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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? 
 
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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 
 
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 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. 
 
 
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