What is Education?Ginn, 1915 - 357 pages |
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Page 3
... courses of study , and the teachers of the young are engaged in " choosing experiences for people , " not for a day or an hour but for life . The study of education is the effort to put intelligence into that high task . " Nothing is ...
... courses of study , and the teachers of the young are engaged in " choosing experiences for people , " not for a day or an hour but for life . The study of education is the effort to put intelligence into that high task . " Nothing is ...
Page 7
... course of action . " It is highly probable , ” writes Professor Baldwin , " that two in every three children are more or less damaged or hindered in their mental and moral development in the school ; but , " he adds , " I am not at all ...
... course of action . " It is highly probable , ” writes Professor Baldwin , " that two in every three children are more or less damaged or hindered in their mental and moral development in the school ; but , " he adds , " I am not at all ...
Page 8
... course , or calculate the force of its impact . Science consists in the minuter examination of ex- perience . It seeks quantitative precision , where common sense reckons with a vague more - or - less . It coördinates remote happenings ...
... course , or calculate the force of its impact . Science consists in the minuter examination of ex- perience . It seeks quantitative precision , where common sense reckons with a vague more - or - less . It coördinates remote happenings ...
Page 9
... of school administration , of selecting the subjects for a course of study , and a scientific knowledge of children and of the procedure which must be employed in instructing them . This knowl- edge [ 9 ] WHAT IS EDUCATION ?
... of school administration , of selecting the subjects for a course of study , and a scientific knowledge of children and of the procedure which must be employed in instructing them . This knowl- edge [ 9 ] WHAT IS EDUCATION ?
Page 14
... course , or go anywhere , for he has no means of determining where he is or in what direction he is moving . What is education ? seems to us , therefore , to be the most fundamental of all the questions which 1 G. K. Chesterton ...
... course , or go anywhere , for he has no means of determining where he is or in what direction he is moving . What is education ? seems to us , therefore , to be the most fundamental of all the questions which 1 G. K. Chesterton ...
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Common terms and phrases
९९ activity answer Aristotle arithmetic awareness become begin better body called cation child chyle concepts course of study definite degree develop discipline doctrine effort employ Euthydemus examination exercise existence experience eyes facts faculties feeling function geometry German chieftain give Greek gymnastic habit Hegel human Immanuel Kant important individual instruction ISOCRATES James Watt kind knowl knowledge language Latin learner lesson literature living matter means measure memory mental merely mind names nature notion object one's organize particular person philosophy philosophy of education physical Plato possible practice problem Professor profitable pupils purpose question Quintilian race reason require rience scholasticism scientific method sense shape social Socrates Socratic method student taught teacher teaching tell textbook theory Theuth things thought tion true truth typhoid fever vocational words writing
Popular passages
Page 218 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother-dialect only.
Page 47 - And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof.
Page 312 - There are nine and sixty ways of constructing tribal lays, And — every — single — one — of — them — is — right!
Page 240 - I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best ; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew ; it tends to set the reader himself in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.
Page 245 - I happened to read for amusement ' Malthus on Population,' and being well prepared to appreciate the struggle for existence which everywhere goes on from long-continued observation of the habits of animals and plants, it at once struck me that under these circumstances favourable variations would tend to be preserved, and unfavourable ones to be destroyed. The result of this would be the formation of new species.
Page 84 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Page 74 - This is the way in which the study of the one has a power of drawing and converting the mind to the contemplation of true being. And surely, he said, this occurs notably in the case of one ; for we see the same thing to be both one and infinite in multitude?
Page 245 - This wonderful relationship in the same continent between the dead and the living, will, I do not doubt, hereafter throw more light on the appearance of organic beings on our earth and their disappearance from it than any other class of facts.
Page 325 - An impression first strikes upon the senses, and makes us perceive heat or cold, thirst or hunger, pleasure or pain of some kind or other. Of this impression there is a copy taken by the mind, which remains after the impression ceases; and this we call an idea.
Page x - Why, look you now, how unworthy a thing you make of me! You would play upon me; you would seem to know my stops; you would pluck out the heart of my mystery...