Education: Intellectual, Moral, and PhysicalD. Appleton, 1866 - 283 sider |
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Side 27
... importance of this or the other order of information . But whether the degree of its importance justifies the expendi- ture of the time needed to acquire it ; and whether there are not things of more importance to which the time might ...
... importance of this or the other order of information . But whether the degree of its importance justifies the expendi- ture of the time needed to acquire it ; and whether there are not things of more importance to which the time might ...
Side 29
... importance , though the last to be considered , is the problem — how to decide among the conflicting claims of various subjects on our attention . Before there can be a rational cur- riculum , we must settle which things it most con ...
... importance , though the last to be considered , is the problem — how to decide among the conflicting claims of various subjects on our attention . Before there can be a rational cur- riculum , we must settle which things it most con ...
Side 32
... importance , the leading kinds of activity which constitute human life . They may be naturally arranged into : —1 . Those activities which directly minister to self - preservation ; 2. ( Those activities which , by securing the ...
... importance , the leading kinds of activity which constitute human life . They may be naturally arranged into : —1 . Those activities which directly minister to self - preservation ; 2. ( Those activities which , by securing the ...
Side 33
... importance . That next after 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 con- sidered before his ...
... importance . That next after 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 con- sidered before his ...
Side 35
... importance ; but an attention to all , greatest where the value is greatest , less where the value is less , least where the value is least . For the average man ( not to forget the cases in which peculiar aptitude for some one ...
... importance ; but an attention to all , greatest where the value is greatest , less where the value is less , least where the value is least . For the average man ( not to forget the cases in which peculiar aptitude for some one ...
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Vanlige uttrykk og setninger
acquire action activity adult æsthetic alike animals asceticism bear become bodily body cause chil child colour commonly conduct conform consequences constitution course culture daily direct self-preservation discipline dren effects energy entailed eral evil exer exercise experience facts faculties feelings follows further gained gratification greater growth gymnastics habitually Hence HERBERT SPENCER human ical ideas inferred inflicted injury intellectual juvenile kind knowl knowledge labour larvæ laws less lessons manifest means ment mental method mind moral mother MUSCULAR CHRISTIANITY navvy needful observation octahedron pain parents penalties phenomena physical pleasurable poetry practice preparation principles process of self-development produce punishment pupil quantity quired rational recognised respect rience scarcely sidered Sir John Forbes social SOCIAL STATICS sociology spontaneous success supply teachers teaching things tion transgression true truth viscera youth
Populære avsnitt
Side 153 - We believe that on examination they will be found not only to progress from the simple to the complex, from the concrete to the abstract...
Side 31 - ... 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 ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Side 31 - In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all 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?
Side 222 - 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 62 - And then, pervading the whole, is the vicious system of rote learning — a system of sacrificing the spirit to the letter. See the results. What with perceptions unnaturally dulled by early thwarting, and a coerced attention to books — what with the mental confusion produced by teaching subjects before they can be understood, and in each of them giving generalizations before the facts of which...
Side 204 - I am very apt to think that great Severity of Punishment does but very little Good; nay, great Harm in Education: And I believe it will be found, that, Cceteris paribus, those Children, who have been most chastised, seldom make the best Men.
Side 55 - This must have been the curriculum for their celibates," we may fancy him concluding. " I perceive here an elaborate preparation for many things ; especially for reading the books of extinct nations and of coexisting nations, (from which indeed it seems clear that these people had very little worth reading in their own tongue) ; but I find no reference whatever to the bringing up of children. They could not have been so absurd as to omit all training for this gravest of responsibilities. Evidently,...
Side 37 - Life as divided into several kinds of activity of successively decreasing importance; the worth of each order of facts as regulating these several kinds of activity, intrinsically, quasi-intrinsically, and conventionally; and their regulative influences estimated both as knowledge and discipline.
Side 85 - ... telescopic range, to the accountant whose daily practice enables him to add up several columns of figures simultaneously, we find that the highest power of a faculty results from the discharge of those duties which the conditions of life require it to discharge. And we may be certain, a priori, that the same law holds throughout education. The education of most value for guidance, must at the same time be the education of most value for discipline.
Side 96 - Paraphrasing an Eastern fable, we may say that in the family of knowledges, Science is the household drudge, who, in obscurity, hides unrecognized perfections. To her has been committed all the work ; by her skill, intelligence, and devotion, have all the conveniences and gratifications been obtained ; and while ceaselessly occupied ministering to the rest, she has been kept in the background, that...