Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
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Page 3
... present moment the like antithesis holds . We are guilty of something like a platitude when we say that throughout his after - career a boy , in nine cases out of ten , applies his Latin and Greek to no practical purposes . The remark ...
... present moment the like antithesis holds . We are guilty of something like a platitude when we say that throughout his after - career a boy , in nine cases out of ten , applies his Latin and Greek to no practical purposes . The remark ...
Page 5
... past down even to the present , social needs have subordinated individ- ual needs , and that the chief social need has been . the control of individuals . It is not , as we com- monly suppose , that there are no governments but those.
... past down even to the present , social needs have subordinated individ- ual needs , and that the chief social need has been . the control of individuals . It is not , as we com- monly suppose , that there are no governments but those.
Page 18
... present to us . The worth of any kind of culture , as aiding complete living , may be either necessary or more or less contingent . There is knowledge of intrinsic value ; knowledge of quasi - intrinsic value ; and knowledge of ...
... present to us . The worth of any kind of culture , as aiding complete living , may be either necessary or more or less contingent . There is knowledge of intrinsic value ; knowledge of quasi - intrinsic value ; and knowledge of ...
Page 25
... present phase of civilization men's necessities often compel them to transgress . And it is further clear that , even in the absence of such compulsion , their inclinations would frequently lead them , spite of their knowledge , to ...
... present phase of civilization men's necessities often compel them to transgress . And it is further clear that , even in the absence of such compulsion , their inclinations would frequently lead them , spite of their knowledge , to ...
Page 56
... present them that we may readily trace the consensus subsisting among them ; with the view of learning what social phenomena co - exist with what others . And then the corresponding delineations of succeeding ages HISTORY A DESCRIPTIVE ...
... present them that we may readily trace the consensus subsisting among them ; with the view of learning what social phenomena co - exist with what others . And then the corresponding delineations of succeeding ages HISTORY A DESCRIPTIVE ...
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