REQUIREMENTS FOR DEGREE OF DOCTOR OF PEDAGOGY. 445 
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making have taken their natural place. On the same basis inventional geometry has 
‘aken it8 proper precedence, though not a few of the secondary schools lag wofully in 
his matter. and still induct their pupils into the mysteries of algebra before even touch- 
ng upon the simpler and more concrete study of geometry. 
An experimental study of the psychology of expression has revealed the truth that 
axpression by abstract symbols, or by words, is the latest and most difficult form of 
sxpression. In this matter experimental psychology has done for education what 
chrono-photography has done for the art of painting in the photography of the swim- 
ming of fish, the galloping of horses, the leaping of athletes, the flying of birds, and 
dther forms of vital action. No artist to-day draws zigzag lines for lightning. 
The order of psychological development, as determined by experimental psychology, 
nas determined the contents and the logical order of procedure in a well-constructed 
curriculum. ‘We may instance here the history of the study of foreign languages and 
of the physical sciences in elementary and secondary schools. The methods of treating 
shese subjects still vary according to the underlying principles of psychology. 
The psychological analysis of the mental operations employed in arithmetic has proven 
that the educational value of this branch of the curriculum is not so disproportionately 
great as to warrant the amount of time and attention bestowed upon it. 
Experiments in association have developed with startling vividness, for those who 
can see, the capital importance of codrdination of studies, not only to save time and 
energy by following natural mental processes, but to secure truer mental development 
and firmer mental products. 
Experiments in the localization of cerebral function have revealed many memories 
stead of one, and instruction has accordingly been modified. Ear-minded, eye-minded, 
and tactile- or muscular-minded children are less frequently misunderstood. and are more 
readily and thoroughly aided. The old-fashioned oral spelling lesson, however effica- 
>ious for the ear-minded, has lost its vaunted prestige, and takes a more modest, though 
aot unimportant, place. 
Experiments in motor ability have made manifest the function of the reflex muscle 
machine, and the resultant theory of the formation of compound reflexes has deter- 
mined the ruling distinction between the mechanical and the cuitural branches of a 
curriculum. Patient, unvarying, persistent, and repeated drill in the one has given way 
n the other to large freedom for individual discrimination. A mechanical grind on 
Jdsts of geographical names and bald annals in history finds no justification in educa- 
ional psychology. 
There has been no attempt to mark out in exhaustive detail all the tangential points 
setween psychology and education. Enough has been outlined to indicate the deter- 
nining influence of psychology. There is much that teachers are conscious of in them- 
ielves, and observe in one another, that yet eludes their own interpretation. Why should 
‘hey not admit the reasonableness of collating experimental evidence and generalizing 
lefinite laws that may serve as clues for escape from labyrinths of doubt ? 
Whatever else, therefore, it may be deemed wise to require of a candidate for the 
legree of doctor of pedagogy, there seems to be no doubt that he should be able to 
make original investigation experimentally and scientifically in the study of mind so as 
‘0 reach fundamental laws by which to determine educational values. 
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