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The present volume is a very interesting as well as a very successful attempt to apply the knowledge which we have recently accumulated in the scientific applications of psychology to the concrete problems of instruction in the elementary school. It is neither a scientific treatise on psychology nora book of special methods, though embracing something of the content of each. I nstead, the present volume occupies a field lying between the two, being a presentation of the psychological principles underlying the most eflfective instruction in the commonly recognized subjects of the elementary-school curriculum. Textbooks on general and even applied psychology almost of necessity deal with the fundamental principles and generalizations of the science, and the applications are usually so remote from the practical problems of the teacher that the application to classroom procedure is seldom made. On the other hand, our books on general and special methods, while often very helpful and suggestive in their way, tend nevertheless to confine their attention to schoolroom devices and certain general pedagogical principles, and do not serve to develop in the teacher any tendency to seek out or formulate the reasons for the special methods which are being followed.
(Typographical errors above are due to OCR software and don't occur in the book.)
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