•The Co THE MACMILLAN COMPANY MACMILLAN & CO., LIMITED LONDON. BOMBAY CALCUTTA THE MACMILLAN CO. OF CANADA, LTD. TORONTO OF EDUCATION A BOOK OF SOURCES AND ORIGINAL DISCUSSIONS WITH ANNOTATED BIBLIOGRAPHIES BY IRVING KING, PH.D. ASSISTANT PROFESSOR OF EDUCATION New York THE MACMILLAN COMPANY 1912 All rights reserved Set up and electrotyped. Published March, 1912. kift of Prof. A. 7. Por Norwood Press J. S. Cushing Co. - Berwick & Smith Co. PREFACE PROBABLY no student of education questions the desirability of devoting some attention to the social phases of that subject in a wellrounded teachers' training course. In fact, such would seem to be the logical outcome of the recognition of educational activities as aspects of social activity and as bearing some important relation to social progress. Moreover, the processes of learning in the individual are conditioned to a large extent by the social environment both within and without the school, and this would seem to warrant approaching educational psychology, in part at least, from the point of view of social psychology. Furthermore, there is a growing recognition that the end of education, state it how we may, must for one thing take account of the fact that the child is, and probably will continue to be, a member of society, and that his efficiency as an individual will almost inevitably be measured by social standards of some sort. Manifestly the teacher should have a sympathetic and thoroughly practical insight into these social factors, conditions and relationships, if he is to be a master of his craft. But, while all these things may be admitted to be true, there are doubtless many that feel an uncertainty as to how to instruct the would-be teacher profitably along these lines. The facts and relationships of social education have not yet been brought together in any comprehensive way. There is much excellent material scattered through many magazines and journals, but it needs to be organized and evaluated. Several very suggestive books have recently appeared dealing with limited portions of the field, but there is as yet no generally recognized statement of the problems and the content of a course in social education which is really scientific, that is, which is more than a mass of mere empirical details. If any body of fact is to have serious consideration in the scholastic field, it must have fairly definite and well-recognized principles of organization. Thus, while 557822 |