nization and
Management_.

4. _An Historic Problem._--It has been noted that the corporate
institution known as the school arose as the result of the principle of
the division of labour, and thus took to itself duties previously
performed under other less effective conditions. Thus the school
presents on its organic side a history with which the teacher should be
more or less familiar. On its historical side, therefore, education
presents a fourth phase for study. This division of the subject is known
as the _History of Education_.

SUMMARY

The facts of education, as scientifically considered by the
student-teacher, thus arrange themselves under four main heads:

1. General Method

2. Special Methods

3. School Organization and Management

4. History of Education

The third and fourth divisions of education are always studied as
separate subjects under the above heads. In dealing with Special
Methods, also, it is customary in the study of education to treat each
subject of the curriculum under its own head in both a professional and
an academic way. There is left, therefore, for scientific consideration,
the subject of General Method, to a study of which we shall now
proceed.

PART II.--METHODOLOGY

CHAPTER VIII

GENERAL METHOD

=Meaning of Method.=--In the last Chapter it was seen that, in relation
to the child, education involves a gaining of control over experiences.
It has been seen further, that the child gains control of new experience
whenever he goes through a process of learning involving the four steps
of problem, selecting activity, relating activity, and expression.
Finally it has been decided that the teacher in his capacity as an
instructor, by presenting children with suitable problems, may in a
sense direct their selecting and relating activities and thus exercise a
certain control over their learning processes. To the teacher,
therefore, method will mean an ability to control the learning process
in such a way that the children shall, in their turn, gain an adequate
control over the new experience forming the subject-matter of any
learning process. Thus a detailed study by student-teachers of the
various steps of the learning process, with a view to gaining knowledge
and skill relative to directing pupils in their learning, constitutes
for such teachers a study of General Method.

=Subdivisions of Method.=--For the student-teacher, the study of general
method will in