Education: Intellectual, Moral, and PhysicalD. Appleton, 1860 - 301 sider |
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Side 11
... teacher of writing has pointed out how great an aid writing is to success in business - that is , to the obtainment of sustenance — that is , to satisfactory living ; he is held to have proved his case . And when the col- lector of dead ...
... teacher of writing has pointed out how great an aid writing is to success in business - that is , to the obtainment of sustenance — that is , to satisfactory living ; he is held to have proved his case . And when the col- lector of dead ...
Side 26
... teaching how to maintain them is a teaching that yields in moment to no other whatever . And therefore we assert that such a course of physi- ology as is needful for the comprehension of its general truths , and their bearings on daily ...
... teaching how to maintain them is a teaching that yields in moment to no other whatever . And therefore we assert that such a course of physi- ology as is needful for the comprehension of its general truths , and their bearings on daily ...
Side 39
... teaching but such as is given in our public schools , England would now be what it was in feu- dal times . That increasing acquaintance with the laws of phenomena which has through successive ages enabled us to subjugate Nature to our ...
... teaching but such as is given in our public schools , England would now be what it was in feu- dal times . That increasing acquaintance with the laws of phenomena which has through successive ages enabled us to subjugate Nature to our ...
Side 46
... teaching as it is , differ from teaching as it should be ; when hardly any parents , and but few teachers , know anything about psychology . As might be expected , the system is grievously at fault , alike in matter and in manner ...
... teaching as it is , differ from teaching as it should be ; when hardly any parents , and but few teachers , know anything about psychology . As might be expected , the system is grievously at fault , alike in matter and in manner ...
Side 48
... teaching subjects be- fore they can be understood , and in each of them . giving generalizations before the facts of which these are the generalizations - what with making the pupil a mere passive recipient of other's ideas , and not in ...
... teaching subjects be- fore they can be understood , and in each of them . giving generalizations before the facts of which these are the generalizations - what with making the pupil a mere passive recipient of other's ideas , and not in ...
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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.