An Introduction to the Study of Education and to Teaching

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Houghton Mifflin, 1925 - 476 pages

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Page 356 - God's worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity; dreading to leave an illiterate ministry to the churches, when our present ministers shall lie in the dust.
Page 159 - Consequently, education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends .... This commission, therefore, regards the following as the main objectives of education: 1.
Page 145 - Harvard College pays me for doing what I would gladly pay it for allowing me to do. No professional man, then, thinks of giving according to measure. Once engaged, he gives his best, gives his personal interest, himself. His heart is in his work, and for this no equivalent is possible...
Page 452 - But my point is that the people of the United States do not wish to curtail the activities of this Government; they wish, rather, to enlarge them...
Page 231 - The two ideas of science and art differ from one another as the understanding differs from the will, and as the indicative mode in Grammar differs from the imperative. The one deals in facts, and the other in precepts. Science is a collection of truths ; art is a body of rules, or directions for the conduct. The language of science is, This is, or This is not ; This does 'or does not happen. The language of art is, Do this ; Avoid that.
Page 146 - Discipline, gives a composite judgment of one hundred experienced school men on the elements entering into "teaching personality," as follows: 1. Sympathy 6. Enthusiasm 2. Personal appearance 7. Scholarship 3. Address 8.
Page 199 - Educational significance of intelligence measurements. The educational significance of this new means of determining the mental ability of school children is very large. Questions relating to proper classification in school, grading, promotion, choice of studies, amount of work, schoolroom procedure, vocational guidance, and the proper handling of sub-normal children on the one hand and gifted children on the other, all acquire new meaning in the light of intelligence measurements.
Page 61 - State to formulate a constructive policy for the development of the education of the people of the State, and to change this policy from time to time as the changing needs of the State may seem to require. This may involve more than the mere regulation of schools, and may properly include such educational agencies and efforts as libraries, playgrounds, health supervision, and adult education. Instead of being a passive tax-gatherer and lawgiver, the State should become an active, energetic agent,...
Page 159 - Education in the United States should be guided by a clear conception of the meaning of democracy. It is the ideal of democracy that the individual and society may find fulfillment each in the other.
Page 451 - ... and the embarrassments hitherto found in this country, from the financing of education, will come to an end.

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