ABSTRACT

The existence of types of educational institutions introduces yet another important aspect of many-sided educational theory. This chapter deals with educational psychology, treating of the whole question of child-development and embracing apparently diverse topics as the growth of intelligence, the reaction of the child to the family, the organization of groups, and of the learning process. The criterion of efficiency is not easy to establish, but a working rule is generally held to be the progress in educational attainments made by the children in the class, and the presence of orderly activity within the class-room. That is to say, the efficiency of the teacher turns upon the successful learning and the social conduct of the child. In other words, all methods of teaching are the natural corollaries of methods of learning. The chapter shows in the sequel what are the most important factors which influence the interaction between the child, and the environment which surrounds him.