Education: Intellectual, Moral, and PhysicalD. Appleton, 1860 - 301 pages |
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Page 15
... follows that knowledge needful for self - maintenance has strong- er claims than knowledge needful for family wel- fare is second in value to none save knowledge needful for immediate self - preservation . As the family comes before the ...
... follows that knowledge needful for self - maintenance has strong- er claims than knowledge needful for family wel- fare is second in value to none save knowledge needful for immediate self - preservation . As the family comes before the ...
Page 22
... follow breaches of physiologic law . For complete living it is neces- sary , not only that sudden annihilation of life shall be warded off ; but also that there shall be escaped the incapacities and the slow annihilation which unwise ...
... follow breaches of physiologic law . For complete living it is neces- sary , not only that sudden annihilation of life shall be warded off ; but also that there shall be escaped the incapacities and the slow annihilation which unwise ...
Page 34
... follows necessarily that the science of these phenomena is the rational basis of agriculture . Various biological truths have indeed been empirically established and acted upon by farmers while yet there has been no conception of them ...
... follows necessarily that the science of these phenomena is the rational basis of agriculture . Various biological truths have indeed been empirically established and acted upon by farmers while yet there has been no conception of them ...
Page 45
... a similar manner ? Grant that the phenomena of intelligence conform to laws ; grant that the evolution of intelligence in a child also conforms to laws ; and it follows inevita- bly that education can be rightly guided only by a.
... a similar manner ? Grant that the phenomena of intelligence conform to laws ; grant that the evolution of intelligence in a child also conforms to laws ; and it follows inevita- bly that education can be rightly guided only by a.
Page 58
... follows , that biology and psy- chology are indispensable as interpreters of sociol- ogy . Or , to state the conclusions still more sim- ply : -all social phenomena are phenomena of life -are the most complex manifestations of life- are ...
... follows , that biology and psy- chology are indispensable as interpreters of sociol- ogy . Or , to state the conclusions still more sim- ply : -all social phenomena are phenomena of life -are the most complex manifestations of life- are ...
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Common terms and phrases
acquired action activity adult æsthetic alike animals asceticism bear become bodily body cause chil child colour commonly conduct conform conse consequences considered constitution course culture daily discipline dren dyspepsia effects energy entailed eral evil exer exercise experience facts faculties feelings follows further gained gratification greater growth gymnastics habitually Hence Herbert Spencer human ical inferred inflicted injury intellectual juvenile kind knowledge labour larvæ laws less lessons manifest means ment mental method metic mind moral mother MUSCULAR CHRISTIANITY natural navvy needful observation octahedron pain parents penalties Pestalozzi phenomena physical pleasurable poetry practice principles process of self-development produce punishment pupil quantity question rational reactions recognised respect rience scarcely self-preservation Sir John Forbes social sociology spontaneous success tained teachers teaching tendency things tion tive transgression trinsic true truth viscera youth
Popular passages
Page 221 - Bear constantly in mind the truth that the aim of your discipline should be to produce a self-governing being ; not to produce a being to be governed by others.
Page 153 - We believe that on examination they will be found not only to progress from the simple to the complex, from the concrete to the abstract...
Page 11 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances.
Page 57 - The only history that is of practical value, is what may be called Descriptive Sociology. And the highest office which the historian can discharge, is that of so narrating the lives of nations, as to furnish materials for a Comparative Sociology; and for the subsequent determination of the ultimate laws to which social phenomena conform.
Page 63 - Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.
Page 2 - Among mental as among bodily acquisitions, the ornamental comes before the useful. Not only in times past, but almost as much in our own era, that knowledge which conduces to personal wellbeing has been postponed to that which brings applause. In the Greek schools, music, poetry, rhetoric, and a philosophy which, until Socrates taught, had but little bearing upon action, were the dominant subjects; while knowledge aiding the arts of life had a very subordinate place. And in our own universities and...
Page 120 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 13 - Our first step must obviously be to classify, in the order of their importance, the leading kinds of activity which constitute human life. They may be naturally arranged into: — 1. Those activities which directly minister to self-preservation; 2. Those activities which, by securing the necessaries of life, indirectly minister to self-preservation; 3. Those activities which have for their end the rearing and...
Page 27 - ... of a fabled demi-god, show not the slightest shame in confessing that they do not know where the Eustachian tubes are, what are the actions of the spinal cord, what is the normal rate of pulsation, or how the lungs are inflated. While anxious that their sons should be well up in the superstitions of two thousand years ago, they care not that they should be taught anything about the structure and functions of their own bodies — nay, even wish them not to be so taught.
Page 39 - All our industries would cease, were it not for that information which men begin to acquire as they best may after their education is said to be finished.