CHAPTER I.-GENERAL NATURE OF Knowledge.

1. Education and Knowledge. 2. Knowledge and Truth. 3. Know-
ledge and Superstition. 4. Knowledge and Belief. 5. Savage Philosophy.
6. Explanation of the World as a Sum of Things. 7. Explanation of
the World by Laws-Fc tors of Change-Necessity and Universality of
Law-Atoms and Energy. 8. Explanation of the World as System.
9. Nature of Reality and of Knowledge-The Test of Truth. 10. The
World as Mental Construction.

CHAPTER II.-POSTULATES OF KNOWLEDGE.

1. The Factors of Knowledge. 2. Postulates of Knowledge. 3. The
Postulates at the Stage of Sense-perception-Identity-Contradiction
-Excluded Middle-Sufficient Reason. 4. The Postulates at the Stage
of Law-Causation-"Every Event has a Cause"- "Same Cause, same
Effect"-"Same Effect, same Cause "Cause and Effect equal in
Energy "-Causation and Sequence in Time. 5. The Postulates at the
Stage of System-Final Causes.

CHAPTER III.-KNOWLEDGE AND LANGUAGE.

1. Ideas and Knowledge. 2. Ideas and Reality. 3. Ideas and Images
-Thought and Imagination. 4. Development of Ideas. 5. Ideas and
Language. 6. Language and Communication of Knowledge. 7. Verbal
Language-Writing. 8. Language and Learning. 9. Spoken and
Written Language. 10. Meaning and Context-Specific and General
Meanings of Words. 11. Ambiguities of Language-Ambiguities in
Individual Words-Ambiguities in Construction.

CHAPTER IV.-KNOWLEDGE AND LOGIC.

1. Nature of Logic. 2. Nature of Judgment. 3. Judgments and
Logic. 4. Abstract Nature of Thought. 5. Form and Matter.
3. Logic is Abstract and Formal. 7. Function of Logic. 8. Value
of Logic.

CHAPTER V.-NATURE OF JUDGMENT.

1. Judgment and Proposition. 2. Judgment and Truth. 3. Judg-
ment and Experience. 4. Judgment is an Act of both Analysis and
Synthesis. 5. Subject and Predicate. 6. Copula. 7. Relative Promi-
nence of Analysis and Synthesis in Judgments. 8. Summary.

CHAPTER VI.-TYPES OF JUDGMENT.

1. Main Types of Judgment. 2. Development of Judgment-Imper-
sonal Judgments-Demonstrative Judgments-Judgments of Particular
Relation-Historical Singular Judgments-Enumerative Judgments-
Search for the Universal Judgment-The Generic Judgment-The

junctive Judgment. 3. Negation. 4. Quality and Quantity in Categorical Judgments. 5. Quality and Quantity in Hypothetical and Disjunctive Judgments.

CHAPTER VII.-FORMAL RELATIONS OF PROPOSITIONS.

1. The Four-fold Scheme of Propositions. 2. Distribution of Terms. 3. Conversion. 4. Modes of Opposition-Subalternation-Contradiction-Contrariety-Sub-contrariety-Summary of Opposition.

CHAPTER VIII.—THE METHOD OF KNOWLEDGE.

1. Truth and Evidence. 2. Nature of Method. 3. Development of Doctrine of Method-Aristotle-Medieval Logic-Bacon-NewtonMill-Modern Logic. 4. Method and Thought. 5. Method and Facts. 6. Inferential Character of Method. 7, Characteristics of Methodical Thought Purpose-Definite Starting-point. 8. Fallacies incidental to Method-Petitio Principii-Ignoratio Elenchi. 9. Essence of Methodical Process. 10. Nature of Inference-Inference and System-Inference and Previous Knowledge-Inference and Universals. 11. Deductive and Inductive Inference. 12. Analysis and Synthesis. 13. Analytic

and Synthetic Methods.

CHAPTER IX. DEDUCTIVE INFERENCE.

1. Kinds of Deductive Inference.

SYLLOGISM.

2. Nature of Syllogism-Distributed Middle Term-Conclusion warranted by Premises-Validity of Syllogism-Minor Rules of Syllogism. 3. Forms of Syllogism. 4. Hypothetical Syllogisms.

CONSTRUCTION.

5. Nature of Construction. 6. Types of Construction--Arithmetical Constructions-Geometrical Constructions. 7. Inductive Aspect of

Construction.

CHAPTER X.-OUTLINE OF INDUCTIVE METHOD.

1. Meaning of "Induction." 2. General Method of Induction. 3. Direct and Indirect Testing of Hypotheses.

CHAPTER XI.-OBSERVATION.

1. Importance of Observation. 2. Liability of Observation to Error. 3. Dependence of Observation on Previous Knowledge. 4. Observation and Inference-Selection-Recognition-Distinction between "Observation" and "Inference." 5. Observation and Prejudice. 6. Observation and Scientific Instruments. 7. Experiment.

1. Necessity of Testimony. 2. Reception of Testimony. 3. Tests of Testimony-Good Faith-Accuracy. 4. Anonymous Testimony. 5. Corroboration of Testimony-Tradition-Independent Corroboration. 6. Inference from Absence of Testimony,

CHAPTER XIII.-HYPOTHESES.

1. Nature of Hypotheses. 2. Origin of Hypotheses. 3, Hypotheses and Facts-Danger of Bias. 4. Testing of Hypotheses. 5. Descriptive and Working Hypotheses. 6. Permissible Hypotheses. 7. Crucial

Instances.

CHAPTER XIV.-DIRECT DEVELOPMENT OF HYPOTHESES.

1. Accidental Coincidences and Necessary Connexions. 2. Empirical Generalization and Enumerative Induction. 3. Analogy. 4. Nature of Direct Methods in Induction. 5. Method of Agreement. 6. Method of Exclusions. 7. Method of Difference. 8. Method of Concomitant Variations. 9. Method of Residues. 10. Example of Use of Methods: Colour of Animals.

CHAPTER XV.-INDIRECT VERIFICATION OF HYPOTHESES.

I. Relation of Indirect to Direct Methods. 2. Initial Use of Indirect Method-Circumstantial Evidence. 3. The Indirect Method in History. 4. The Indirect Method in Geology and Biology. 5. Establishment of the Theory of Gravitation-Empirical Laws of Falling Bodies-Empirical Laws of Planetary Motion-Gravitation Applied to Moon-Gravitation Extended to Planetary Motion — Gravitation Extended to all Particles of Matter.

CHAPTER XVI.-DEFINITION, CLASSIFICATION, AND EXPLANATION. 1, Aim of Methods of Knowledge. 2. Development of Definition. 3. Nature of Definition. 4. Definition and other Modes of Stating Meaning. 5. Limits of Definition Meaning of Proper Names. 6. Rules of Definition. 7. Nature of Classification. 8. Rules of Classification. 9. Classification and Definition- Classification and Partition. 10. Disjunctive Classification. 11. Subsumptive Classification. 12. Provisional Character of Classification and Definition. 13. Classification and Explanation. 14. Limits of Explanation. 15. Logical Explanation and Familiarization.

CHAPTER XVII.-LCGIC AND EDUCATION.

1. General Relation of Logic to Education. 2. Education Relative to Society. 3. Method and Self-Activity-Method not Mechanical. 4. Educational Method Relative to Current Conception of KnowledgeHeuristic Methods. 5. Method of Science and Method of Education. 6. Maxims of Method.

EXERCISES IN INFERENCE.

THE

STUDY OF CHILDREN

AND

THEIR SCHOOL TRAINING

BY

FRANCIS WARNER, M.D. (Lond.)
F.R.C.P., F.R.C.S. (ENG.)

PHYSICIAN TO AND LECTURER AT THE LONDON HOSPITAL; PHYSICIAN TO THE
ROYAL ALBERT ORPHANAGE; FORMERLY PHYSICIAN TO THE EAST

LONDON HOSPITAL FOR CHILDREN; HONORARY MEMBER

OF THE HUNGARIAN SOCIETY OF PUBLIC HEALTH

AT BUDAPEST

London

MACMILLAN AND CO., LIMITED

NEW YORK: THE MACMILLAN COMPANY

CHAPTER 1. Introductory; 2. The Body of the Child: its Construction and Growth; 3. The Brain: its Development and Evolution; 4. Observing the Child: what to look at and what to look for; 5. Principles of the Methods of observing and describing Children ; 6. Points for Observation, indicating Faults in Body or Bra'n-Action, or a Status below the Normal; 7. Examination of Mental Ability and the Faults that may be observed; 8. Some General Conditions in Children Described; 9. Types of Childhood; and Groups of Children below the Normal; 10. Adolescence; 11. The Care of Children and their Training; 12. Hygiene and Health Management during Schoollife; 13. Propositions concerning Childhood. INDEX.

...

PRESS OPINIONS

Times.- An exceedingly valuable record of the results of extensive observation. There are very few parents or teachers, however observant, who will not be enabled, by a careful use of Dr. Warner's methods, to understand and to train children better than they did before."

Daily Chronicle.-"A uo less interesting than useful volume."

British Medical Journal.- "The book cannot fail to be most suggestive to teachers who wish to bring their methods into line with modern scientific views of childhood. Many aspects of the subject will be of interest to the medical observer also."

Literature.- "The teacher, and parent too, must learn that physical phenomena, and especially the phenomena of movement, are both cause and effect of 'mental' phenomena, and that a defect on one side must be treated, not merely on that side only, but by simultaneous stimulation of the mental and physical activities. For these purposes Dr. Warner's Manual is exceedingly useful."

Daily Mail.-"Fulfils an important mission. . . . His statistical tables, based on an examination of 100,000 children, are eminently instructive."

Manchester Guardian.-"At the present time when the question of improving the education of the dull and mentally feeble children in our Board Schools is occupying a good deal of attention, his book comes opportunely, and should be carefully studied by all those engaged in directing education and other forms of social work."

Scotsman. "A scientific study on the lines laid down in this suggestive and well-written volume could not but prove of advantage to all classes of teachers."