Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
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Side 13
... possible we may positively know which are most deserving of attention . Doubtless the task is difficult - perhaps never to be more than approximately achieved . But , considering the vastness of the interests at stake , its difficulty ...
... possible we may positively know which are most deserving of attention . Doubtless the task is difficult - perhaps never to be more than approximately achieved . But , considering the vastness of the interests at stake , its difficulty ...
Side 15
... possible before the State exists , or when it has ceased to be , whereas the State is rendered possible only by the bringing up of children ; it follows that the duties of the parent demand closer attention than those of the citizen ...
... possible before the State exists , or when it has ceased to be , whereas the State is rendered possible only by the bringing up of children ; it follows that the duties of the parent demand closer attention than those of the citizen ...
Side 17
... possible in that order . Of course the ideal of education is - complete preparation in all these divisions . But failing this ideal , as in our phase of civilization every one must do more or less , the aim should be to maintain a due ...
... possible in that order . Of course the ideal of education is - complete preparation in all these divisions . But failing this ideal , as in our phase of civilization every one must do more or less , the aim should be to maintain a due ...
Side 25
... possible duration , we see how immense is the loss . When , to the numerous partial deductions which bad health entails , we add this great final deduction , it results that ordinarily more than one - half of life is thrown away . Hence ...
... possible duration , we see how immense is the loss . When , to the numerous partial deductions which bad health entails , we add this great final deduction , it results that ordinarily more than one - half of life is thrown away . Hence ...
Side 28
... possible . Undeniable as is this truth , and thrust upon us as it is at every turn , there seems to be no living consciousness of it : its very familiarity makes it unregarded . To give due weight to our argument , we must , therefore ...
... possible . Undeniable as is this truth , and thrust upon us as it is at every turn , there seems to be no living consciousness of it : its very familiarity makes it unregarded . To give due weight to our argument , we must , therefore ...
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