Abstract

The problem which is the subject of this study originated in part from a teaching device employed by one of the professors of the Education Department. It was his custom as he spoke of national systems of education, etc. in each case to represent diagramatically on the blackboard, the learner, his relation as a scholar to the life outside the school walls, and the avenues or sources of his learning. By virtually a process of induction, these components came to be seen to occupy the stage in every discussion of educational theory. Not only did they appear, but they offered convenient intellectual pegs on which to hang our thinking.[...]