on. Following
this come imagination, imitation, training of the senses,
apperception, formal discipline, feeling, volition, motor training,
induction, etc. Periods of mental development and the specific topics
of childhood and adolescence should receive definite consideration,
though more exhaustive treatment should be reserved for a distinct
course in child study. The genetic point of view should be emphasized
throughout.

While the number of students registered for educational psychology is
not large, the numbers that are in reality pursuing this branch are
increasing. Fortunately, the "psychology for teachers" and "applied
psychology" of a score of years ago are giving way to a kind of
educational psychology that is much more vital. Men like Judd and
Thorndike are formulating a psychology of the different branches of
study and of the teaching processes involved that will enable the
teacher to see the connection between the psychological laws and the
processes to be learned. This sort of work has been made possible by
the work of Hall and his followers in studying the child and the
adolescent from the standpoint of growth periods and the types of
activity suited to each period. Educational psychology is therefore
represented richly in principles of education, genetic psychology,
mental development, child study, and adolescence, as well as in the
courses labeled "Educational Psychology."

=Social aspects of education=

Twelve years ago courses on social phases of education were probably
not offered anywhere, as they are not listed in my tabulation at that
time. Today they appear in some form or other in almost every
department of education. In Columbia the work is given as "Educational
Sociology." The departments of sociology also emphasize various phases
of educational problems. Courses on vocational education, industrial
education, and vocational guidance all emphasize the same idea. The
introduction of these courses means that the merely disciplinary aim
of education is fast giving way to that of adjustment and utility.
Educational means are (1) to enable the child to live happily and to
develop normally, and (2) to furnish a kind of training which will
enable him to serve society to the utmost advantage. In the courses on
educational sociology, there should be an attempt to help the student
feel that the highest aim of education is not individualistic, but
social. The purpose is to fit the individual for cooper