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MENTAL DEVELOPMENT AND EDUCATION

•The Co

THE MACMILLAN COMPANY

NEW YORK BOSTON CHICAGO DALLAS

ATLANTA SAN FRANCISCO

MACMILLAN & CO., LIMITED
LONDON. BOMBAY CALCUTTA
MELBOURNE

THE MACMILLAN CO. OF CANADA, LTD.

TORONTO

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PREFACE

In writing this volume the author has had constantly in mind the interests and needs of teachers in service and also persons who are preparing to teach. Consequently those aspects only of mental development and of education which directly concern those who train the young have received attention; all strictly technical and speculative discussion has been avoided. No attempt has been made to treat comprehensively the psychology of childhood and youth or educational values and methods. Two questions have guided the discussion throughout; first, How does the individual normally respond at different periods in his development to the typical situations, physical, intellectual, æsthetic and social, in which he is placed; and second, How can he best appropriate the materials and benefits of education so that he can utilize them to greatest advantage in daily life?

The point of view is that afforded by present-day biological psychology. For those who may not at first glance see just what this point of view is, it may be said that one who regards human nature from the standpoint of biological psychology seeks to explain the behavior of a child or a youth on the basis of natural laws governing the development of his body, his intellect and his character. It is seen that the individual is at birth equipped with tendencies which represent some of the activities which have proved of service in the life of his ancestors, and these tendencies are manifested in varying degrees and forms in the course of development from birth to maturity. But the child is born into an environment which is fundamentally different in many respects from that in which the impulses which he brings with him were

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