462 SECTIONAL TRANSACTIONS .—L. 
psychology in the preparation of the teacher for his professional work. 
Not only so, but this will determine also the standpoint from which 
psychology is approached, and the range of the psychology deemed essential. 
But, whether a wide view is taken of education, as the whole process by 
which the behaviour, character and personality of a child are moulded by 
influences deliberately brought to bear upon him, so as to produce a certain 
type of civilised adult, or a narrow view of education, as a process of 
acquiring skills and certain kinds of knowledge regarded as necessary or 
desirable by the adult community—in either case, it will be admitted that 
the training of the teacher must include at least some study of psychology. 
The great educators of all times have almost invariably taken the wider 
view, and this has come to be the prevalent view among the educationists 
of to-day. ‘The recognition, indeed, of teaching as a profession depends 
upon, and at the same time involves, this wider view. ‘The acceptance of 
this view necessarily involves in turn the further position that psychology 
is the very foundation of that educational theory which underlies educational 
practice, with all that this implies. 
Prof. H. R. HAMLEy (10.30). 
An analysis of criticisms and suggestions made by students of education 
on courses in educational psychology and text-books available for study 
leads one to the conclusion that the time has come for a restatement of this 
subject for training colleges. While admitting the interest of the subject 
as presented, students maintain that much of it is useless to them in their 
work as practical teachers or in their understanding of children, normal 
or abnormal. ‘The topics generally approved may be set forth as follows : 
(1) The nature and needs of the school child ; individual differences ; 
sex differences; stages and characteristics of normal growth ; 
adolescence ; general intelligence and its measurement ; tempera- 
ment; character. 
(2) The learning process. The development of knowledge—memory, 
reasoning, imagination. ‘Transfer of training. The psychology of 
school methods—the Project Method and the Dalton Plan. Back- 
wardness, general and specific. Remedial treatment. 
(3) ‘The emotional life of the normal child. 'The importance of the social 
background. Abnormal emotional behaviour. Principles of mental 
hygiene. 
Practical work: eliminate psychological experiments of the laboratory 
type and base the whole work on study of individual children and groups of 
children (including the administration of group tests of intelligence and 
attainment, and observations on children’s interests, temperament and 
character). 
Mr. A. W. WOLTERS (10.50). 
‘The communication was based upon the opinions expressed by a number 
of graduate teachers of several years’ experience regarding the value of 
psychology in their training. Consideration of the topics which should be 
included in a course for teachers in training. 
Miss E, DorEEN DAVIES (11.10). 
How far, and in what ways, has the psychology I learnt at College helped 
me in my work of teaching since ? 
