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EDUCATION OF THE SENSES

       CHAPTER XXVI

       MEMORY AND APPERCEPTION

       FACTORS OF MEMORY

       CONDITIONS OF MEMORY

       TYPES OF RECALL

       LOCALIZATION IN TIME

       CLASSIFICATION OF MEMORIES

       MEMORY IN EDUCATION

       APPERCEPTION

       CONDITIONS OF APPERCEPTION

       FACTORS IN APPERCEPTION

       CHAPTER XXVII

       IMAGINATION

       TYPES OF IMAGINATION

       USES OF IMAGINATION

       CHAPTER XXVIII

       THINKING

       CONCEPTION

       FACTORS INVOLVED IN CONCEPT

       AIMS OF CONCEPTUAL LESSONS

       THE DEFINITION

       JUDGMENT

       REASONING

       DEDUCTION

       INDUCTION

       CHAPTER XXIX

       FEELING

       CONDITIONS OF FEELING TONE

       SENSUOUS FEELINGS

       EMOTION

       CONDITIONS OF EMOTION

       OTHER TYPES OF FEELING

       CHAPTER XXX

       THE WILL

       VOLUNTARY CONTROL OF ACTION

       VOLITION

       ABNORMAL TYPES OF WILL

       CHAPTER XXXI

       CHILD STUDY

       METHODS OF CHILD STUDY

       PERIODS OF DEVELOPMENT

       INDIVIDUAL DIFFERENCES

       APPENDIX

       Table of Contents

       Table of Contents

       Table of Contents

      Value of Scientific Knowledge.—In the practice of any intelligent occupation or art, in so far as the practice attains to perfection, there are manifested in the processes certain scientific principles and methods to which the work of the one practising the art conforms. In the successful practice, for example, of the art of composition, there are manifested the principles of rhetoric; in that of housebuilding, the principles of architecture; and in that of government, the principles of civil polity. In practising any such art, moreover, the worker finds that a knowledge of these scientific principles and methods will guide him in the correct practice of the art—a knowledge of the science of rhetoric assisting in the art of composition; of the science of architecture, in the art of housebuilding; and of the science of civil polity, in the art of government.

      The Science of Education.—If the practice of teaching is an intelligent art, there must, in like manner, be found in its processes certain principles and methods which may be set forth in systematic form as a science of education, and applied by the educator in the art of teaching. Assuming the existence of a science of education, it is further evident that the student-teacher should make himself acquainted with its leading principles, and likewise learn to apply these principles in his practice of the art of teaching. To this end, however, it becomes necessary at the outset to determine the limits of the subject-matter of the science. We shall, therefore, first consider the general nature and purpose of education so far as to decide the facts to be included in this science.

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