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Tous les autres exemplaires originaux sont film6s en commenpant par la premidre page qui comporte une empreinte d'imptession ou d'iilustration et en terminant par la dernidre page qui comporte une telle empreinte. Un des symboles suivants apparaitra sur la derniire image de chaque microfiche, selon le cas: le symbole — »► signifie "A SUIVRE", le symboie V signifie "FIN". Les cartes, planches, tableaux, etc., peuvent 6tre film6s A des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul cliche, il est film6 d partir de I'angle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 1 2 3 4 6 6 THE LIBRARY K^^yS'Vi- THE UNIVERSITY OF BRITISH COLUMBIA DEL J'X'l IRBP wr U.B.C. LIBRARIES THE PRACTICAL VALUE o I- PSYCHOLOGY to tub TEACHER, B Y JAMES GIBSON HUME, M.A., Ph. D., Profrssor of Philosophy, I 'iiivei'sily of Tornnlu. DELIVERED BEFORE THE ONTARIO TEACHERS' ASSOCIATION. ■ " ',; IC IKUIN lU, [»q7 ^ TORONTO : ■ LB -:ORGE N. M O R A N G . Pi in.ISHER. : 1051 |: ' :, '. 1897. , mm 1 1 1 • 1 1897 THE PRACTICAL VALUE OF PSYCHOLOGY TO THE TEACHER. James Gibson Hume, M.A., Ph.J)., Tohonto. It would be an interesting ttisk to trace the history of psycliology from its earliest crude and haphazard beginnings to its present state of advancement with its wide range of ent^uiries and interests, its struggles to attain exact scientific results, its eflbrts to employ experimental methods, its laboratories, its failures, its achievements. I have not to speak, however, of what psychology has been or is ; but assuming that to be sufficiently familiar to you, I must attempt briefly to point out some of its applications to the great and noble iirt of teaching. We may consider the importance of psychology to the teacher in (1) the discovery of the inter-relations of different lines of .study, (2) in organizing and systematizing his own mental life, (3) in guiding the process of bringing together the subject of study and the subject who .studies, i.e., in helping the teacher as (a), director; (b), student; (c), educator. I. — THE TEACHER AS DIRECTOR. The teacher must know something about the inter-relations of different studies. He has to arrange the time-table, and frequently to teach several of the subjects. Even where he is restricted to the teaching of some specialty he should know how his special subject is related to the others pursued by the pupils he is teaching. Does psychology occupy such a place as to make it specially valuable in seeing the inter-relations of various studies ? Let us examine. Wundt divides studies into three great clas.ses, (a), the natural sciences; (h), the mental sciences; (c), tlie philosophical enquiries. He claims that p.sychology is complementary to (a), the natui'al sciences, a.ssisting in the treatment of problems otherwise inadequately solved; is the foundation of {J)), the mental sciences, as dealing with the simple data and underlying principles of all mental sciences, and lastly it is the natural preparation for and introduction to (c), the philosophical enquiries. That psychology is complementary to the natural vsciences may be illustrated by a number of commonplace and well-known instances as the case of the " personal e(juation " in astronomy, where it becomes Look al and usi memorj Lool Histor' the pe(| and ir politic J considd spent cri7nlii M.4 THE cliology Biit state iiterests, employ veineiits. r iH ; b\it )t briefly le art of eacher in tudy, (2) 1 guidin<>; le subject student; lations of |uently to ed to the subject is n<x. Does ■ valuable i examine. 10 natural enquiries, lie natural sidequately salinti; with ,1 sciences, 1 to (c), the les may be nstances as it becomes 3 necessary to take account of the apperception and reaction time of the observer, who is using the transit instrument, to prevent mistakes. Familiar examples illustrate that the abstracted, mathematical and physical properties of tlie observed phenomena do not alone explain the appearances, e.g., the larger apparent size of the moon when near the horizon ; the apparent motion of the sun. Other simple illustrations might be taken from the optical illusions arising when what is termed "pencils" of lines are drawn from a point between two parallel lines, cutting the parallel lines in various directions, make the parallel lines seem to curve outward : while lines drawn from points outside the parallel lines and terminating in an imaginary line midway between the parallel lines, make the parallel lines appear to curve inward, etc. Cases of color contrast afford other illustrations. A continuous strip of gray on contiguous surfaces of black and white appeal's darker on the white and lighter on the black background : the same gray placed on backgrounds of red and of green appears greenish on the red and reddish on the green background. The British Scientific Association places psychology among the natural sciences in its meetings by making it a .sub-section of physio- logy. The American Scientific Asfwciation places it under the second group of mental sciences by making it a sub-section of anthropology. It belongs to both places. Only a slight examination is retjuired to see that for the mental sciences psychology is just as fundamental and underlying as mathematics is for the natural sciences. Note any recent advance in these and you will find it resting on insight into and a))plication of some psychological principle. Look at the new methods of teaching grammar, not before, but throagh the language to which it belongs. Look at the complete revolution in method in the manner of teaching and using rule.'^, once first, now last in th*^ process, once announced and memorized, now discovered and constructed by the pupil himself. Look at the improvement in history in such works as Green's Short History of the Knglish People ; going beneath the events to the life of the people, their aims and passions, and the analysis of the character and motives of the chief actors. Look at the improvement in political economy by the introduction of psychological and ethical considerations. What may we expect in law when some of the time spent on procedure in criminal law is applied to the study of the criminal himself? J ,1 #: ,,y ■ ■ ' \[^. i :■. . ■' ^^^ 'i' :;;'5' As to the value of pHycholoffy as an introduction to the philosophical en(|uiries, an ohjection might be raised tliat all oF them, philosophy, JBsthetics and theology, claiming to deal with the true, the beautiful and the good as ideals, are ultimately based on metji-physics, and the less we have to do with metaphysics the better. Modern philosophy, however, should not be confounded with tlu; much-misunderstood and much-maligned mediaeval disputations any more than modern chemistiy with alchemy, or modern biology and medical science with the views of Theophrastus Boml)astas Pai'a- celsus. And even the superseded past should be remembered with some gratitude and i^espect as the progenitor of the present. "Honor thy father and thy mother." Those who cry out most loudly against metaphysics, ];- ist or present, are in almost every case the unconscious victims of the shallowest and most erroneous forms of metaphysical speculation. It is philosophical speculation carefully conducted which has done most to expose false principles and to amend crude and erroneous standpoints. If we mean by philosophy, reflection on the meaning of experience, reconsideration of the significance of the results gained in scientific investigations, tlien, instead of saying no one should have any- thing to do with philosophy, we should rather say everyone should have something to do with philosophy. Everyone who reflects on the meaviing of life and its experiences, who desires to pass beyond the mere appearances and discover their worth and importance for life, conduct and destiny, is to that extent a philosopher. It is necessary to specialize in science to gain results. But every scientist in every field has not only the privilege but also the duty to give more than mere details connected with his specialty. He should endeavor to give hints concerning their ultimate meaning as this is revealed to him. At any rate, the teacher cannot be a mere pedant. He must be a man as well as a scholar, and he will give a respectful hearing to such investigations and cultivate an intel- ligent interest in them. For this, psychology is a useful introduction and preparation. May we not conclude that psychology stands in such a central position and in such intimate connection with every branch of enquiry that it is peculiarly fitted to assist in tlieir co- ordination? II. — THE TEACHER AS STUDENT. It is scarcely necessary to say anything about the importance of continual study to the teacher. He must keep alive his interest in order ( comph Crete, must d and sij solve II The! point, order wherel by hi.sl that, i| ful in nativ! The leads awakt interej a teaci ment ;i4 ophieal (>H()phy, oautit'ul and the iN'ith the ons any biolowy as Pai'a- ith some jnor thy r against conscious iphysical haH doiie iiToneous eaning of trained in mve any- ^e sliould penences, discover is to that ults. But } Ijut also I specialty, e meaning be a mere d he will ,e an Intel - , trod action ' stands in vith every 1 their co- importance interest in who,t he is teaching by contiinially enriching ids mind by new (iMipiiries and acquisitions. Our studies should be organized. Each new discovery should bo made to throw light upon everything we already know. By reflectively, actively organizing in this way the mind gains strength and insight, keeps alive its old interests and creates new ones. Thus study is made delightful and fruitful, thought is trained to become consecutive and successful. The teacher should him.self be a thinker of this type and he should have psychological insight to enaMe him to guide his pupils to attain such an intellectual culture. in. — THE TEACHER AS EDUCATOH. What the teacher acquires and gains in his own solf-culture is, as teacher, a means; the end sought by liim is the training of pupils. He must stiuuilate and awaken interest. He desires to make the subject of study a means to transform the whole character of the subject who studies. In order to accomplish this, the teacher must keep in mind the logical order of a correct presentation of the subject of study ; the stage of development and powers of his pupil and the laws of his mental growth ; that he may gain the result, the developed pupil. In order of presentation, he must proceed from the simpler to the more complex, and the simpler is not the most abstract but the most con- crete, for he must also proceed fi-om the known to the less known. He must arrange the presentation so that a puzzle or problem is proposed and suggested to the pupil, and his curiosity aroused to endeavor to solve it. The teachermust sympathetically place himself at the pupil's stand- point, if he desires the pupil to advance to his point of view. In order to do this, he should endeavor to recall the stages and processes whereby he as pupil proceeded, when he was at the stage now occupied by his pupil. The ability to do this, probably accounts for the fact that, in many cases an Engli.sh-speaking teaclier will be more success- ful in teaching pupils the rudiments of a foreign language than a native. It may also account for the fact that so large a proportion of young and inexperienced teachers succeed as well as they do. The most important service of psychology to the teacher, is that it leads him to consciously and systematically study his pupils, and thus awakens or intensifles his interest in them. Surely, if a doctor becomes interested in the discovery of new diseases and new I'emedies for then), a teacher should be interested in each new pupil and in each experi- ment for his improvement. a An individiiali/oc] intenist iniikes a teacher as careful of his pupilH as a i'ond mother in of her children. He is on the alert to see th»it the physical well-beinp^ of the child is not ne<.dectcd. Has the child had habits of sitting, or studyini,', or walking, or breathing i' He dis- covers the cause and endeavors to correct kindly, wisely, and at once. Proper physical habits conduce to health and morality. Is the child untidy or unmannerly i' The teacher leads him by example and considei'ate advice. The child is respected and is taught to respect himself. Is the child dull and stupid ? Tlio teacher endeavors to find out if ill-health, or poor food, or ill-usage at home, is the cause ; he encourages the child to play, and soon it will turn out that the teacher is found visiting the home and endeavoring to arouse parental solicitude and gain parental co-operation. This teacher will not neglect lighting, heating, oi- ventilation ; h(^ will be careful not to unduly fatigue his pupils, and will be found supervising their plays without officious interference. He will even be found guarding the out-houses and walls from the desecration of perverted vandalism. He will be the guide, counsellor and confidential friend of the adolescent pupils ; guarding them with solicitude and watchful- ness in this critical period of unstable equilibrium, when the nature is plastic and responsive to the promptings of the highest ideals, and when, on the other hand, the danger is so great of the beginnings of perverted habits and criminal tendencies arising, if the pupils are neglected, and allowed simply to " grow up " like Topsy or lluth Bonnython. Let us now recall some examples of assistance from psychology, in arrangement of time table and presentation of the subject of study. The thoughtful teacher will distinguish between the more severely logical and mathematical subjects, and the bistorical and literary. For the former, more concentrated attention is required, and there- fore, these should be placed in the early part of the progrannne. When it conies to reviewing, it will turn out that the second class of studies requires more repetition and reviewing. Pupils should, however, be taught to recall directly what they have previously read and studied, without using the book to assist them. The memory should be trained in self-reliance. Perhaps it is in connection with memory that most people would think of the assistance of psychology to the student. . Kant says memory may be mechanical, ingenious, or judicious. I think it must be confessed that the earliest attempts to apply psych- ology in assisting and directing memory training, were chiefly of the 514 eo that e chiltl He (lis- it oncH". liiui by , taught teacher t home, ,'ill turn oritij^ to Tliis will be )ervising' jc found )ei-vorted friend of vatchful- le nature eals, and inings of lupils are ()!• Ituth ycholojify, of study. ; severely literary, md there- e. When of studies iwever, be d studied, should be 1 memory joy to the licious. I ply psych- }fly of the "ingenious" kind, discovering cunuus and arbitrary connections in accordance with the law of the association of ideas, through simi- larity, contrast and contiguity- ' Many text-books seem to be ccjiistnicted with the view of employing the " mechanical " memory. It is supposed that the briefer the sunnnary, the easier it will be to learn and remember. The student is supposed to con over the tables and learn them by sheer repetition. A deeper insight will indicate more "judicious" methods. The great rule for memory is "take care of the knowing and the recollec- ting will take care of itself." Let th(! subject be taught and studied logicall}', systematically, thoroughly, and woven as wideh'^ as possible into the warp and woof of the mental interests and thoughts of the pupil. In this way the time spent in one subject is not taken from all others, but is contributing to all others. It is a popular fallacy to suppose that all the time spent in one subject is subti'acted from every other. The traiueil and experienced teacher educates all the powers of hia pupils, and utilizes every sulject for this purpose. He keeps clearly liefore his view the result to be attained, carefully selects the most etKeient means, and with solicitude and interest ob.serves and directs the process. He desires the full and harmonious development of all the powers and capai)ilities of the pupil, physical, mental, social, moral and religious. He is aware that he is co-operating with the pupil in the formation of character. Is there anything of higher value ? This thought makes the teacher reverent, it impresses him with a sense of his responsibility ; it also enables him to respect his profession and see in it one of the noblest efforts of human endeavor. Although our Public Schools are .sometimes accused of giving a merely intellectual drill, no teacher worthy of the name is limiting his effoi'ts to this. He is bending every energy to attain discipline and training of character, b}'' means of the intellectual and the disciplinary ; he strives to inculcate ideals and form habits of faithfulness, honesty, upright- ness, industry, truthfulness, obedience, reverence. Mark, he is not teaching definitions of these, that would be a " merely intellectual drill." He is moulding the character into these moral habits. It is just because the Public Schools are so efficient that Sunday School and home continually desire to relegate more and more to the Public Schools. The careful and I'everent study of the child -is destined to react upon home, Sunday School and Church. If child-nature had been studied .should we find the text " Except ye ,<•■' . * s-«l h^^m HK 4>- 1 ;,-.^ become jim littlo childien. yecnntiotoiitur the Kiii^nloin of Heaven," ho continually niiHinter[)rete(l to moan that there nhould be pa.ssiv«' admiHsioii ol" truth without (HUiHtioiiinf or eiKjuirv i Is that the way the child learns or acts/ Should not our rtflinjious life exhibit tin; same fearlesn contidence in aHkin^ (lucstions and the Hanu; readinesH in putting into practice the answers that the active child displays? It would be a wide field to follow the pernicious effects of un-psy- choloj^ical methods of parents and teachers in the suppressing; of (juestions, and stiHing the i-eli{^ious cravings of cliildren. We have too often " ofiended these little ones." Sooner or later truer psycholoj^ical methods, as exemplified in the Kindergarten, will permeate the whole school system and overflow into the Sunday School, the Chuich and the home. Let mo add to the teacher interested in the study of psychology and its applications to his profession : — Remember that the Science of P.sychology, with all its intrinsic importi.'.ce and innnediate usefulness, is simply the portal and propadeutic to the higher i-eilective problems of the ulti- mate significance of life, and art, moral conduct, and religious aspiration. As in your teaching j'ou desire the intellectual to be the means to lift up th.e pupil to higher ground, prepare him for the reception of the hij^hest truths, so let these lofty themes be in your own life constant topics of interest, perennial sources of new insight, continual fountains of noblest inspiration. •St ^ 4, feh'v>' -r '.( ?' i»' tl;) ifii ,.W /" pr .' ''^•\'!rY^-~ /(Ml, MO ipiiHsivi' llio way |il)it tli(! liueMH ill 'uii-pHy- ■i.sinj; of ^0 have (1 in tin; lovcrHovv 10 add to ilicatioiis ay, with Ml ply the the iilti- rolii^ious to be the 111 for the e ill 3'our ^r insight, "■>'>'-',r- I I I I I I I I I I ^ J ■ I I 6M.'il4 »)}) ■ V . * ■ 'i^^mr- m m^-m