Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
From inside the book
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Page
... let me include the one contributed to that periodical . This interdict is , how- ever , of no effect in the United States ; and some transatlantic friends having represented to me that an American re - issue was desir-
... let me include the one contributed to that periodical . This interdict is , how- ever , of no effect in the United States ; and some transatlantic friends having represented to me that an American re - issue was desir-
Page 3
... effect . If we inquire what is the real motive for giving boys a classical education , we find it to be simply conformity to public opinion . Men dress their children's minds as they do their bodies , in the prevailing fashion . As the ...
... effect . If we inquire what is the real motive for giving boys a classical education , we find it to be simply conformity to public opinion . Men dress their children's minds as they do their bodies , in the prevailing fashion . As the ...
Page 7
... effects on others . And this being our domi- nant idea , direct utility is scarcely more regarded than by the barbarian when filing his teeth and staining his nails . If there needs any further evidence of the rude , undeveloped ...
... effects on others . And this being our domi- nant idea , direct utility is scarcely more regarded than by the barbarian when filing his teeth and staining his nails . If there needs any further evidence of the rude , undeveloped ...
Page 11
... effects which these facts can produce on human welfare , he is obliged to admit that they are comparatively valueless . All then , either directly or by implication , appeal to this as the ultimate test . How to live ? -- that is the ...
... effects which these facts can produce on human welfare , he is obliged to admit that they are comparatively valueless . All then , either directly or by implication , appeal to this as the ultimate test . How to live ? -- that is the ...
Page 19
... effects as a preparative for complete living have to be consid- ered under both these heads . These , then , are the general ideas with which we must set out in discussing a curriculum : -Life as divided into several kinds of activity ...
... effects as a preparative for complete living have to be consid- ered under both these heads . These , then , are the general ideas with which we must set out in discussing a curriculum : -Life as divided into several kinds of activity ...
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