Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
From inside the book
Results 1-5 of 31
Page 21
... commonly prevent the girls in their charge from the spontaneous phys- ical activities they would indulge in ; and so ren- der them comparatively incapable of taking care of themselves in circumstances of peril . - This , however , is by ...
... commonly prevent the girls in their charge from the spontaneous phys- ical activities they would indulge in ; and so ren- der them comparatively incapable of taking care of themselves in circumstances of peril . - This , however , is by ...
Page 24
... commonly suppose , that a dis- order or disease from which we have recovered leaves us as before . No disturbance of the normal KNOWLEDGE NECESSARY TO HEALTH . 25 course of the functions 24 WHAT KNOWLEDGE IS OF MOST WORTH ?
... commonly suppose , that a dis- order or disease from which we have recovered leaves us as before . No disturbance of the normal KNOWLEDGE NECESSARY TO HEALTH . 25 course of the functions 24 WHAT KNOWLEDGE IS OF MOST WORTH ?
Page 25
... commonly undermined , and break down , long be- fore their time . And if we call to mind how far the average duration of life falls below the possible duration , we see how immense is the loss . When , to the numerous partial deductions ...
... commonly undermined , and break down , long be- fore their time . And if we call to mind how far the average duration of life falls below the possible duration , we see how immense is the loss . When , to the numerous partial deductions ...
Page 42
... commonly regard the event as a misfortune as a visitation of Providence . Thinking after the prevalent chaotic fashion , they assume that these evils come without causes ; or that the causes are supernatural . Nothing of the kind . In ...
... commonly regard the event as a misfortune as a visitation of Providence . Thinking after the prevalent chaotic fashion , they assume that these evils come without causes ; or that the causes are supernatural . Nothing of the kind . In ...
Page 51
... commonly given is almost value- less for purposes of guidance . Scarcely any of the facts set down in our school - histories , and very few even of those contained in the more elaborate works written for adults , give any clue to the right.
... commonly given is almost value- less for purposes of guidance . Scarcely any of the facts set down in our school - histories , and very few even of those contained in the more elaborate works written for adults , give any clue to the right.
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 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 rational reactions recognised respect rience scarcely self-preservation Sir John Forbes social sociology spect spontaneous success tained teachers teaching tendency things tion tive transgression treme trinsic true truth viscera youth
Popular passages
Page 12 - ... those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others, how to live completely? And this being the great thing needful for us to learn, is by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge...
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 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 74 - We may be quite sure that the acquirement of those classes of facts which are most useful for regulating conduct, involves a mental exercise best fitted for strengthening the faculties. It would be utterly contrary to the beautiful economy of Nature, if one kind of culture were needed for the gaining of information and another kind were needed as a mental gymnastic.
Page 232 - As remarks a suggestive writer, the first requisite to success in life is " to be a good animal;" and to be a nation of good animals is the first condition to national prosperity.
Page 223 - ... independent English man; and you cannot have the last without the first. German teachers say that they had rather manage a dozen German boys than one English one. Shall we, therefore, wish that our boys had the manageableness of the Gcfman ones, and with it the submissivencss and political serfdom of adult Germans?
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 85 - ... found only in — Science. For that interpretation of national life, past and present, without which the citizen cannot rightly regulate his conduct, the indispensable key is — Science. Alike for the most perfect production and highest enjoyment of art in all its forms, the needful preparation is still — Science. And for purposes of discipline — intellectual, moral, religious — the most efficient study is, once more — Science.
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 213 - As the child's features — flat nose, forwardopening nostrils, large lips, wide-apart eyes, absent frontal sinus, etc. — resemble for a time those of the savage, so, too, do his instincts. Hence the tendencies to cruelty, to thieving, to lying, so general among children — tendencies which, even without the aid of discipline, will become more or less modified just as the features do. The popular idea that children are