Education: Intellectual, Moral, and PhysicalD. Appleton, 1860 - 301 pages |
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Page 13
... interests at stake , its difficulty is no reason for pusillanimously pass- ing it by ; but rather for devoting every energy to its mastery . And if we only proceed systematic- ally , we may very soon get at results of no small moment ...
... interests at stake , its difficulty is no reason for pusillanimously pass- ing it by ; but rather for devoting every energy to its mastery . And if we only proceed systematic- ally , we may very soon get at results of no small moment ...
Page 37
... interest in under- standing something of the mathematical , physical , and chemical properties of things ; perhaps , also , has a direct interest in biology ; and certainly has in sociology . Whether he does or does not suc- ceed well ...
... interest in under- standing something of the mathematical , physical , and chemical properties of things ; perhaps , also , has a direct interest in biology ; and certainly has in sociology . Whether he does or does not suc- ceed well ...
Page 72
... interest which lanes and hedge- Whoever has not sought for fos- sils , has little idea of the poetical associations that surround the places where imbedded treasures were found . Whoever at the seaside has not had a mi- rows can assume ...
... interest which lanes and hedge- Whoever has not sought for fos- sils , has little idea of the poetical associations that surround the places where imbedded treasures were found . Whoever at the seaside has not had a mi- rows can assume ...
Page 82
... interest in these marvels . We repeat , then , that not science , but the neglect of science , is irreligious . Devotion to science , is a tacit worship - a tacit recognition of worth in the things studied ; and by implication in their ...
... interest in these marvels . We repeat , then , that not science , but the neglect of science , is irreligious . Devotion to science , is a tacit worship - a tacit recognition of worth in the things studied ; and by implication in their ...
Page 101
... amusing , and all education interest- ing . Hence the lectures on the value of play . Hence the defence of nursery rhymes , and fairy tales . Daily we more and more conform our plans to juvenile opinion . Does the child like this or.
... amusing , and all education interest- ing . Hence the lectures on the value of play . Hence the defence of nursery rhymes , and fairy tales . Daily we more and more conform our plans to juvenile opinion . Does the child like this or.
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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.