A New Life in Education - Fletcher Durell - Google Bøger

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SYLLABUS.

A HERITAGE AND A NEED.

A Contrast-Increase of Formal Education

-Increase of Informal Education-Lifelong

Education-Vistas of Need-A Concrete Basis

-Communication-Transportation-Production

Problems Unsolved First Transforming

Agencies-I. Business Power-II. Government

by the People-III. Other First Transforming

Agencies-A General Survey-Place of Concen-

trating Need and Opportunity.

THE NEW EDUCATION AND CHRIST.

The Old and the New-Search for the New-

Illustration of the New-Forms of the New-

Limitations of the New-Jewish Education-

Galilee-Unfolding of Jesus' Mind-Jesus as a

Teacher-Features of Jesus' Method-Christian

Education in Three Senses.

Two Elements in Growth-Expansion Illus-

trated-I. Magnitude Expansion-II. Diversity

Expansion-Value of Expansion-I. In Assimila-

tion-II. In Discovery-III. In Practical Life—

Means of Attaining Expansion-Difficulties and

Limitations-Expanding Power in Moral and

Religious Ideas.

ORGANIZATION AND EXACTNESS.

Second Part of Growth-Organization as a

Process-Accuracy the Basis of Organization-

Illustrations-Fruits of Accuracy-Combination

of Expansion and Accuracy-Individuality-In-

clusiveness-Productiveness-Means of Attain-

ing Truth-Organization-Conscience and Re-

ligion as Organizers.

Third Element in Growth-The Will a Factor

in Expansion- -Factor in Organization — The

Will in the Future-Education of the Will-Re-

lation of Will to Religion-The Trinity of

The Changed Ideal-Nerve, Brain and Activ-

ity-Physical Expansion-Physical Organiza-

tion-The Physical Will-The Swedish System

-German and English Systems-Other Ele-

ments of Physical Life-Selection and Adaption

-The Christian Ideal.

ADULT EDUCATION.

The People's Purpose-In the Land of Philos-

ophy and Science-In the Land of Arts-In a

Remote Province-In the Land of Commerce

and Dominion-In the Home Land-Woman's

Place in Adult Education-Free Public Libra-

ries-Value in Social Problems-Value in For-

mal Education-Immigration and Heredity-

The Religious Element in Adult Education.

THE USE OF BOOKS.

The Wealth of Books-The Problem-The

Great Books--Searching out the Essence-As-

similation of the Essence-The Princess' Quest..

Three Great Systems-The Teacher in the
Jewish System-In the Jesuit System-In the

German System-A Fundamental and Difficult

Problem-Dramatic Power-The Teacher a Stu-

dent-Experimentation-A Teaching Era-The

Religious Spirit in the Teacher-Hints of this

Spirit Two Great Teachers Pestalozzi

Thomas Arnold-The Ideal Teacher.

MORAL AND RELIGIOUS EDUCATION IN ITSELF.

Most Important Single Element-Moral and

Religious Acts the Most Numerous-The Most

Important-The Most Difficult-Relation to the

Future-Relation to the so-called Practical Life

and Education-Its Inclusive Relations-Value

Increases with Amount-The Absolute Value-

Conclusions of Educators.

THE PRACTICAL PROBLEM.

Separation Education-Religious Education

Adapted Secular Education Adapted-Value

of a Closer Union-Sectarian Education-A Prot-

estant Experience-A Catholic Experience-

Other Instances-Semi-sectarian Education.

THE SUBSTANCE OF RELIGION IN EDUCATION.

An Aggressive Substance-A First Essence:

A Common Fact and Act-Common Feeling-

Common Activities-Use of the First Essence-

Essence Developed into Substance: Develop-

ment of the Fundamental Religious Act-It is

the Simplest Act- The Most Fundamentally

Constructive Act-Its Universality-Extended

Use of the Primal Religious Act-The Whole

Developed Essence-Development of a General

Idealism: Germs of Idealism-Culmination of

Idealism in Religious Ideas-Idealism and Re-

ligion Develop Each Other-Practical Aspects:

Attitude of Agnostics-Attitude of Denomina-

tions-Relation to Education as It Is-Relation

to the World as It Is-Arnold's Method-Jesus'

Method-A Symbol of the New Life.

A NEW LIFE IN EDUCATION.

A

CHAPTER I.

A HERITAGE AND A NEED.

A CONTRAST.

S the world advances the function of the teacher becomes more and more important. Among uncivilized peoples there are no specific, organized educating agencies. All education is incidental to and a part of other pursuits and pleasures. But, in proportion as the world advances, professional teachers appear in all lines and areas of work and pleasure. Take the contrast, in this respect, between the land in which we live as it was four hundred years ago and as it is now. Then there was not a single trained teacher amid all the populations of this vast country, now there are three hundred thousand of them; then there was not a single school child, now there are fifteen millions; then not a single wigwam devoted to the purposes of instruction, now two hundred thousand buildings devoted to the work of the most intense, exclusive education, some of them palaces in splendor and beauty; then not a single string of wam

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