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This book is the revised edition of the work published in 1922 by the author, who is Professor of Education in Teachers College, Columbia University. In the original volume the field was covered rather thoroughly, but new problems have arisen in educational psychology, many former theories have lost their value as the result of scientific research, and some of the older material has needed modifications to meet the present situation, so the entire book has been rewritten.
Times are changing, new investigations in experimental and educational psychology have revealed factors of additional interest and the author has enlarged his text accordingly, moreover, more space has been afforded to the problems of personality adjustment and development. Two chapters have been given to this latter topic and several other chapters modified to contribute to this important part of psychological training. The question of heredity and environment has been treated more extensively than in the previous volume. A threefold purpose is in evidence throughout the book, (1) the inclusion of only such material as may have practical value to the student of education, (2) to expose the meaning in a nontechnical manner and (3) to offer concrete illustrations of the various principles and their application to the problems of the school. The text has been arranged into seventeen chapters dealing with a wide range of topics including the methods of psychology, the organism as a reacting mechanism, heredity and growth, emotions, motivation, personality adjustments, laws of learning, characteristics of reasoning and memory, and individual differences, etc.
Some of the principles and applications of psychoanalysis are directly mentioned in Chapter VII, that is given to the subject of motivation and personality adjustments, and throughout the chapter one is able to see the influence of the psychoanalytic doctrines in indirect implications. The several methods devised by the “personality” to deal with cr