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Psychology as an Aid in Teaching

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That scientific teaching is impossible without a knowledge of Psychology is no longer a debated question. But there is an important question in this connection which has not yet been answered : WHAT BOOK shall the hundreds of thousands of earnest teachers study who have not had the advantages of a college training?

1. Do they need a book which they can understand a book whose apt illustrations bring abstract truths within the range of universal comprehension ?

2. Do they need a book which makes it clear that there are questions which it does not attempt to answer, questions that no elementary text-book can hope to answer, and which will thus stimulate them to further study and further investigation ?

3. Do they need a book which is constantly raising questions about their minds and the minds of their pupils — a book which will make them students of their own minds and the minds of their pupils in spite of themselves?

4. Do they need a book which is itself from beginning to end a perfect sample of the inductive method of teaching, beginning with the simple and the known and going to the complex and unknown ?

5. Do they need a book which thousands of teachers have declared was the first to interest them in the study of mind ?

If so, there is one book that will fully satisfy their needs. That book is Gordy's New Psychology.

If you wish to see for yourself whether it possesses all of these characteristics send for a copy. It will cost you nothing if you do not like it. If you wish to keep it the price is $1.25.

HINDS & NOBLE 31-33-35 West 15th Street,

New York City

Expensive, Sad Experience

“I have read Seeley's A New School Management from cover to cover-every word of it-and with the greatest interest. And I do not know when I have read a book that gave me more real pleasure or that I can commend more highly.

Dr. Seeley has dared to be simple both in his selection of topics and in his treatment of the same. He has avoided the besetting sin of too many writers on educational topics-an attempt at profundity-and handled in a sensible manner the real, the live problems that face the inexperienced teacher. He has thus placed some of the results of his ripe scholarship and rich experience in a form that cannot fail to be very helpful to the great army of these worthy young people. At the same time the work is full of interest and suggestiveness to older ones.

What the author and hosts of others of the older teachers of the day have had to learn through expensive and oftentimes sad experience, Dr. Seeley has here made so plain as to be easily grasped and applied by the merest tyro. If the book can only be brought to the notice of those who need it, it will certainly have a very wide range of usefulness." A. 7. Ladd, until recently Professor of Psychology and Pedagogy, Hope College, Holland, Michigan,

HINDS & NOBLE, Publishers of

School Management (Sceley), $1.25
Foundations of Education (Seeley), $1.00
Gordy's New Psychology (for teachers), $1.25
Gordy's A Broader Elementary Education, $1.25
Page's Theory and Practice (with Quest, and Ans.), $1.00
Lind's Best Methods in Country Schools, $1.25

Character: A Moral Textbook, $1.50
Moore's Science of Study, $1.00

Parliamentary Usage, 50 C.

31, 33, 35 West 15th Street,

New York City Schoolbooks of all publishers at one store

EDUCATION

BY

J. P. GORDY, Ph.D., LL.D.

PROFESSOR OF THE HISTORY OF EDUCATION IN THE SCHOOL OF PEDAGOGY, NEW YORK
UNIVERSITY. AUTHOR OF GORDY'S NEW PSYCHOLOGY, AND POLITICAL

HISTORY OF THE UNITED STATES

HINDS & NOBLE, Publishers
31-33–35 West 15th Street, New York City

COPYRIGHT, 1903. BY HINDS & NOBLE.

Entered at Stationers Hall.

ALL RIGHTS RESERVED.

PREFACE.

This book is written primarily for two classes of readers : (1) those who, having enjoyed the advantages of college or normal-school training, occupy positions which make it their duty to shape the educational policy of their community ; (2) those who, as students, are preparing for such positions. With the needs of these classes in mind, it has seemed to the author desirable to set forth as explicitly as might be that in the very conception of education certain presuppositions are involved, and all the more desirable since opinions at variance with these presuppositions are widely prevalent.

In the conviction, also, that there can be no fundamental study of education that does not seek to ascertain the end education should strive to reach, and the impulses and capacities it must appeal to, and that there can be no rational teaching that is not based on definite notions as to these matters, he has endeavored to present those notions as clearly as may be; and he has sought to base all his recommendations as to practice upon his conclusions. A prominent feature of the book is the emphasis laid upon the doctrine that there is a place for the will in education. The current theory inherited from Herbart, and by him from Rousseau, that everything should be made to depend upon interest, that there should be no must in education,

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