ght to
make clear the interdependence of the various aspects of teaching method
and the unity involved in mental development.

GEORGE DRAYTON STRAYER.
NAOMI NORSWORTHY.
NOVEMBER 15, 1916.

* * * * *

TABLE OF CONTENTS

I. THE WORK OF THE TEACHER

II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORK

III. ATTENTION AND INTEREST IN TEACHING

IV. THE FORMATION OF HABITS

V. HOW TO MEMORIZE

VI. THE TEACHER'S USE OF THE IMAGINATION

VII. HOW THINKING MAY BE STIMULATED

VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION

IX. THE MEANING OF PLAY IN EDUCATION

X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER

XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT

XII. TRANSFER OF TRAINING

XIII. TYPES OF CLASSROOM EXERCISES

XIV. HOW TO STUDY

XV. MEASURING THE ACHIEVEMENTS OF CHILDREN

* * * * *

I. THE WORK OF THE TEACHER

Education is a group enterprise. We establish schools in which we seek
to develop whatever capacities or abilities the individual may possess
in order that he may become intelligently active for the common good.
Schools do not exist primarily for the individual, but, rather, for the
group of which he is a member. Individual growth and development are
significant in terms of their meaning for the welfare of the whole
group. We believe that the greatest opportunity for the individual, as
well as his greatest satisfaction, are secured only when he works with
others for the common welfare. In the discussions which follow we are
concerned not simply with the individual's development, but also with
the necessity for inhibitions. There are traits or activities which
develop normally, but which are from the social point of view
undesirable. It is quite as much the work of the teacher to know how to
provide for the inhibition of the type of activity which is socially
undesirable, or how to substitute for such reactions other forms of
expression which are worthy, as it is to stimulate those types of
activity which promise a contribution to the common good. It is assumed
that the aim of education can be expressed most satisfactorily in terms
of social efficiency.

An acceptance of the aim of education stated in terms of social
efficiency leads us to discard other statements of aim which have been
more or less current. Chief amon