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dissatisfaction remains, taking the form of a widespread feeling that, in some way, the schools are out of joint with the times, and that the instruction which they afford is not the highest and best, either as a disciplinary force, or as a preparation for the duties and occupations of life. This feeling gives rise to a demand that some means shall be devised by which education may profit by the results of modern science and philosophy, and once more take rank as a leading force in civilization.

To meet this demand, the changes required are organic and fundamental, and include the matter which shall be made the basis of instruction and the order of presenting the several subjects, as well as the methods to be pursued.

In this volume, an endeavor has been made to examine education from the standpoint of modern thought, and to contribute something to the solution of the problems that are forcing themselves upon the attention of educators. To these ends, a concise statement of the well-settled principles of psychology has been made, and a connected view of the interdependence of the sciences given, to serve as a guide to methods of instruction, and to determine the subject-matter best adapted to each stage of development.

The systems of several of the great educational reformers have been analyzed, with a view to ascertain

precisely what each has contributed to the science of teaching, and how far their ideas conform to psychological laws; and an endeavor has been made to combine the principles derived from both experience and philosophy into one coherent system.

Several of the topics are examined from different points of view, involving a degree of repetition; but in these cases the topics treated either relate to some erroneous notions of education still practised and defended, or the treatment is needed to fully illustrate the general topic under discussion.

Fully aware of the difficulties of the work which he has undertaken, the author presents this volume to the public, in the hope that any shortcomings in the performance may be more than compensated by the thought which may be elicited in a renewed examination and discussion of the subject. Seeking only what is true, he will be first to welcome criticism that shall point out errors of fact or of philosophy.

ITHACA, N. Y., February 3, 1878.

CONTENTS.

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Theories-Scientific View-Definition of Divisions - Subdivisions.
CHARACTERISTICS OF THE SUBJECTIVE COURSE: Relations to Develop-
ment-Relations to Knowledge-Place in the Educational Course-Mis-
use of the Subjective Method. THE OBJECTIVE AND SUBJECTIVE CourseS
COMBINED: The Two Courses as Related to Discovery and Application
-The Two Courses as Related to the Teacher's Work-Errors of Re-
versing the Two Courses. COROLLARIES: Sources of Primary Ideas-
Training the Senses-Securing Attention-Cultivating Perception-
Exercises in Memory-Advanced Instruction-Ideas and Words-The
Steps of Instruction-Exercise-Completed Processes.

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