 453-
454; on use of object lessons,
487-488; thinking defined by,
535; on reflective thought proc-
ess, 536-537; on abstraction,
552-553; on generalization, 553-
554; on generalizing a constant
process, not a final step, 554; on
particular personal experiences
a necessary basis for abstrac-
tions, 558; allow pupils to evalu-
ate their suggestions, 559; criti-

cize all suggestions, 559; on
training to think, 561-562; on
the trained mind, 562; on rela-
tionship between method and
thinking, 564; on reflective at-
tention, 571-572; on interest,
575-576; on when interest is
proper, 582; on work and drudg-
ery, 596-597; on play spirit in
the school, 599-601; on criteria
for judging plays and games,
602; on choice and deliberation,
615-616; on character building,
631; on theory of concomitant
development, 692-693; on the
laws of nature, 771

Differences, racial, 204-205; indi-
vidual, see Chap. vi

Discipline, formal, 634-636; doc-
trine of formal, 636-637; mental,
655-666

Dislikes, importance of, 361-362
Display, desire for, 310

Distribution, of intelligence, 136
Doing versus dreaming, 357-358
Doll, Edgar A., on the growth of
intelligence, 169-170

Dresser, Horatio W., on basis of
habit, 441

Drive, 60-64

Drives, instincts as, 300
Drudgery, and work, 596-597; and
interest, 597-598; as type of ac-
tivity, 601-602

Dull pupils, selection of, by teach-
ers, 195; great men considered,
261-262

Dunlap, Knight, on four factors of
experience, 12; on statistical
methods in educational psy-
chology, 46-47; on basis of clas-
sification of instincts, 290-291;
on general principles of habit
formation, 438-440

Earhart, Lida B., on curiosity, 303-
304

Early training, importance of, 118-
119

Eaton, H. T., on the intelligence
of pupils who repeat, 170-171
Edman, Irwin, on individual dif-

ferences, 251-252; on sex in-
stinct and its sublimation, 314
Education, social aim of, 2; de-
fined, 2-4; aims of, 3-4; objec-
tives of, 4-5; cardinal principles
of, 5; and inheritance, 119;

Education (cont'd)

democratic, 119-120; the world's
salvation, 120; according to so-
cial levels, 203; and instinct,
299; determining direction, 332;
and emotions, 348-350; a matter
of habit, 437-438; psycho-motor,
593; for character, 625-630
Educational achievement, limits
set to, 171-172

Educational biology, and educa-
tional psychology, 30-31
Educational determinism, 190-193
Educational methods, based on edu-
cational psychology, 34-43
Educational neglect, of superior
children, 186

Educational psychology, field of,
14-15; related to educational so-
ciology, 27-30; related to educa-
tional biology, 30-31; statistical
methods in, 46-47; history of,
47-49

Educational quotients, 165-166
Educational ratings, and intelli-
gence, 176
Educational

sociology, related
to educational psychology, 27-

30
Educational statistics, the A. B.
C. of, 777-798

Educative process and subject
matter, 11

Edwards family, 104-106

Effect, of school life, 117-118;

source of, 411; of resistance,
416; law of, 416-417
Efficiency, mental, 402-407; ulti-
mate, 683-684

Effort, importance of, 598; daily
fluctuations in, 400-401
Ellwood, Charles A., on function

of mind, 22-24; on organic and
mental evolution, 24-27; on ra-
tionality: a universally relat-
ing activity, 561; on social char-
acter of human behavior, feel-
ing, and thinking, 738-741
Emotion, as a drive, 324; strong

collective, 324-325; bodily ex-
pression in, 347; and inhibited
instinctive action, 347-348
Emotions, growth of, 325-328; ex-
periments in, 329-330; in chil-
dren, 332; James-Lange theory
of, 333-335; theory of, 335; ge-
netic study of, 336-346; and edu-
cation, 348-350; and glandular
responses, 350-351: and their

Emotional experiences, means of
strengthening ideals, 331
Emotional instability, 352-353
Emotional response, nerves con-
cerned in,, 96-97

Endocrines, 79-84; 112; 114-115
Energy, reserves of, 679-680; de-
veloping, 681-682

Energies, of men, 680-681
Environment, 107-108; in mind de-
termination, 113-114; factors of,
120-121; and heredity, 127; ef-
fect upon association, 500-501
Equality, of opportunity, 193
Errors, of perception, 488; of be-
haviorists, 743-744

Ethical implications, of habits,
444-446

Eugenic suggestions, and Mende-
lian inheritance, 102
Evaluation, of suggestions, 559
Evolution, organic and mental, 24-
27

Evolutionary character, theory of,
712
Examination, purpose of, 430-431;
psychological value of, 431-432
Exercise, law of, 122-123; aims of,
594

Experience, factors of, 12; motor,
16; of childhood, 118; sensory-
motor, 423; necessary basis for
abstractions, 558; theory of,
712-713

Expression, motor, 424-426

Factors, of experience, 12; af-
fecting guidance, 110; prohibit-
ing scholarship, 120-121; of
man-making, 126-127; in self-
control, 356

Fancy, and make-believe, 531
Fatigue, and mental work, 668;

defined, 668-669; mental, 671-
675; and individual differences,
676-677; important results
of, 677-678; function of, 678-
679

Fear, 351; control of, 351-352; of

the evil, 624-625; nature of, 720-
721; treatment of, 721; con-
quest of, 722-724