Notes on Recent Pedagogical Liter- ature, 97. Oliver, Wait and Jones's Treatise Peterman, A. L., Elements of Civil Pioneers of University Extension, POLAND, ADDISON B.-Shake- PRINCE, JOHN T.-Impressions cated, 412. Psychology, Applications of, in Edu- Instruction in State Rooper, T. G., Apperception, 390. 195. Round Table Conferences, 79, 277. SAFFORD, TRUMAN H.-Stewart's 512. Saratoga for 1892, 495. SCHURMAN, J. G.-Höffding's Psy- Science, Elementary, 69, 71; Is Science versus the Art of Teaching, Seyffert, Oscar, Dictionary of Class- Shakespeare, The Merchant of SHAW, WILLIAM B.-Recent School SHIPMAN, PAUL R.-A Grammat- Shortening of the College Course, 80. of the Latinity of Cæsar's Gallic Skeat, W. W., Principles of English SMITH, A. TOLMAN.-Teachers' Snyder, Henry, Sihler's Lexicon Socratic Method, The, 406. SPALDING (Bishop), J. L.-Relig- VENABLE, CHARLES S.-Graham's WALKER, FRANCIS A.-The Place White, Greenough, Philosophy of F.- EDUCATIONAL REVIEW JUNE, 1891. I. APPLICATIONS OF PSYCHOLOGY IN EDUCATION. "It is in What is Professor Royce, in a most suggestive paper, recently published (EDUCATIONAL REVIEW, I: 15, 121), has observed that what the teacher has first and chiefly to gain from the study of psychology, is the psychological spirit; that is, the love and the skill that are required for the purposes of mental diag nosis. The teacher should be a naturalist, in the habit of observing the mental life of children for its own sake. this fashion that naturalists always have to work. here in this live thing? Why does it move thus? it doing? What feelings does it appear to have? What type of rudimentary intelligence is it showing? Ask such things not because they will give you a systematic theory, but because they will help you to form the habit of watching minds." This is admirably said. But it is not quite all that is necessary; for the teacher is not only an observing naturalist. He is an agent appointed to solve problems, to produce effects on a living organism, to modify forces, which begin by being psychological, but end by being social. One way of stating the problem is the following: "The child must be developed into an harmonious organism." This formula is more ambiguous than it sounds. For an organism implies a medium, and the medium in which the psychic organism of the child is to live consists of ideas. Harmony of the organism, therefore, means its adjustment to ideas. But ideas also constitute integral parts of this mental organism. Therefore harmony means adjustment of internal ideas, or those existing in the mind, to external ideas, or those existing in the social mind, or imposed by the constitution of things. But again, all ideas are not accessible to all minds; and therefore minds do not live in the same media, but are often in worlds widely remote, even when the bodies of these minds are in close propinquity with one another. Each mind selects, creates, the world in which it is to live. And conversely, all the events which have transpired in the history of the world are but the outward realization of ideas which have been associated with brains like these. Despotisms, wars, revolutions, pyramids, crusades, inquisitions, cathedrals, dynasties, religions, sciences-all are only projected thoughts. Of what fearful importance is it, then, to know what thoughts shall spring up in the growing brain, and, if possible, how to modify their nature and their sequence! The problems of psychology and education are so interesting, and their points of contact so numerous, that for a brief discussion it is equally necessary and difficult to make a choice. I will make this choice in favor of the theme which is most prominently forced upon the attention of all teachers. This is the process by which a child acquires the knowledge which it is the business of the teacher to impart. I may state this subject in the form of a definite problem, as follows: Given, a child with a small amount of knowledge spontaneously acquired, to increase his knowledge in directions where spontaneous activity would not suffice for the acquisition. Knowledge of a thing out of the mind constitutes an idea in the mind. Therefore, the problem of imparting knowledge to the child may be stated as the problem of exciting or generating ideas in the child's mind. I do not propose to discuss this problem exactly from the practical point of view. Nor have I to suggest any very new methods of practical instruction. I desire rather to inquire into the principles which underlie methods already in operation. For as soon as we examine into the matter a little, we find that some of the most commonplace tasks of the school involve processes which are complex, intricate, and to |