Psychology in the Schoolroom |
Other editions - View all
Common terms and phrases
abstraction action activity ęsthetic afferent nerves appeal Apperception association auditory becomes bodily called cause cerebellum cerebrum character chief child ciliary muscle ciliary processes classification concepts connected consciousness crystalline lens cultivation definition depends desire discipline disposition Dorothea Beale duty effect effort element emotions example exercise experience fact faculty feeling give habit Hence ideas imagination imitative important impulse influence instinctive intellectual involved judgment kind knowledge law of similarity means medulla oblongata memory ment mental method mind moral motive movements muscular nature nerve object lesson observation organs pain papillę percepts physical pleasure practical principles psychological punishment pupils reasoning recognise reflex action result retina school discipline sensation sense sentiment sheep dog sight social stage stimulation sympathy taste teacher teaching temperament term things tion touch utilised vibrations virtue Visual Percept volition voluntary attention weak word young children
Popular passages
Page 416 - The Art of Teaching. By DAVID SALMON, Principal of Swansea Training College. Crown 8vo. 289 pages. $1.25. This book is devoted to the exposition of teaching as a Technical Art, founded on experience, philosophical principle and scientific observation. In the Introduction the author adopts Milton's definition of " a complete and generous education...
Page 181 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 224 - Whenever we are led to consider ourselves as the authors of any effect, we feel a sensible pride or exultation in the consciousness of Power ; and the pleasure is, in general, proportioned to the greatness of the effect, compared to the smallness of our exertion.
Page 90 - So that while no one child has all these misconceptions, none are free from them, and thus the liabilities are great that, in this chaos of half-assimilated impressions, half right, half wrong, some lost link may make utter nonsense or mere verbal cram of the most careful instruction, as in the cases of children referred to above, who knew much by rote about a cow, its milk, horns, leather, meat, etc., but yet were sure from the picture book that it was no bigger than a small mouse.
Page 207 - declares, that " a very considerable number of the facts may be brought under the following principle, namely, that states of pleasure are connected with an increase, and states of pain with an abatement, of some, or all, of the vital functions.
Page 378 - The view which sees in the rod the panacea for all the teacher's embarrassments is censurable, but equally undesirable is the false sentimentality which assumes that the dignity of humanity is affected by a blow given to a child...
Page 181 - Two things resemble each other in one or more respects ; a certain proposition is true of the one ; therefore it is true of the other.
Page 393 - That the primary root of all educative activity is in the instinctive, impulsive attitudes and activities of the child, and not in the presentation and application of external material.
Page 266 - ... the motive has nothing to do with the morality of the action, though much with the worth of the agent.
Page 84 - We might have to wait years or centuries to meet accidentally with facts which we can readily produce at any moment in a laboratory; and it is probable that most of the chemical substances now known and many excessively useful products would never have been discovered at all by waiting till nature presented them spontaneously to our observation.