Journal of Pedagogy Volume 13

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated.1901-01-01 Excerpt: ... Psychology for the Teacher PSYCHOLOGY in its relation to education is on trial. The final verdict will undoubtedly be rendered in its favor, but the attitude of the educational public is likely to delay the decision. For many years now the teachers of America have been looking to mental science as a source for great help. The validity of this hope seems at present to be somewhat seriously questioned by men supposably best able to judge of the merits of the case. No doubt it would be admitted even by the severest of these critics that the presumptive evidence is in favor of the value of psychology for education. Nevertheless, the general situation demands of friendly advocates that their case be set forth in its fullest, clearest and most forceful form. While so much is being said in teachers' conventions and written in magazines relative to this question, a word of caution may not seem inopportune. If I might dare to utter such a word, I would call attention to the simple obvious fact that the inherent possibilities of this discipline for the teacher and not the practical results hitherto attained through its use, should be the basis for estimating its educational value. I say obvious fact for the simple reason that we generally, and with no hesitation, recognize this principle in evaluating other studies as instruments for education. This principle of criticism seems to be one too commonly admitted, to be mentioned in this connection, but certain facts seem to warrant it. We seem to take a degree of liberty in criticising psychology that we do not grant our logic in a similar analysis of other subjects. 1 refer to a tendency to criticise it on the basis of its treatment and the results, rather than upon the possibilities of the subject in itself. For...