What is Education?Ginn, 1915 - 357 pages |
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Page 12
... function belongs to philosophy . Its work begins where science leaves off . It concerns itself with a critical examination of the hypotheses and assump- tions which the sciences make in order to solve their problems . It examines their ...
... function belongs to philosophy . Its work begins where science leaves off . It concerns itself with a critical examination of the hypotheses and assump- tions which the sciences make in order to solve their problems . It examines their ...
Page 15
... function to impart it . It is not good form to say , " I learned him geometry or reading . " The verb to learn will not bear that meaning . I may teach him geometry or reading , but he must do his learning of them for himself . Is it ...
... function to impart it . It is not good form to say , " I learned him geometry or reading . " The verb to learn will not bear that meaning . I may teach him geometry or reading , but he must do his learning of them for himself . Is it ...
Page 18
... function is to provide the environment — to direct the child to the facts and methods of handling them which have been found to be socially useful , and to leave the rest to him . Three kinds of schools . There are three kinds of ...
... function is to provide the environment — to direct the child to the facts and methods of handling them which have been found to be socially useful , and to leave the rest to him . Three kinds of schools . There are three kinds of ...
Page 25
... function as that of pur- veying the raw materials of knowledge . Bread and meat are not food until the individual who would get nourishment from them has himself reduced them to chyle . At that point they enter the blood and provide ...
... function as that of pur- veying the raw materials of knowledge . Bread and meat are not food until the individual who would get nourishment from them has himself reduced them to chyle . At that point they enter the blood and provide ...
Page 26
... function of the consciousness of the believer . There are no educational sacraments which impart a saving grace . Mechanical education is easy , but it accomplishes only that which should not be accomplished . Real education is hard ...
... function of the consciousness of the believer . There are no educational sacraments which impart a saving grace . Mechanical education is easy , but it accomplishes only that which should not be accomplished . Real education is hard ...
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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...