An introduction to psychology : more especially for teachers / by T. Loveday and J.A. Green.

  • Loveday, Thomas, 1875-1966.
Date:
1912
Catalogue details

Licence: In copyright

Credit: An introduction to psychology : more especially for teachers / by T. Loveday and J.A. Green. Source: Wellcome Collection.

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    this sort of thing either in relation to your present studies or in relation to your past school life '( 72. Is it ever justifiable to compel children to learn anything by heart ? If so, when and why ? 73. Do you remember what you hear (in lecture, for example) or what you read most easily ? How do you account for it ? 74. ‘ Taking notes and making abstracts are excellent aids to memory.’ Is this always so ? Upon what does the truth of the statement depend ? 75. What sort of detail would you introduce into a lesson on the reign of Henry II to boys of ten and to youths of sixteen ? Why the difference ? 76. Compare the geography of China and that of France as given in any school text-book you know. How much of this would you expect to be remembered after the boys left school ? Should they be required to learn now what they may and will forget after ? Chapter XV 77. Make a collection of the irrelevant remarks, ques- tions, &c., which you observe in the various classes of the kindergarten and lower school. Do they increase or decrease as you go up the school ? Why ? 78. Childhood has been called * the golden age of the Imagination ’. Critically consider this view of childhood. 79. Boys of twelve to fourteen are asked in an examina- tion ‘ what William the Conqueror would be likely to have said to King George V had he seen the Durbar ’. Would you call this a thought-provoking question ? Why ? What of the Imaginative effort ? 80. Consider the ordinary subjects of a school curri- culum. Arrange them in the order in which you think they would come from the point of view of the problem method of teaching—putting the one first which lends itself to that treatment most readily. 81. Is it desirable always to put our class in the position of the discoverer ? Why ? 82. Is the lad who is quick to solve geometrical riders