Scope and Contents

Thomson outlines how the lecturer can gain, maintain, and regain the interest of their students. Drawing parallels with musical composition and form, he covers topics such as including building up anticipation through the use of foreshadowing, matching the pace of the lecture to pupils' skill levels, and presenting new aspects of mundane topics.

Thomson outlines the importance of an introductory section to engage students' attention and set the tone of the lesson.

Scope and Contents

Thomson discusses the various aims of questions, including garnering what the class already know, establishing if they have learned what they should have from the lesson, and maintaining their interest.

He outlines how the teacher can ensure they question students clearly and avoid influencing the students' answers, citing research by Alfred Binet and Bernard Muscio.

Scope and Contents In the lecture, Thomson defends the use of examinations, arguing that they are preferable to nepotism. In addition, he identifies the problems of examinations, and how these may or have been resolved, including those of reliability and continuity of standards. Thomson discusses the merits of internal versus external examination, giving examples from Scotland, England and Germany, and referencing some of his own experience both as a member of a School Certificate Examination...

Scope and Contents

Thomson outlines how individuals make associations between ideas – both logical associations and unique associations which have occurred to the individual by chance – and how this aids memory.

He describes the unique way in which music creates associations; stresses the importance in allowing children to make their own associations, thus encouraging creativity and discovery; and discusses how the lecturer can utilise both associations and generalisations.

Scope and Contents Thomson discusses how habit creates dexterity, referring particularly to the playing of a musical instrument, and the premise that frequent practice is more beneficial than long practice. He discusses the importance of challenging students and ensuring the level of attainment results in an increase in the level of difficulty; and he compares the effectiveness of the entire and parts methods of memorising, in relation to music...

Scope and Contents

Thomson discusses the effect language has on learning and memory, arguing that language is vital to thought. He compares this to music and musical notation, as well as the tonic sol-fa system, in which the effect or emotion of the note is described in words.

Includes typescript and handwritten draft.

Scope and Contents

Includes a handwritten draft as well as the final lecture.

Thomson argues that music plays a part in every aspect of education, physical, aesthetic, and moral, and makes a case for music to be given a prominent place in the school curriculum. He opines that musical ability is correlated with mathematical and logical ability, and links early acquisition of complex rhythms to later mathematical ability.

Scope and Contents

Includes lectures delivered by Thomson largely concerning education and intelligence testing. Most of these lectures have been delivered to mixed and public audiences, and are subsequently decipherable to those with no previous knowledge of the topics covered. Thomson has often underlined or circled words or phrases throughout in red pencil in order to act as an aide memoir, and several lectures have a handwritten covering sheet which notes Thomson's main points.

Scope and Contents

The letter is written on the reverse of 2 tables, titled teachers' superannuation scheme, and training of teachers in training centres and colleges.

Scope and Contents From the Series:

Includes letters to and about Thomson regarding his life, work, and career from a variety of correspondents including Karl Pearson, Egon Pearson, Edward Lee Thorndike, Sir James Duff, Carlos Paton Blacker, David Glass, and Derrick Lawley.