Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
Inni boken
Resultat 1-5 av 22
Side 3
... direct benefit , but because he would be ashamed to be seen without it ; so , a boy's drill- ing in Latin and Greek is insisted on , not because of their intrinsic value , but that he may not be dis- graced by being found ignorant of ...
... direct benefit , but because he would be ashamed to be seen without it ; so , a boy's drill- ing in Latin and Greek is insisted on , not because of their intrinsic value , but that he may not be dis- graced by being found ignorant of ...
Side 5
... direct benefits that can possibly result from know- ing them ; but because society considers them parts of a good education - because the absence of such knowledge may bring the contempt of others . When we have named reading , writing ...
... direct benefits that can possibly result from know- ing them ; but because society considers them parts of a good education - because the absence of such knowledge may bring the contempt of others . When we have named reading , writing ...
Side 7
... 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 character of our education , we have it in the fact that the ...
... 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 character of our education , we have it in the fact that the ...
Side 14
... direct self - preservation comes the indirect self - preservation which consists in ac- quiring the means of living , none will question . That a man's industrial functions must be consid- ORDER OF SUBORDINATION OF SUBJECTS . 15 ered ...
... direct self - preservation comes the indirect self - preservation which consists in ac- quiring the means of living , none will question . That a man's industrial functions must be consid- ORDER OF SUBORDINATION OF SUBJECTS . 15 ered ...
Side 16
... direct self - preservation ; that which prepares for indirect self - preservation ; that which prepares for parenthood ; that which pre- pares for citizenship ; that which prepares for the miscellaneous refinements of life . We do not ...
... direct self - preservation ; that which prepares for indirect self - preservation ; that which prepares for parenthood ; that which pre- pares for citizenship ; that which prepares for the miscellaneous refinements of life . We do not ...
Vanlige uttrykk og setninger
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
Populære avsnitt
Side 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...
Side 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.
Side 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.
Side 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.
Side 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.
Side 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?
Side 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.
Side 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.
Side 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.
Side 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