Experimental Pedagogy And The Psychology Of The Child Classic Reprint

Excerpt from Experimental Pedagogy and the Psychology of the Child This new edition differs from preceding editions by many alterations: the Historical Sketch is included for the first time, Chapters II., III., and V. have been completed and more or less remodelled; on the other hand, the chapter on Mental Development has been but little changed. The volume as a whole has been increased by nearly 200 pages, and the authors quoted now number 630 as against 250. In some of the reviews of this work, regret has been expressed that it did not contain more practical advice for the pedagogue. But my aim in writing the book was not to compile a manual of pedagogy; I simply wished to introduce the educator to psychological science, and particularly to the psychology of the child. The first steps taken in learning a new science are always tiresome and difficult: time is lost in finding one's bearings, in understanding what exactly is the aim of the science, in discovering the problems which it tries to solve; therefore a guide is often very valuable. To be such a guide is the function of this book, at least a guide to the study of those problems which are here treated. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from An Introduction to Child Psychology The child-study movement of two decades ago rendered perhaps its most important service in turning the attention of students of education to the study of children, rather than of theories about children. Many studies were made and much child-study literature was accumulated. Some of these studies were carefully made and are still of value, though much of what was then done is not now regarded as of fundamental importance. In place of this older child Study movement there has since arisen a newer child or genetic psychology, developed along better scientific lines and better directed. It has based its work not only on the study of children themselves, but also on biology, heredity, experimental pedagogy, and the newer studies of behavior as well. This more recent work has made the earlier text books, written from the point of view of the old child study and a limited psychology, out of date. It is an introduction to this newer point of View which has been attempted in the present volume. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Experimental Pedagogy and the Psychology of the Child This new edition differs from preceding editions by many alterations: the Historical Sketch is included for the first time, Chapters II., III., and V. have been completed and more or less remodelled; on the other hand, the chapter on Mental Development has been but little changed. The volume as a whole has been increased by nearly 200 pages, and the authors quoted now number 630 as against 250. In some of the reviews of this work, regret has been expressed that it did not contain more practical advice for the pedagogue. But my aim in writing the book was not to compile a manual of pedagogy; I simply wished to introduce the educator to psychological science, and particularly to the psychology of the child. The first steps taken in learning a new science are always tiresome and difficult: time is lost in finding one's bearings, in understanding what exactly is the aim of the science, in discovering the problems which it tries to solve; therefore a guide is often very valuable. To be such a guide is the function of this book, at least a guide to the study of those problems which are here treated. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The first systematic review of the data and methods of the new psychological science of the child compiled specifically for the educator. This work is especially notable for an extensive analysis not only of mental development but of the nature and effects of intellectual fatigue.

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