The School and Society: Being Three Lectures

University of Chicago Press, 1899 - 129 Seiten

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Seite 11 - What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.
Seite 33 - We sometimes hear the introduction of manual training, art, and science into the elementary, and even the secondary, schools deprecated on the ground that they tend toward the production of specialists — that they detract from our present scheme of generous, liberal culture. The point of this objection would be ludicrous if it were not often so effective as to make it tragic. It is our present education which is highly specialized, one-sided, and narrow. It is an education dominated almost entirely...
Seite 20 - 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. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling.
Seite 36 - When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.
Seite 97 - All studies arise from aspects of the one earth and the one life lived upon it. We do not have a series of stratified earths, one of which is mathematical, another physical, another historical and so on. We should not live very long in any one taken by itself. We live in a world where all sides are bound together. 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....
Seite 106 - What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life, instead of having the school a place where the child comes solely to learn certain lessons?
Seite 35 - 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.
Seite 35 - 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 self-directing factors — all these are not mere accidents, they are necessities of the larger social evolution.
Seite 12 - ... of the school, at the disposal of its future members. All its better thoughts of itself it hopes to realize through the new possibilities thus opened to its future self. Here individualism and socialism are at one. Only by being true to the full growth of all the individuals who make it up, can 19 society by any chance be true to itself.
Seite 36 - To do this means to make each one of our schools an embryonic community life, active with types of occupations that reflect the life of the larger society, and permeated throughout with the spirit of art, history, and science.

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