Education. The art of developing and cultivating all the powers of man. Physical Education. The perfecting of the physical powers. As specialized it is athletic training. Intellectual Education. The development of the intellectual powers. Moral Education. The training of the will and the conscience. Four Steps in Education. PROFESSIONAL AND TECHNICAL EDUCATION The Normal School. The School of Medicine. The School of Pharmacy. The School of Dentistry. The School of Law. The School of Theology. The School of Commerce. The School of Journalism. The School of Technology. HIGHER EDUCATION Instruction in colleges and universities in the classics, sciences, art, literature, mathematics, economics, and philosophy. SECONDARY EDUCATION Instruction in high schools preparing students for college; township high schools, academies, and other schools of similar grade. PRIMARY EDUCATION Instruction in common and graded schools below the high school. The country school, and consolidated country school. Limitations of Psychology. Psychology cannot be applied always to individual cases. It is a science, and, as such deals with classes. It develops the laws of the average mind, but takes no account of exceptional mental operations in particular cases. Psychology cannot lay down laws by which the mind of Willie Smith or Mary Brown will always respond to impressions; but it can tell what the average mental activities of all the Willie Smiths or all the Mary Browns will be. The subject, then, deals with averages of mental activity; it points out what is true in the aggregate. What Is Included in Psychology. The following outline presents the essential elements of Psychology, arranged in suggested order for study: Psychology: The Mental Powers I. The Intellect (1) Perception (a) Sense perception (b) Self-perception (c) Its cultivation (2) Representation (a) Memory (1) Laws of memory (2) Cultivation of memory (b) Imagination (c) Phantasy (3) Thought (a) Concept (b) Judgment (c) Reason II. Feeling (1) Sensuous (a) Special (b) Organic (2) Ideal (a) Altruistic (b) Egoistic (3) Intensity of feeling (a) Depends on- (1) Amount of stimulus (2) Prolongation of stimulus III. The Will (1) Interest (2) Attention (a) Voluntary (b) Attracted (c) Development of (3) Choice (4) Action (a) Reflex (b) Instinctive (c) Impulsive (d) Result of purpose Questions on Psychology and Pedagogy Which phase of mental activity, knowing or feeling, is first in consciousness? What is the most difficult stage of thinking? What can you say of its development? What are the two general methods of reasoning? What is the first act of the imagination in constructing the image? Distinguish between memory and imagination. What power of the mind would be exercised in thinking of the human head joined to the body of a horse? Fairy tales belong to what phase of imagination? Why are they adapted to the child mind? During what period in life are most of our habits formed? Why? In what way does interest differ from desire? What is the relation of psychology to physiology? What are the processes of obtaining an idea? Explain how an action becomes a habit both from the mental and from the bodily standpoint. Why is it true that good habits are our best friends, and that bad habits are our worst enemies? Compare the child's process of obtaining knowledge with that of mature minds. What powers of mind are cultivated in the moral education? The mental? The physical? What three steps are necessary in thought? Explain them. What do we mean by the term logic? Logical mind? What are some of the actions in life taken care of through habit? Give processes of acquiring habit. If it were not for habit how would the higher powers of the mind suffer? Would there be any development? Why not? Why is it difficult for people to change their views or channels of work in middle life or old age? Of what great benefit is this to the progress of the world? Through what channels is the mind aroused? How is perception related to sensation? Are ideas obtained through sight and touch to be depended upon? Which of the senses are the most reliable and generally most accurately trained? How can perception be trained? What is the difference between conception and perception? What is the chief thing accomplished by thought? What stage of thought is judgment? What is its particular work? Reason is what stage in thought? What is its work? Why are subjects that appeal to observation and thought power valuable for memory training? What depends in later life upon formation of correct concepts in early training? Define interest; imagination; attention; apperception. Where is the force of habit stronger, in the physical or the intellectual powers? At what times is habit a protection from a physical standpoint? The intellectual standpoint? The moral standpoint?