Education; an introduction to its principles and their psychological foundations

Front matter

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UNITED STATES OF AMERICA,

AN INTRODUCTION

Preface

My aim throughout this book is to give the beginner a clear and intelligible outline of education, as a science only, and at the same time to suggest, but not to discuss, some of its deeper and more philosophic aspects. I hope, therefore, that it will prove both more and less than an ordinary text-book. More, in that I have attempted to discuss, rather than dogmatise about, the principles of education and their origin ; and less, inasmuch as I have carefully avoided summing up every important point in a formula. Those who are likely to read this book will, I feel sure, prefer to do their own work in their own way.

The general conception of the book is, so far as I am aware, an entirely original one. I am fully conscious of the fact that the attempt to set forth a pure science of education, in the sense in which I believe that it should, and can, be done, can at the present moment prove, at best, but a more or less helpful suggestion towards a more perfect solution of the problem. No one could be more anxious or eager to see such a result than myself. That this book should in any way contribute to it would be a great joy and gratification to

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me. Even should it do so at the cost of its own pretensions, this would, I trust, be only a pleasing regret to the fond author of its being.

My ideal has been a very high one, for I have striven to find a scientific basis for pure educational theory, and to directly and systematically develop therefrom the great educational principles ; thus deriving that body of definite and dependent educational truths which constitutes the science of education.

The evolutionary principle is taken as the unifying element, and my endeavour has been to show that the great educationists, from Plato and Aristotle to Comenius, and from Comenius to Herbart and Spencer, have all been working towards such an organism of knowledge.

How far I have succeeded in so ambitious an attempt I must leave my readers and critics to determine. My original indebtedness to the great writers on education is, of course, incalculable; but I should like to add that I worked out my general view of the science quite independently, and afterwards appealed to the standard works for authoritative confirmation of my conclusions. The authors to whose writings I have referred are mentioned in the text, and most of the books are included in the list at the end of the volume.

I venture to anticipate what I cannot but consider as captious criticism, by protesting that I am no " armchair theorist." I have been a practical teacher for nearly a quarter of a century ; and my experience has included the teaching of infants : of boys and girls in elementary and secondary schools, and in private

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families : and of men and women at a University, and a University College. I have taught an East End gamin the elements of the three B's, and have coached students for honours examinations at Cambridge and other Universities. And I have had charge of the training of teachers, and a short experience as an inspector of schools.

It is from reflection upon the meaning of such experiences, which at least ought to be instructive and helpful, and from a study of writings on education and of the mental sciences, that I have endeavoured to formulate what seem to me to be the great central truths of a pure science of education.

More directly this book is the outcome of lectures given to students in the Day Training Department of the University College of Wales, Aberystwyth : a Teachers' Holiday Course at the University Extension College, Exeter : and the University Extension Students' Summer Meeting at Oxford. I should be very glad to think that it might be of some slight use to those who heard my lectures, and so prove some apology for many shortcomings in them.

I have endeavoured to observe, as far as I could those educational principles which I have laid down as applying to the writing of text-books ; and, as my readers will find, I have not hesitated to avail myself of " the principle of repetition."

Since we, unfortunately, have no convenient word in the English language which signifies both " he " and " she," I have been obliged, reluctantly, to continue the egotism of my sex, and always to speak of " man " and

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" he." But I should like it to be clearly understood that " woman " and " she " may be read, in such places, by whoever so wills.

I will only add that, whilst I would not echo the delightfully quaint and ingenuous sentiment of an old writer on education, who thus concludes his preface: " If any man shall oppose, and detract from these my labours ; forasmuch, as he shall therein (as I take it) shew himself an enemy to the common good of the present age, and of all posterity (the benefit whereof, as God is my witness, I have intended principally in these my endeavours), I can but be sorry, and pray for him ;" I can, on the other hand, most heartily subscribe to him when he says, " I oppose myself to none. Shew my oversight in love, and I will amend it. I prescribe to none : no, not the meanest ; but only desire to learn of all the learned, to help the unlearned."

H. H.

Woodfokd Green, September 1895.

CHAPTER I The Nature and Scope op Education

Origin of Education, 1 — Scope of Education, 9— Definition of Education, 20 — Function of Education, 32 — Ideas of Great Thinkers, 38 — Educational Ends, 41

PAGE

CHAPTER II Mind, and the General Nature of Mental Life . 42

What Mind is, 42— Mind Elements, 45— General Nature of Mind, 48— Definitions of Psychology and Mind, 51 — How to Study Mind, 52 — Sensations and Presentations, 53— Feeling, 55— Emotion, 58— Passion, 59— Feeling as Egoistic and Altruistic, 60— Knowing, 63— Attention, 64 — Pre-adjustment of Attention, 66 — Memory, 67 — Sub-consciousness, 69 — Association, 71 — Attention and Association, 73— Willing, 75— Actire and Passive Willing, 77 — Spontaneous or Automatic Willing, 77 — Instinctive Willing, 79— Elements of Willing, 81— Habit, 85— Character and Individuality, 86 — The Normal, 87

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Chapter III Page

General Principles of Education ... 88

Growth and Development, 89 — The Principle of Stimulation, 89 — The Principle of Nourishment, 94 — The Principle of Pleasure, 97 — The Principle of Inter-relation, and Inter-dependence, 100 — Educational Values, 107 — Discipline Value, 108— Culture Value, 112— Utility Value, 113 — The Principle of Kepetition, 117 — 'Ihe Principle of Preparation, 119— The Principle of Interest, 122 -The Principle of Habituation, 132 — The Principle of Self- Activity, 137 — The Inter-relation of the Principles, 145- Some General Remarks, 14"

CHAPTER IV The General Characteristics of Mental Development ........ 153

The General Nature of Mental Development, 156 — The Development of Feeling, 160— Of Knowing, 172— Of Willing, 181 — Some General Remarks on Development, 197

Chapter V

The Principle of Development : (1) From the Known to tie Unknown, 202 — (2) From the Simple to the Complex, 207— (3) From the Concrete to the Abstract, 212— The Principle of Doing, 224— The Principle of Sympathetic Control, 236— The Principle of Pain, 256— Some General Remarks, 266

CONTENTS X 1

Sources of Knowledge, 368— (1) Intuition, 369— (2) Reflection, 374 — (3) Communication, 374 — Stages of Development in Knowledge, 380 -(1) Clear Knowledge, 385— (2) Distinct Knowledge, 387 — (3) Adequate Knowledge, 389

Chapter IX

The Principle of Development, 392 — (1) From the Concrete to the Abstract, 393 — (2) From the Known to the Unknown, 393 — (3) From the Simple to the Complex,

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395— (4) From the Particular to the General, 399 — (5) From the Indefinite to the Definite, 401 — The Principle of Information, 409 — The Principle of Symbolism, 417 — The Principle of Gradation, 425 -Some General Remarks,

Chapter X

Determinants of Mental Growth and Development 438 General Determinants, 438 — Original Character of the Human Being, 444 — (1) Racial Elements, 445 — (2) Individual Elements, 448— Experiences, 452 — (1) Environment, 452 — (2) Stimuli, 459