The School and Society: Being Three Lectures

University of Chicago Press, 1899 - 125 Seiten

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Seite 23 - A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims.
Seite 48 - The ideal home would naturally have a workshop where the child could work out his constructive instincts. It would have a miniature laboratory in which his inquiries could be directed. The life of the child would extend out of doors to the garden, surrounding fields, and forests. He would have his excursions, his walks and talks, in which the larger world out of doors would open to him. Now, if we organize and generalize all of this, we have the ideal school.
Seite 101 - All studies grow out of relations in the one great common world. When the child lives in varied but concrete and active relationship to this common world, his studies • are naturally unified. It will no longer be a problem to correlate 'studies. The teacher will not have to resort to all sorts of devices to weave a little arithmetic into the history lessons, and the like. Relate the school to life, and all studies are of necessity correlated.
Seite 39 - The introduction of active occupations, of nature study, of elementary science, of art, of history ; the relegation of the merely symbolic and formal to a secondary position; the change in the moral school atmosphere, in the relation of pupils and teachers — of discipline ; the introduction of more active, expressive, and selfdirecting factors — all these are not mere accidents, they are necessities of the larger social evolution.
Seite 20 - There was always something which really needed to be done, and a real necessity that each member of the household should do his own part faithfully and in cooperation with others.
Seite 59 - ... affects and modifies all the language work of the school. Under the old regime it was unquestionably a most serious problem to give the children a full and free use of language. The reason was obvious. The natural motive for language was seldom offered. In the pedagogical textbooks language is defined as the medium of expressing thought. It becomes that, more or less, to adults with trained minds, but it hardly needs to be said that language is primarily a social thing, a means by which we give...
Seite 43 - Some few years ago I was looking about the school supply stores in the city, trying to find desks and chairs which seemed thoroughly suitable from all points of view— artistic, hygienic, and educational— to the needs of the children. We had a great deal of difficulty in finding what we needed, and finally one dealer, more intelligent than the rest, made this remark: "I am afraid we have not what you want. You want something at which the children may work; these are all for listening.
Seite 39 - But why should I make this labored presentation? The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose. It is already in progress. Those modifications of our school system which often appear (even to those most actively concerned with them, to say nothing of their...
Seite 44 - Just as the biologist can take a bone or two and reconstruct the whole animal, so, if we put before the mind's eye the ordinary schoolroom, with its rows of ugly desks placed in geometrical order, crowded together so that there shall be as little moving room as possible, desks almost all of the same size, with just space enough to hold...
Seite 57 - Now, keeping in mind these fourfold interests — the interest in conversation or communication ; in inquiry, or finding out things; in making things, or construction; and in artistic expression...

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