ination 299
Passive 299
Active 300
Uses of Imagination 301

CHAPTER XXVIII

THINKING 304
Conception 305
Factors in concept 309
Aims of conceptual lessons 310
The definition 313
Judgment 315
Errors in judgment 317
Reasoning 320
Deduction 320
Induction 323
Development of Reasoning Power 328

CHAPTER XXIX

FEELING 330
Conditions of Feeling Tone 331
Sensuous Feelings 334
Emotion 334
Conditions of emotion 335
Other Types of Feeling 340
Mood 340
Disposition 340
Temperament 340
Sentiments 341

CHAPTER XXX

THE WILL 342
Types of Movement 342
Development of Control 343
Volition 345
Factors in volitional act 346
Abnormal Types of Will 348

CHAPTER XXXI

CHILD STUDY 352
Methods of Child Study 355
Periods of Development 358
Infancy 358
Childhood 359
Adolescence 361
Individual Differences 363

APPENDIX

SUGGESTED READINGS 369

THE SCIENCE OF EDUCATION

PART I. PRINCIPLES OF EDUCATION

CHAPTER I

NATURE AND PURPOSE OF EDUCATION

=Value of Scientific Knowledge.=--In the practice of any intelligent
occupation or art, in so far as the practice attains to perfection,
there are manifested in the processes certain scientific principles and
methods to which the work of the one practising the art conforms. In the
successful practice, for example, of the art of composition, there are
manifested the princip