Social Aspects of Education: A Book of Sources and Original Discussions with Annotated BibliographiesMacmillan Company, 1912 - 425 Seiten |
Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
activities acts adult Alice Freeman Palmer aspects association athletic attention become beef tea boys and girls cation Chapter character child civic clubs committee conduct consciousness coöperation discussion effective environment ethical experience expression fact feel give habits Hesperia high school human idea ideals illustration imitation important impulses individual influence instincts instruction intellectual interest Kent County leader lectures McDonogh School means meetings ment mental method mind moral training nature normal Oceana County opportunity organization parents play playground possible practical present primary ideals problem psychology public schools pupil self-government question relation responsibility rural school school discipline school garden sense Social Center social environment social group social psychology society sort student teacher teaching things thought tion vocational whole York York City
Beliebte Passagen
Seite 235 - I might, were it not a matter of common observation, multiply illustrations of the universality and spontaneity of the group discussion and cooperation to which it gives rise. The general fact is that children, especially boys after about their twelfth year, live in fellowships in which their sympathy, ambition and honor are engaged even more, often, than they are in the family. Most of us can recall examples of the endurance by boys of injustice and even cruelty, rather than appeal from their fellows...
Seite 202 - 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 55 - To bring into closer relation the home and the school, that parents and teachers may cooperate intelligently in the training of the child, and to develop between educators and the general public such united efforts as will secure for every child the highest advantages in physical, mental, social, and spiritual education.
Seite 101 - CEdipus, and Simonides Bore off the prize of verse from his compeers, When each had numbered more than fourscore years, And Theophrastus, at fourscore and ten, Had but begun his Characters of Men.
Seite 332 - True; therefore doth Heaven divide The state of man in divers functions, Setting endeavor in continual motion ; To which is fixed, as an aim or butt, Obedience ; for so work the honey bees ; Creatures, that, by a rule in nature, teach The act of order to a peopled kingdom.
Seite 209 - 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.
Seite 208 - The great thing to keep in mind, then, regarding the introduction into the school of various forms of active occupation, is that through them the entire spirit of the school is renewed. It has a chance to affiliate itself with life, to become the child's habitat, where he learns through directed living, instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future.
Seite 408 - The only way to prepare for social life is to engage in social life. To form habits of social usefulness and serviceableness apart from any direct social need and motive, apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water.
Seite 204 - Those of us who are here today need go back only one, two, or at most three generations, to find a time when, the household was practically the center in which were carried on, or about which were clustered, all the typical forms of industrial occupation.
Seite 366 - ... measured. There is no conception of any single unifying principle. The point here made is that the extent and way in which a study brings the pupil to consciousness of his social environment, and confers upon him the ability to interpret his own powers from the standpoint of their possibilities in social use, is this ultimate and unified standard. The distinction of form and content value is becoming familiar, but, so far as I know, no attempt has been made to give it rational basis. I submit...