Faculty psychology The school of faculty psychology, dominating the field from 1860-1890 in the United States, believed that the brain was a muscle that could be improved by the exercise of memorization (with comprehension a secondary consideration). Curriculum policy for elementary, secondary, and high schools were determined by the Committee of Ten on Secondary School Studies, the Committee of Fifteen on Elementary Education, and the Committee on College Entrance Requirements,   appointed by the National Education Association (NEA) in the 1890s , to follow faculty psychology principles . W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 75. 
Faculty psychology The school of faculty psychology, dominating the field from 1860-1890 in the United States, believed that the brain was a muscle that could be improved by the exercise of memorization (with comprehension a secondary consideration). This supports the classical theory, which previously emphasized a method of teaching school subjects using memorization and recitation as primary instructional tools. The theory itself claims three constituent faculties or power: the presence of will or volition, which enables human beings to act; the emotions, which pertains to the affections and passions that enable human beings to experience pleasure, pain, love, and hate; and, the intellect or understanding, which is the foundation of human rationality that enables him to make judgments and comprehend meanings. The idea is that education should expand the faculty of the mind and this is achieved through the key concepts of discipline and furniture. The faculty theory, which steered curriculum policy for elementary, secondary, and high schools, was institutionalized by three committees appointed by the National Education Association (NEA) in the 1890s to follow faculty psychology principles : W.F. Pinar (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc., p. 75. the Committee of Ten on Secondary School Studies (1893), the Committee of Fifteen on Elementary Education (1895) and the Committee on College Entrance Requirements.
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Curriculum policy for elementary, secondary, and high schools were determined by the Committee of Ten on Secondary School Studies, the Committee of Fifteen on Elementary Education, and the Committee on College Entrance Requirements,
This supports the classical theory, which previously emphasized a method of teaching school subjects using memorization and recitation as primary instructional tools. The theory itself claims three constituent faculties or power:
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the presence of will or volition, which enables human beings to act; the emotions, which pertains to the affections and passions that enable human beings to experience pleasure, pain, love, and hate; and, the intellect or understanding, which is the foundation of human rationality that enables him to make judgments and comprehend meanings.
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The idea is that education should expand the faculty of the mind and this is achieved through the key concepts of discipline and furniture. The faculty theory, which steered curriculum policy for elementary, secondary, and high schools, was institutionalized by three committees
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the Committee of Ten on Secondary School Studies (1893), the Committee of Fifteen on Elementary Education (1895) and the Committee on College Entrance Requirements.