Education: Intellectual, Moral, and PhysicalD. Appleton, 1860 - 301 sider |
Fra bogen
Resultater 1-5 af 39
Side 94
... lesson - books put before them at between two and three years old -when school - hours were protracted , and the get- ting of knowledge was thought the one thing need- ful . As , further , it usually happens , that after one of these ...
... lesson - books put before them at between two and three years old -when school - hours were protracted , and the get- ting of knowledge was thought the one thing need- ful . As , further , it usually happens , that after one of these ...
Side 99
... lessons . The saying of Bacon , that physics is the mother of sciences , has come to have a meaning in education . Without an accurate acquaintance with the visible and tangible properties of things , our conceptions must be erroneous ...
... lessons . The saying of Bacon , that physics is the mother of sciences , has come to have a meaning in education . Without an accurate acquaintance with the visible and tangible properties of things , our conceptions must be erroneous ...
Side 100
... lesson in arithmetic exemplifies this . It is well il- lustrated , too , in Professor De Morgan's mode of explaining the decimal notation . M. Marcel , rightly repudiating the old system of tables , teaches weights and measures by ...
... lesson in arithmetic exemplifies this . It is well il- lustrated , too , in Professor De Morgan's mode of explaining the decimal notation . M. Marcel , rightly repudiating the old system of tables , teaches weights and measures by ...
Side 102
... lessons by lessons orally and experiment- ally given , like those of the field and play - ground , shows this . The disuse of rule - teaching , and the adoption of teaching by principles - that is , the leaving of generalizations until ...
... lessons by lessons orally and experiment- ally given , like those of the field and play - ground , shows this . The disuse of rule - teaching , and the adoption of teaching by principles - that is , the leaving of generalizations until ...
Side 103
... lessons shows this . The teaching of the rudiments of science in the concrete instead of the abstract , shows this . And above all , this tendency is shown in the variously directed efforts to present knowl- edge in attractive forms ...
... lessons shows this . The teaching of the rudiments of science in the concrete instead of the abstract , shows this . And above all , this tendency is shown in the variously directed efforts to present knowl- edge in attractive forms ...
Andre udgaver - Se alle
Almindelige termer og sætninger
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 Herbert Spencer 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 question rational reactions recognised respect rience scarcely self-preservation Sir John Forbes social sociology spontaneous success tained teachers teaching tendency things tion tive transgression trinsic true truth viscera youth
Populære passager
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 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 11 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances.
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 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 2 - Among mental as among bodily acquisitions, the ornamental comes before the useful. Not only in times past, but almost as much in our own era, that knowledge which conduces to personal wellbeing has been postponed to that which brings applause. In the Greek schools, music, poetry, rhetoric, and a philosophy which, until Socrates taught, had but little bearing upon action, were the dominant subjects; while knowledge aiding the arts of life had a very subordinate place. And in our own universities and...
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 13 - Our first step must obviously be to classify, in the order of their 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 necessaries of life, indirectly minister to self-preservation; 3. Those activities which have for their end the rearing and...
Side 27 - ... of a fabled demi-god, show not the slightest shame in confessing that they do not know where the Eustachian tubes are, what are the actions of the spinal cord, what is the normal rate of pulsation, or how the lungs are inflated. While anxious that their sons should be well up in the superstitions of two thousand years ago, they care not that they should be taught anything about the structure and functions of their own bodies — nay, even wish them not to be so taught.
Side 39 - All our industries would cease, were it not for that information which men begin to acquire as they best may after their education is said to be finished.