None
(Outline alludes to study habits, but method is not provided for.) MAHER, M. "Psychology." Longmans, 1903. MAJOR, D. R. " First Steps in Mental Growth." Macmillan, 1906. BIBLIOGRAPHY 295 (A valuable study of investigations into the child's early de- velopment.) MEIKLEJOHN, A. "Is Mental Training a Myth?" Educational Review, Vol. XXXVII., pp. 126-141. MILL, J. "Analysis of the Phenomena of the Human Mind." London, 1829. (See Vol. II., Chapter XXIV.) MOORE, K. C. "Mental Development of a Child," Psychological Review Monograph Supplement, Vol. I., No. 4, pp. 1-148. (Especially pp. 12-23, dealing with beginning and evolution of the habit of sucking the thumbs.) MOORE, T. V. "Study of Reaction-time and Movement," Psy- chological Review Monograph Supplement, Vol. VI., pp. 1-86. (Finds effect of practice slight for form of movement tried.) MORGAN, C. L. " Habit and Instinct." New York, 1896. (The whole book relates to our subject, but especially pp. 144-166. Sets forth clearly the "utility of restlessness.") MULLER AND PiLZECKER. " Experimentelle Beitrage zur Lehre vom Gedachtniss," Zeitschrift fur Psychologic, Erganzungs- band, I. (1900), pp. 1-288. (Shows the complexity of the problem, as evidenced by dif- ferences in results under like conditions.) MOLLER AND SCHUMANN. " Experimentelle Beitrage zur Unter- suchungen des Gedachtnisses," Zeitschrift fur Psychologic, Vol. VI., pp. 81-190 and 257-339. (A very complete study attempting to trace the effect of body rhythms and various associations.) MURPHY, J. J. " Habit and Intelligence." London, 1869. (Deals with habit from the standpoint of animal behavior, considering instinct as habit. See Chapter XV.) MYERS, G. E. "Moral Training in the School," Pedagogical Seminary, Vol. XIII., pp. 409-460. (Important. Contains good bibliography.) NETSCHAJEFF, A. "Experimentelle UntersuchunRon iibor die Gedachtniseent wick dung bei Schulkindern," Zeitschrift fur Piychologie, V- 1 XXIV. (1900), pp. 321-.: (Shows that children remember best words indicating concrete things and feelings. Correspondence between memory for ab- stract words and for numbers is borne out by his tests.) NIEMEYER, A. H. "Grundsatie dcr Kr/iVhung und des Unterrichts fur Kltcrn, IIau>l« hn-r. und Schulraanner." (7th ed.) Halle, 1819. 296 BIBLIOGRAPHY O'SHEA, M. V. "Language and Linguistic Development." Mac- millan, 1907. (Illustrates automatic habit-forming in language.) OSTERMANN, W. "Interest." New York, 1899. PILLSBURY, W. B. "Effects of Training on Memory," Educa- tional Review, Vol. XXXVI., pp. 15-27. (Good re"sum6 of situation.) PILLSBURY, W. B. "Attention." Macmillan, 1908. (Especially Chapter VII.) RADESTOCK, P. "Die Gewohnung und ihre Wichtigkeit fur die Erziehung." Berlin, 1882. (An important monograph, though not very helpful from the standpoint of habit-formation. Contains an extended bibliog- raphy.) RADESTOCK, P. "Habit and Education." Trans, by Caspari. Heath, 1894. (Translation of the preceding with the omission of bibliog- raphy and certain notes.) RAVAISSON, F. "De 1'Habitude." Paris, 1838. (An interesting study of the philosophy of habit, representative until very recently of the English and French type. In this case habit is considered in its relation to space, time, periodicity, and "superorganic" cause.) REID, T. "Essays on the Active Powers of Man." (Essay III.) Edinburgh, 1788. REIN, W. " Encyklopadisches Handbuch der Padagogik." Lang- gensalza, 1904. (See articles under Fertigkeit, Gewohnung, and Einiibung.) REUTHER. "Beitrage zur Gedachtnissforschung," Psychologische Studien, Vol. I., pp. 4 ff. (Careful study of repetition, and brings bibliography to date, 1905.) REYNOLDS. "Discourses." London, 1877. ROMANES, G. "Mental Evolution in Animals." New York, 1895. ROUSSEAU, J. J. "fimile." Trans, and abridged by Payne. New York, 1897. (Recognizes the importance of habit and the native basis for its development.) Rows, S. H. " The Physical Nature of the Child and how to study It." (Rev. ed.) Macmillan, 1905. (Contains chapters on habits of posture and movement.) BIBLIOGRAPHY 297 ROWB, S. H. "The Lighting of Schoolrooms." Longmans, 1904. (Analyzes bad habits of using eyes, and suggests means of bring- ing initiative to bear, and of preventing exceptions to desirable habits.) ROYCE, J. "Outlines of Psychology." Macmillan, 1904. (Compare for use of term "initiative," and for relation of mem- ory to habit.) SCHLEIERMACHER, F. " P&dagogische Schriften." Berlin, 1876. SCHLEIERMACHER, F. " Erzichungslehre." (Werke, 9te Band.) Berlin, 1894. (Distinguishes between idea and habit, but develops no method for the latter.) SCHMIDT, A. " Encyclopadie des gesammten Erziehungs- und Unterrichtswesen." Gotha, 1876-1887. (See article on Gewohnung by Deinhardt, Einiibung by K. A. Schmid, and Fertigkeit by Eisenlohr.) SCHNEIDER, G. H. "Der menschliche Wille." Berlin, 1882. SCHNEIDER, G. H. "Der thierische Wille." Leipsic, 1880. (Interesting and semipopular presentations of development.) SEELEY, L. "New School Management." New York, 1900. SHEARER, G. "Grading of Schools." New York, 1898. SHEARER, G. "Morals and Manners." New York, 1904. SHERRINGTON, C/S. "The Integration of the Nervous System." Scribners, 1906. (A classic in its field.) SHINN, M. W. "Notes on the Development of a Child," Uni- versity of California Studies. Berkeley, 1893. SHINN, M. W. "Biography of a Baby." Boston, 1900. SMITH, M. K. "Reading and Memorizing of Meaningless Syl- lables," American Journal of Psychology, Vol. XVIII., pp. 604-513. SMITH, W. G. "The Place of Repetition in Memory," Psycho- logical Review, Vol. III., pp. 21-31. (Shows great individual variation in the results of inattentive repetition.) SPAULDINO, E. G. "Establishment of Association in Hermit- crabs," Journal of Comparative Neurology and Psychology, Vol. XIV., pp. 49-61. STBIN, G. "Cultivated Motor Automatisms," Psychological Re- view, Vol. V., 1898, pp. 295-306. (A study of automatic habit-formation under exprri mental conditions.) 298 BIBLIOGRAPHY STEWART, D. "Works" (ed. by Hamilton), Vol. II., pp. 120- 143. Edinburgh, 1854. STONE, C. W. "Arithmetical Abilities, some Factors determining Them," Columbia University Contributions to Education, No. 19. New York, 1908. (A study of quickness and accuracy in the mechanics and reasoning of arithmetic under diverse conditions. Suggests super- vision, testing, concreteness, drill, etc., but does not relate them to a scheme for forming such habits.) STOUT, G. F. "Analytical Psychology." London, 1896. (Contains one of the best discussions of habit in general.) STRATTON, G. M. " Experimental Psychology." New York, 1903. (Chapter XL) STRUMPELL, L. "Pathologische Psychologic." Leipsic, 1882. SULLY, J. "Human Mind." Vol. II., Chapter XVIIL, pp. 224- 233, 280 ff. London, 1892. (Good brief treatment of habit.) SWIFT, E. F. "Mind in the Making." Scribners, 1908. (Contains a very readable account of habit-formation. See especially Chapter VI., pp. 169-218.) SWIFT, E. F. "Studies in the Psychology and Physiology of Learning," American Journal of Psychology, Vol. XIV., pp. 201-251. (Basis of the preceding.) TARDE, G. "Laws of Imitation." Trans, by Elsie Clews Par- sons. New York, 1903. (A monumental study.) THORNDIKE, E. L. "Elements of Psychology." Seiler, New York, 1905. THORNDIKE, E. L. "Principles of Teaching." Seiler, New York. 1906. (Extremely helpful books from the standpoint of habit-forma- tion.) THORNDIKE AND WOOD WORTH. "The Influence of Improvement in one Mental Function upon the Efficiency of other Func- tions, Psychological Review, Vol. VIII., pp. 247-261, 384- 395, and 553-564. (A study in the problem of formal discipline. Compare with Educational Review, Vol. XXX VI., pp. 1-42.) TITCHENER, E. B. "Outlines of Psychology." Macmillan, 1896. (A concise statement of the development from instinct to auto- matic action is contained in Chapter X.) BIBLIOGRAPHY 299 VOGT, R. "Ueber Ablenkbarkeit und Gewohnungsfahigkeit," Kraepelins Psychologische Arbeiten, Vol. III., pp. 62-201. (Deals with the possibility of becoming accustomed to disturb- ing factors.) VOLKMAN. "Ueber den Einfluss der Uebung auf das Erkennen raiimlicher Distanzen," Math.-Phys. Classe, Vol. X.,pp. 38 flf. (Finds no effect in actual control after six months of regular practice.) WASHBURN, A. "Animal Mind." New York, 1907. (An excellent resume" of studies on the subject.) WHITE, E. E. "Art of Teaching." New York, 1901. (Chapters I., II., III., and VII. treat of skill or drill.) WHITE, E. E. "Elements of Pedagogy." New York, 1886. (Treats school incentives briefly, pp. 320-328.) WINCH, W. H. "Immediate Memory in School Children," British Journal of Psychology, Vol. I., pp. 127-134, and Vol. II., pp. 52-55. (Finds steady improvement of memory through school grades, and that poor memory is improvable by practice.) WINCH, W. H. "Transfer of Improvement in Memory," British Journal of Psychology, Vol. II., pp. 284-293. (Believes such transfer to be clear. Number of children ex- perimented upon was small.) WOODWORTH, R. S. "Accuracy of Voluntary Movement," Psy- chological Review Monograph Supplement, Vol. III., No. 13, 1899, pp. 1-114. (Especially pp. 77-114, in which he studies the effects of variety of conditions, fatigue, and practice. He finds that practice de- creases variability and therefore improvability, discovers its limitation, and suggests best movement for writing.) WIWJHT, W. R. "Some Effects of Incentives on Work and Fatigue," Psychological Review, Vol. XIII., pp. 23-34. (One of the few experimental studies bearing on the arousing of initiative.) WUNDT, W. "Physiological Psychology." (5th ed.) Leipsic, 1903. (See Chapter XVIII., Vnl. III., pp. 377-572.) YERKM, R. M. "The Dancing Mouse." Macmillan, 1907. YCRKES, R. M. " Instincts, Habits, and Reactions of the Green Frog, Ptychological Review Monograph Supplement, Vol. IV., pp. 579-597. 300 BIBLIOGRAPHY YERKES AND HUGGINS. "Habit-formation in the Crawfish," Psychological Review Monograph Supplement, Vol. IV., pp. 565-577. (These three studies contain much that is suggestive of the working of the mind in habit-formation.) For further bibliography, see Rand in Baldwin, " Dictionary of Philosophy and Psychology," Vol. III., pp. 1051-1052 (Macmillan, 1905), the Psychological Bulletin, Monroe, "Bibliography of Educa- tion" (Appleton, 1903), especially pp. 67-69, and bibliographies in connection with the contributions of Radestock (German edition), Kurtidis, Meyers, Kennedy, Reuther, and Jennings, for titles of which see above. INDEX Abilities, 32. Abstractions, 18, 62. Accommodation, 47, 53, 183, 204. Accountant, 148. Accuracy, 56, 236, 237, 257. Action, 4, 11, 23, 36, 121. Actual performance, 116-117. ADAMS, J., 5. Adaptation, 53, 61. Adaptive instincts, 79. Adjustment, 47, 62-63, 71, 82, 222. Adolescence, 71. Adolescent initiative, 152, 241. ^Esthetic appreciation, 77, 124, 127, 132. ^Esthetic emotion, 131. Aims of teaching, 1-9, 61, 97. Alcohol, 152. Algebra, 100. Altruism, 2. Ambition, 77, 80, 126. America, 41. Analogy, 53, 60. Analysis, 38, 53, 83, 93, 98, 101. ANDREWS, B., 32, 35, 83, 128, 160. LL, J., 78, 175, 244. Appeals to reason, 124, 151-152. Application, limits of, 277. Appreciations, 32. ARISTOTLE, 47, 239. Arithmetic, 41, 85-86, 98, 100, 105-110, 151, 163, 168, 170, 182, 188, 197, 237, 265-267. il punishment, 195. Artificial variation, 224. stimuli, 164, 219. AwocUtlon*, 164, 211, 213, 219, 222. Attacking one habit at * time, 21 1 212. Attention, 15, 90, 49, 66, 62-63, 87, 90-91, 100, 105, 113, 160, 170-172, 205, 211, 222, 223, 236, 244-245, 257. Attitudes, 32. Authority, 16, 17, 74. Automatic learning, 13-25, 117. Automatic preparation, 86. Automatisms, 31, 38-39, 41, 46, 51, 63, 86, 183, 197. Avoidance of inactivity and pain, 77. Baby, babbling, 72; bowing, 70; creeping, 69 ; handling book, 70 ; reaching, 69; standing, 70; sucking thumb, 201 ; walking, 70. Bad habits, 10, 200-201, 209; as lines of least resistance, 209; breaking, 200-234, origin of, 200- 201. BAOLET, W., 30, 87, 89, 121, 160, 161, 165, 197, 243. BAIN, A., 34, 88, 92, 177. BAIR, J., 174. BALDWIN, J., 51, 56, 130, 134, 138, 183, 204. BALL, 171, 197. BALTIMORE, 41. BARTH, T., 92. Basis of habit, 69-84. BAWDEN, 175, 178. Bees, 13. Beliefs, 12. Bicycle, 63-64. BOLTON, T., 175. BOURDON, B.t 175. Breaking habits, 200-234. BROOKLYN TKMNINO SCHOOL FOR Mm *s. NV., 72, 174. BUTLER, N., 138. 301 302 INDEX CALKINS, M., 45. CAMPE, 34. Capabilities, unlearned, 13-17. Carpentry, 127, 128. Case of indecision, 72. Cause and effect, 137. Cautions, against lapse, 197-198. Character-building, 7, 235. Charts, 115, 269. Checking of variations, 183-184. Chemistry, 98, 273. Child, exceptional, 3. Child labor, 282. Child-study, 2, 3, 82-83, 111, 115. City schools, 96-97. Civics, 270-272. Classification, 74, 75, 79, 236; of feeling, 129-132; of instinct, 78-79; of interest, 136-139. Clergyman, 168. Cognition, 44-46, 49. Collecting instinct, 75. Combination, 21, 59, 81, 108, 208. Common elements, 243-245. Common method of procedure, 245-246. Comparison, 111, 236. Complex cases of analysis, 103-114. Complexity, 59, 61, 237. Composition, 112, 185, 190, 244, 262-264. Conclusion, 277-284. Concrete case of habit-breaking, 225-232. Concrete demonstration, 114. Concrete presentation, 114-115. Concrete reminders, 192. Concrete situation, 18. Conduct, 12, 38, 58. Confidence in success, 203, 205. Confused forms of organization, 32. Connecticut Committee Report on English, 41, 112. Connecting initiative, 152. Conscience, 196. Constructive instinct, 75, 79, 216. CORNMAN, O., 112. Counter habits, 204. Counter initiative, 214-215. Counteracting of stimuli, 221. Country schools, 96-97. Courage, 77. Courses of study, 40-41, 93, 95-97, 259. CRAMPTON, H., 166. Creativity, 122. Criterion for experience, 279. Criticism, 108. Curiosity, 75, 126, 135, 149. CURTMANN, W., 91-92, 203, 205- 206. Dancing, 101. Dancing mice, 13. Danger of lapse, 177-178. DAVIS, W., 175. DEARBORN, W., 110, 174. Decadence of habits, 166. Deduction, 53. DE GARMO, C., 28, 134. Demonstration of habits, 88, 93, 114-117, 226-227. Description, 115. Desirability of maximum practice, 173-174. Development, 69-72, 122, 150-151, 222, 239, 243 ; of habit from in- stinct, 69-71; of habit from habit, 71-72; of motives, 150- 151 ; of service, 239-243. DEWET, J., 139. Difference between ideas and habits, 38-67. Difficulty, 38-40, 210, 213. Direct interest, 140, 217. Discipline, 41, 58, 65, 95, 149, 181, 235-256, 278. Dissatisfaction, 144, 163, 217, 220. Disuse, 80-82, 206-207. Double reference of interest, 134- 135. Double use of initiative, 220. DOWNEY, J., 175. Drawing, 41, 76, 96, 102-103, 145- 146, 151, 171, 196, 269-270. Drill, 37-39, 41, 65, 86, 116, 257- 276. DUMONT, L., 90-91. DUTTON, S., 121. INDEX 303 EARHART, L., 103, 174. EBBINGHAUS, H., 35, 167, 175. EBERT, 175, 246. Education, aim of, 2 ; definition of, 2 ; nature of, 1 ; teaching and, 2-3. Effort, 169. Egoistic emotions, 131. EISENLOHR, 159. Elimination of difficulties, 184. ELIOT, C., 149-150, 212. Emotional incentives, 128-146, 240. Emotions, 11, 123, 147, 150, 217, 228. Emphasis for breaking habits, 214. Employment of gardener, 20-21. Emulation, 77, 126, 216. England, 41. English, 41, 185, 247, 248. Environment, 3-4, 59, 73, 195; and practice, 164-165, and teacher, 4, 22. Ethical appreciation, 77; emotion, 131. Ethics, 2, 17. i:\oking initiative, 120-158. Exceptional children, 3. Exceptions, preventing, 87, 93, 177-199, 214, 224, 230-232, 242, 267, 278. Excitation, 47. EXNER, 8., 175. Experience, 5, 13-45; meaning of, 10-13; organized, 27-43; or- ganizing, 10-26. Experiment, 36, 54, 170, 174. Experimental pedagogy, 283. Experimental psychology, 109-110, 171. 279, 283. Experimentation, 8, 39, 104, 182, 279; for initiative, 144-145. Failure, 205, 214. Familiarity Fatigue, 66-57, 181, 183. Fe»r, 78, 82, 124-126, 210. 18, 121, 123, 128, 132. Feelings, 11, 60, 123, 132. • Pint lapse, 180. FUg, 127. Focalization, 87, 90. Formal discipline, 58, 243-250. Formal steps, 93, 285. Formalism, 65. Formulations of the habit-getting process, 87-92. FRACKER, G., 175. Frame of mind, 88-89. French, 184, 209, 273. Frequency, 88. Function, 48, 49; of automatic tendencies, 37; of habit, 36, 53, 200 ; of idea, 53 ; of teacher, 5. Furnishing stimuli, 163. General habits, 243-250. General method, 33, 65. General notion, 7, 18, 28, 31. German, 173, 188, 247, 273. Gilbert, 175. Golf, 19-21, 249, 281. Grammar, 41, 112, 163, 202. Greek, 169. GROOS, K., 75. Groups, 137. Growth, 5. Guarding against exceptions, 87. Guarding against temptations, 187- 188. Guess, 188. Habit, 5, 31, 37-39, 44-67; an automatism, 51, 62, 99; break- ing of, 200-234; definition of, 46-48; disregards detail and feeling, 54-55, 62, 100; function of, 36, 53 ; implies repetition, 57 ; minimizes attention and fatigue, 56, 62; nature of, 45-46; pre- servative nature of, 53, 62, 99; reflex and instinctive basis of, 59-60, 62; serial, 52, 62, 99; specific, 57-58, 62. H.il .it-forming subjects, 260. Habits, bad, 10, 200 201, 209; counter, 204 ; involved in moral training, 236, 239; substitute habits, 210; unconsciously formed, 205. liabitumtion, 53, 61, 204, 222. 304 INDEX HALL, G., 152. Harmonies, 139. HARRIS, W., 61. HARTER, 72. HASKELL, E., 75. HERBART, J., 28, 54, 59, 60, 92, 132, 138. High school subjects, 272. HINSDALE, B., 248. History, 100, 151, 188, 237, 257, 260, 270, 272. Hit-or-miss method, 3. HOFFDING, H., 45. Home, 3, 164, 201. Honesty, 180. HORNE, H., 89, 202, 209. HUEY, E., 110. Humanities, 136-139. Hunting instinct, 82. HYDE, W., 239. Idea-complex, 45. Idea-habits, 39-40, 52, 55, 117. Idea-mass, 45, 48, 55. Ideas, 5, 11, 18, 30, 31, 37-39, 44- 67; and habits, 44-67; defini- tion of, 44-45, 50; of habits, 41. Ideals, 151, 217, 247, 250. Ideation, 45. Imagination, 15, 17, 23, 31, 59, 179. 183, 193, 246. Imitation, 74-75, 87, 201, 216. Impulse, 35, 73, 147, 155. Incentive, 120-158. Incidental practice, 98. Inclination, 35. Independence, 77. Indianapolis, 41. Indirect interest, 140, 149, 217. Individual cases, 225. Individualistic instincts, 79. Information, 6. Informational subjects, 260. Inhibition, 21, 148, 185-198, 208- 209, 214-218. Initiative, 87, 93, 120-158, 161, 167-168, 178, 180, 191, 196-197, 212, 213, 215, 218, 220, 227-228, 240-242, 256, 266, 271, 278; double use of, 220; reenforce- mentof, 145-146, 180-181 ; renew- ing of, 167; sources of, 121, 122; testing, 146. Instinct, 59-60, 62, 69-84, 87, 121- 128, 227-228, 240; and feeling, 123; and motive, 123; classifi- cation of, 78-79, 123; denned, 73; duration of, 79-80, nature of, 73; overlapping, 78-79, 123. Instinctive basis of habit, 59-60, Instruction, 33, 65. Intellectual emotions, 131. Intensity, 88, 90, 128. Interest, 30, 124, 132-141, 147, 160, 162, 217, 271. Interpretation, 108, 236. Interruption of reaction, 207. Intoxicants, 211. Invariability in repetition, 37. Investigation, 201. JAMES, W., 34, 56, 73, 74, 78, 88, 92, 161, 166, 178, 201. JENNINGS, C., 72. JOHNSON, W., 72, 171, 175. JOST, A., 167, 175. JUDD, C., 72, 99, 174, 175, 249. Judgment, 225. Judicious plying of initiative, 153. Keeping in practice, 165-166. KENNEDY, F., 175. Keyboard, 125. Kindergarten, 75. KIRKPATRICK, E., 78, 79. Knack, 56. Knowledge, 1-9, 24, 28, 38, 40, 60, 75, 97. KUSSMAUL, A., 47. LADD, G., 47, 74. Lapses, 177-199. Latin, 98, 169, 247. LAUDER-BRUNTON, 201. Learning, 13-25, 64; automatic and purposive intermingled, 19. Lesson, 38, 97, 98, 101, 102. Lesson period, 278. INDEX 305 Lesson study, 103-105. Levels of interest, 136-139. LINDNER, T., 50. List, of emotions, 131 ; of instincts, 74, 125; of disciplinary and moral habits, 236, 239. LOCKE, J., 45. Lockstep, 23. Love, 76, 126. MACE, W., 259. MAKER, 46. MAJOR, D., 72. Man, interest in, 136-139. Manipulation, 76, 108, 207. Manual training, 75, 127, 128, 151, 191, 269-270. Many-sided interest, 132. Mathematics, 100, 170, 200. See Arithmetic. McMuRRY, C. and F., 28, 35. MEIKLEJOHN, A., 245. Method-form, 285. Methodology, of habit, 33, 35, 63, 87, 177; of ideas, 32, 63. Methods, 37, 40, 41. MEUMA>TN, E., 175-246. Misconceptions of functions, of habit, 200; of interest, 134. Mistake of modern pedagogy, 8. Modern pedagogy, 8. Modes of organizing experience, 10- 26. Modification, method of, 36, 70-71, 80-82, 133, 179, 207. Moral training, 3, 95, 235-236. MORGAN, C., 72. •s, 123-124, 146-151, 191, 214, 215-217, 228, 241. MUELLER, Q., 175. Multiplicity of association, 37. 132,144-145,166,180,184, 267-269. Nagging, 197. Natural punishment, 105; natural •dene*, 270; natural variation, 224. Nature, 195, 200, 204 ; interest In, 186-139; Htudy, 90, 137. Neatness, 165, 184, 236. Negative, incentives, 155; initia- tive, 190-192, 215-216; teach- ing, 23. Neglect of automatic, 23. NETSCHAJEFF, A., 175. Neurone, 57-58, 60. New Haven, 41. New York, 41. NIEMEYER, A., 206. Obedience, 180, 236, 251. Objection, philosophical, 48; psy- chological, 49. Objective reference, 134. Observation, 104, 257, 285. Obstruction of stimuli, 221. Opposing stimuli, 181-187. Order, habit of, 89, 105, 152, 193, 236, 237, 251. Organized experience, 27-43. Organizing experience, mode of, 9-26; automatic ways of, 17. Organization, 1-9, 15, 30, 50, 109. Origin of bad habits, 200-201. Originality, 61. O'SHEA, M., 72. OSTERMANN, W., 134. Over-habituation, 280-282. Over-practice, 171. Ownership, 75-76. Painful experiences, 194. Painting, 76, 96. Parent, 74, 153, 180, 202, 213. Parental instincts, 79. Past experience, 115-116. Pedagogue, 44, 48, 49, 147, 174. Pedagogy, 8, 174, 280, 283. Pedantry, 273. Penmanship, 22, 71, 100, 126, 168, 180, 184, 264-265. PEREZ, B., 82. Perfection-theory, of ethics, 2. Performance, 104. Perfunctory practice, 90. Permanent feeling, 134. Permanent interest, 134, 136. Permanent motive, 140-150. PERRY, Commodore, 00. 306 INDEX Personality, 139. Phases, of habit-forming, 85-94; use of word, 93. Philosopher's objection, 48. Physical culture, 151, 281. Physics, 105-106, 273. Piano, 116, 172, 185, 190, 193, 208. Pictures, 115. Picturing painful consequences, 193. PILLSBURT, W., 134, 245, 246. PLATO, 28, 59. Play, 75, 79, 82, 126, 201, 216. Positive initiative, 155, 190-192, 215. Posture, 101-102, 126, 220, 236. Practice, 40-41, 87, 90, 93, 116, 159-176, 220-221, 223, 229, 242, 251, 262, 278; actual, 167-174; earnest, 169-170; in environ- ment, 164-165; perfunctory, 167; thoughtful, 161. Prayer, 192. Prejudice, 59. Preliminary action, 85-86. Preliminary mastery of difficult points, 116. Preparation, automatic, 86-87. Preventing exceptions, 87, 93, 177- 199, 214, 224, 230-232, 242, 267, 278. PREYER, W., 82, 138. Pride, 77, 149, 150. Primitive child, 3. Principles, general, 21, 24-25, 38- 39, 50, 61-63, 70-71, 79-82, 104- 106, 114-117, 140, 144-146, 148, 154, 162-166, 167-174, 179-185, 187-198, 211, 212, 218, 243, 245, 246, 249-250, 277-278; in selecting habits, 104-106; in demonstrating, 114-117; in get- ting initiative, 144-146; in prac- tice, 162-166, 167-174; in pre- venting exceptions, 179-185, 187-198. See also summaries of chapters. Problem, 1-9, 38, 97, 202; arith- metic, 106-110; of discipline, 38; the teacher's, 1-9, 97. Progress, 7. Propensity, 35, 56. Protracted habit-formation, 250- 253. Proverbs, 192. Psychological objection, 49. Psychologist, 44-45, 58, 60, 101, 146, 279. Psychology, 36, 60, 65, 110, 121, 174, 277, 279, 282. Pugnacity, 78, 126, 216. Punctuality, 129, 193, 236-237. Punishment, 195, 225, 235. Purposes, 148. Purposive learning, 13-25. RADESTOCK, P., 46, 280. Reaction, 30, 47, 51, 56, 59-60, 70, 73, 85-87, 111-117, 148, 172, 206, 213, 219, 223-224. Reading, 109-110, 207, 208, 261- 262. Reality, 48, 139. Reason, 17, 124. Reasoning, 59. Recency, 88. Reciprocal interference, 249. Reduction of stimuli, 182. Reinforcements of initiative, 145— 146, 180-181. Reflex activity, 62. Reflex basis of habit, 59-60. Regulative instincts, 79. REID, T., 35. Relation of breaking and forming habits, 202-204, 214-215. Relegation to teacher, 3. Religion, 138. Religious teaching, 23, 24. Religious training, 3, 16, 17, 213. Reminders, concrete, 192. Removal of stimuli, 181, 204, 206; of sources of exception, 279- 285. Renewal of initiative, 167. Repetition, 41, 62, 87, 94, 100, 159- 176, 189, 197, 214-215, 257-276. Resolving against lapses, 190. Response, 47, 53, 73, 87. "Resultant instincts," 79. INDEX 307 Resulting satisfaction, 70, 89, 141- 146, 181, 197, 217, 228. REUTHER, F., 175. RIIS, J., 185. ROUSSEAU, J., 46. ROWE, S., 78, 122, 164, 201. ROTCE, J., 121. SAGE, R., 59. Satisfaction, 16, 17, 34, 36, 70, 116, 135, 144-146, 182, 206, 217, 220. School, 39, 58, 127, 150, 165, 181, 202, 236, 250-251; discipline, 235-256; habits, 236, 250-251; room, 181. Scientific scheme, 253. Scientific study of habit-formation, 282-283. SEELEY, L., 85. Selection, 81, 87-88, 96-97, 204, 208; of habits, 95-114. Self-activity, 122. Self-criticism, 196, 267. Self-expression, 122, 201. Self-testing, 196. Sensation, 44-45. Sense experience, 17, 59. Service, 1, 2, 19, 236, 239-243. Sewing, 151, 187. SHERRIXOTON, C., 208. SHINN, M., 72, 82. Shuffling gait, habits of, 239-243. Singing, 145, 170, 267-269. Situations, 5, 16, 18, 70, 80, 87, 89, 93, 202, 216, 238. Skill, 1, 6, 19, 24, 30, 33, 258. SMITH, W., 175. Sociability, 76. Social instincts, 79; emotions, 131. Sources, of initiative, 121-122; of exceptions, 178-179. nature of habit, 57-58, 62, number of repetitions periods of practice, 162. 72,76, 1M Spelling, 41, 111, 114,187-188,237. 8PBNCBK, H., 28. Spontaneity, 47. Mi, Standards, 148, 218. STEIN, G., 175. Stimulation, 47, 178, 206, 222. Stimuli, 81-82, 85-87, 110-114, 136; 163-164, 181, 183, 185- 189, 204, 213, 216, 219, 221, 222; to exceptions, 182; reduction of, 182; removal of, 81-82, 204, 206. Stimulus, 47, 53, 54, 73, 179, 206. STONE, C., 174, 265. STOUT, G., 35, 46. Street-car problem, 107. Study, habits of, 165, 236; of habits, 103-114, 179-180, 222. Stuttering, 212. Subdivisions of habit-forming, 93. Subject-matter, 38-39, 41, 95-98, 257-276. Substitute habits, 210, 212, 217, 221. Substitution, 82, 212. Suggestion, 57-58, 146, 189, 246- 248, 250, 253. SWIFT, E., 144, 170, 174, 182. Swimming, 104, 173. Sympathy, 76. Synthesis, 53. Talking, 64. TANNER, A., 134. TARDE, G., 75. Teacher, 153, 180, 190, 202, 203; and environment, 4; and gen- eral training, 249-250; and or- ganization, 1-9; function of, 22; problem of, 1-9 ; to study habit, 103-114; relegation of work to, 3. Teaching, 4, 24, 25, 37-38; and automatisms, 37 ; and educating, -1. (i.-fmition of. 4; formal, 25; fundamental, 37; negative, 23; scientific, 38. tation, 23, 187, 211. s 36, 105, 171, 246, 249. Testing and weighing inr 146. I-.I..HM.IKI-. i. . 71, 88, 120, iaa, 142, 171, 175, 243, 244. .,•!.!>. 1'J. 121. t( 76. 308 INDEX TOMPKINS, A., 2. TRACY, F., 83. Training, 41, 47. See Manual, Moral, Religious. Transition of ideas into habits, 40. Translation, 169, 191. Trying suggested combinations, 108-109. Types, of automatic learning, 15- 17; of organized experience, 27- 43. Unconscious repetition, 272-273. Unconsciously formed habits, 205. Undesirable habits, 212-213. Unfamiliarity, 113. Unlearned capabilities, 13-17. Usefulness of classification of in- terest, 139-140. Validated impulses, 147. Variation, 53, 71, 86, 170, 183, 187, 189, 196, 204-205, 214, 221-225, 246-248; checking of, 183-184. Variety of child's experience, 27- 32. Verbal distinction, interest, 133- 134. Verification, 108, 111, 257. VOQT, R., 175. VOLKIIAN, 175. WALKING, 64. Warning against tendencies, 189. WABHBURN, A., 72. Weakening of stimuli, 182. Whistling, 115. WHITE, E., 121. Will, 46, 218. Willing, 30, 223. WINCH, W., 175. WOODWORTH, R., 170, 171, 175. Writing, 22, 71, 100, 126, 163, 164, 165, 166, 168-169, 171-172, 178, 184, 264-265. YEBKBS, R., 13, 72. The Lighting of Schoolrooms A Manual for School Boards, Architects, Superintendents, and Teachers BY STUART H. ROWE, PH.D. HEAD OF THE DEPARTMENT OF PSYCHOLOGY AND PRINCIPLES OF EDU- CATION, BROOKLYN TRAINING SCHOOL FOR TEACHERS, BROOKLYN, NEW YORK; LECTURER ON EDUCATIONAL PSYCHOLOGY, ADELPHI COLLEGE, BROOKLYN, NEW YORK Cloth, I2mo, 32 Illustrations. Price, $1.00 ntt "... No superintendent, principal, teacher, or architect should fail to read this book ... ; it is a handbook that every member of a board of education that belongs to the building committee should not only read, but carry around in his pocket to study. The author has rendered a real helpful service in preparing this volume in the interest of the children now in school, and of future generations. It heads the list, and it will not be improved upon in many a year. " — Educational Review. "... It is the broad purpose of this handy little volume to present the principles on which the lighting of a school-building depends. . . . 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