The art of teaching is based primarily upon the science of psychology.In this book the authors have sought to make clear the principles ofpsychology which are involved in teaching, and to show definitely theirapplication in the work of the classroom. The book has been written inlanguage as free from technical terms as is possible.
In a discussion of the methods of teaching it is necessary to considerthe ends or aims involved, as well as the process. The authors have, onthis account, included a chapter on the work of the teacher, in which isdiscussed the aims of education. The success or failure of the work of ateacher is determined by the changes which are brought to pass in thechildren who are being taught. This book, therefore, includes a chapter onthe measurement of the achievements of children. Throughout the book thediscussion of the art of teaching is always modified by an acceptance uponthe part of the writers of the social purpose of education. The treatmentof each topic will be found to be based upon investigations and researchesin the fields of psychology and education which involve the measurement ofthe achievements of children and of adults under varying conditions.Wherever possible, the relation between the principle of teaching laid downand the scientific inquiry upon which it is based is indicated.
Any careful study of the mental life and development of children revealsat the same time the unity and the diversity of the process involved. Forthe sake of definiteness and clearness, the authors have differentiatedbetween types of mental activity and the corresponding types of classroomexercises. They have, at the same time, sought to make clear theinterdependence of the various aspects of teaching method and the unityinvolved in mental development.
GEORGE DRAYTON STRAYER.
NAOMI NORSWORTHY.
NOVEMBER 15, 1916.
I. THE WORK OF THE TEACHER
II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERSWORK
III. ATTENTION AND INTEREST IN TEACHING
IV. THE FORMATION OF HABITS
V. HOW TO MEMORIZE
VI. THE TEACHER'S USE OF THE IMAGINATION
VII. HOW THINKING MAY BE STIMULATED
VIII. APPRECIATION, AN IMPORTANT ELEMENT INEDUCATION
IX. THE MEANING OF PLAY IN EDUCATION
X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THETEACHER
XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT
XII. TRANSFER OF TRAINING
XIII. TYPES OF CLASSROOM EXERCISES
XIV. HOW TO STUDY
XV. MEASURING THE ACHIEVEMENTS OF CHILDREN
Education is a group enterprise. We establish schools in which we seekto develop whatever capacities or abilities the individual may possess inorder that he may become intelligently active for the common good. Schoolsdo not exist primarily for the individual, but, rather, for the group ofwhich he is a member. Individual growth and development are significant interms of their meaning for the welfare of th