Science of education

Front matter

BOUGHT WITH THE INCOME FROM THE

SAGE ENDOWMENT FUND

THE GIFT OF

Preface

This volume, both in matter and method, has grown cut of many years' use of the discussions of these and eimilar topics in the Pedagogical Department of the University of Indiana, in the Michigan Normal College, before bodies of city teachers, and in Institutes generally. It will be obvious to the reader that it is not a treatise upon methods of teaching. It concerns itself chiefly with the educational process, and the materials for the derived science. The point of view is historical, and the purpose has been consistently maintained to find in the general evolution of function and faculty a consistent background for the current conditions and the presuppositions of the science. A brief but somewhat comprehensive bibliography of modern works is appended for the guidance of teachers in further reading. It would be impossible to give credit to all authors quoted, though the foot-notes or the text will generally indicate the source of most materials borrowed. And recent literature is rich in suggestion bearing upon the Science of Education. To all such I freely acknowledge my obligations, and here express my appreciation.

Contents

PAGB

Inteoduction xi

Part I The Nature Of Education Chapter

I. Arts and Their Sciences 3

II. Professions and Trades 13

III. Education and the Allied Arts 25

IV. Tentative Characteristics of Education ... 44 V. Tentative Characteristics of Education — Continued 60

VI. The Subject of Education 74

VII. The Instrument of Education 94

VIII. The Instrument of Education — Continued . 108

IX. The Motive in Education 134

X. The Motive in Education — Continued . . . 137

XI. The Motive in Education — Concluded . . . 150

XII. The Condition in Education 164

Part II Education As A Science

XIII. The Nature of Science 173

XIV. The Scientific Method 186 i: Contents

Part III The Data Op Educational Science Chapter

XV. Their General Character

PAOB

XVI. Genei'al Character of Data — Concluded . . 218

Part IV Conteibuting Sciences

XVII. The Physiological Eelations of Mind . . 339

XVIII. The Special Senses 354

XIX. Psychology 366

XX. Mental Processes 283

XXI. Mental Processes — Concluded 395

XXII. The Growth of Emotions 307

XXIII. The Growth of Intelligence 317

XXIV. Ethical Eelations 329

XXV. Ethical Eelations — Continued 341

XXVI. Industrial Eelations 357

XXVII. Anthropology 371

BlELIOGEAPHY 397

Introduction

HiSTOEiCAL record furnishes material for a most interesting study, and one particularly attractive and profitable to growing teachers. Every nation having emerged into a state of civilization, and undertaken the promotion of national growth in civic graces and efficiency, has made its contribution to a store of educational doctrine. In each case the national type, though often held unconsciously, yet operated to fix the character of the formal training. Speaking generally, whatever has been accomplished among any people of any age in education and the formal culture — as in art, religion, invention, and the social order — ^has been colored and shaped in terms of this national spirit. Educational theory and practice furnish no exception. Eor no people can these get far away from the national traditions that hold ascendency. " A nation, like an individual, has its own instinct and genius." As in the individual, so in the nation, this is the determining factor in fixing both the quality of its culture and the direction which its forces may take. It is one function of any people's systematic education to utilize, not necessarily to conform to, this particular bias; to regard it as a vantage ground from which to work in the xii Introduction

effort to place the particular nation or individual in possession of the net results of other nations' and other individuals' culture, to the end that each may be lifted from an exclusive or particular plane to a participation in the true world culture — ^made to partake of the great, the universal spirit. This is humanism as set over against a narrow specialism.

Briefly, then, education should reveal these three phases: (1) individual, and diverse in its means and conditions as are individuals; (2) national, recognizing and measurably conserving, adapting itself to the national spirit; and (3) humane or racial, taking up into the individual and the nation such of the cultures as the antecedents or contemporaries of either have worked out. " If," says M. Fouillee,* blind attachment to tradition involves immobility, the no less blind contempt for national tradition no less involves it: for each suppresses living forces from which movement may be derived." Each nation may well set itself to learn from every other, but it must not forget that the primary inspiration is to be found in its own life, its conditions and standards and ideals. Each has its own inheritances in the race's achievements; is charged with its share in the world's stream of culture and attainment, and must, therefore, find in these its chief ground of progress. This is the fulcrum on which the lever of its elevation is to work. All education partakes of the general character of the evolutionary process. In both its method and material it * M. Fouill^e. "Education from a National Standpoint," p. 110.

Introduction xiii

finds important meanings in the race's development. -This race inheritance is one factor in fixing the character of the educational doctrine herein set forth. It has bearings on the method of procedure; influences in a minor degree only the subject-matter of the school curriculum; and, in a large way, the selection of material for the science of education as worked out.

THE NATURE OF EDUCATION