elemental courses
designed as an introduction to the leading principles of economic
science, but there are special courses in currency and banking, public
finance, taxation, transportation, distribution of wealth, etc.

Similarly in the college course in the theory of education, the work
should be concentrated upon fundamentals designed to introduce the
student to the many special problems. For example, the course of study
and the organization and administration of education should be
regarded as accessory rather than as fundamental. The laws underlying
processes of development and modification are what should occupy the
attention of the student in this elemental survey. A study of the
special means and agencies of education and forms of social
organization should be given in other courses by special names.
Secondary education, the kindergarten, administration and supervision,
methods in special subjects, etc., each deserve attention as a
distinct and separate course.

As shown by two surveys made by the writer, one in 1909 and the last
in 1916, the theory of education is most frequently given under the
terms "Principles of Education," "Educational Psychology," "Social
Phases of Education," "Educational Sociology," and "Child Study."
Therefore, a brief special discussion of each of these fields may be
desirable.

=Principles of education=

Under various names courses in principles of education are given in
most departments of education. The term "Principles of Education" does
not appear in all, being replaced by "Principles of Teaching,"
"Philosophy of Education," "Fundamentals of Teaching," "Introduction
to Education," "Science of Education," "Principles of Method," "Theory
of Education," etc. In some institutions the terms "Educational
Psychology" and "Child Study" stand for essentially the same thing as
the foregoing. In most institutions it is recognized that the teacher
must understand (_a_) the meaning and aim of education, (_b_) the
nature of the child considered biologically, psychologically,
socially, and morally, (_c_) the foundations of society and the
industries, (_d_) how to adapt and utilize educational means so as to
develop the potentialities of the child's nature and cause him to
achieve the aims of education.

=Biological principles=

In this section there should be an attempt first to enlarge the notion
of education, aiming to have it regarded as practically coincident
with life and experienc