The Child and the CurriculumLondon, 1906 - 175 pages |
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ancient arches architecture arithmetic beautiful Bell Heather Beowulf blackboard Botanical Gardens St boys Cathedral century character child Church Cleon College connection culture Draw Early English educa examinations Froebel geography girls Gothic Grammar Greek Grendel Haddon Hall heart Heorot Herbart Herbartian Hrothgar human ideal ideas instruction interest Kinder Scout knowledge language Latin literature Magdalen Magdalen Bridge Magdalen College Mathematics matter means Milham Ford mind modern moral Nature Study Norman Norman architecture note-books observations Olympia ornament Pestalozzi picture Plato play pupils race Recapitulation rhyme Robinson Crusoe Roman says school curriculum school journey Scripture series of lessons sketches Solomon soul Souls College spirit stages Stanley Hall Step I.-Preparation Step II.-Presentation Step III.-Association Step IV.-Formulation Step V.-Application story style subjects taught teacher temple things tion vaulting verse write Zeus
Popular passages
Page 122 - Let knowledge grow from more to more, But more of reverence in us dwell; That mind and soul, according well, May make one music as before, But vaster.
Page 28 - It is our present education which is highly specialized, onesided and narrow. It is an education dominated almost entirely by the mediaeval conception of learning. It is something which appeals for the most part simply to the intellectual aspect of our natures, our desire to learn, to accumulate information, and to get control of the symbols of learning; not to our impulses and tendencies to make, to do, to create, to produce, whether in the form of utility or of art.
Page 114 - Boys tend to grow content with mechanical, memorized work and, excelling on the lines of girls' qualities, fail to develop those of their own. There is a little charm and bloom rubbed off the ideal of girlhood by close contact, and boyhood seems less ideal to girls at close range. In place of the mystic attraction of the other sex that has inspired so much that is best in the world, familiar comradeship brings a little disenchantment.
Page 87 - Now, when all these studies reach the point of intercommunion and connection with one another, and come to be considered in their mutual affinities, then, I think, but not till then, will the pursuit of them have a value for our objects; otherwise there is no profit in them.
Page 38 - The foundation of all learning consists,' says Comenius in the preface, ' in representing clearly to the senses sensible objects, so that they can be apprehended easily. I maintain that this is the basis of all other actions, inasmuch as we could neither act nor speak wisely unless we comprehended clearly what we wished to say or do. For it is certain that there is nothing in the Understanding which has not been previously in the...
Page 160 - Then lifting up mine eyes, as the tears came, I saw the Angels, like a rain of manna, In a long flight flying back Heavenward ; Having a little cloud in front of them, After the which they went and said, " Hosanna ;" And if they had said more, you should have heard. Then Love said, " Now shall all things be made clear : Come and behold our lady where she lies.
Page 160 - HOW doth the city sit solitary, that was full of people ! How is she become as a widow ! she that was great among the nations, And princess among the provinces, how is she become tributary!
Page 14 - And all depends on keeping the eye steadily fixed upon the facts of nature and so receiving their images simply as they are. For God forbid that we should give out a dream of our own imagination for a pattern of the world...
Page 56 - Again, we. cannot overlook the importance for educational purposes of the close and intimate acquaintance got with nature at first hand, with real things and materials, with the actual processes of their manipulation, and the knowledge of their social necessities and uses.
Page 98 - ... him. He has a tolerably quick grasp of isolated things and events, but he has very small power of synthesis. He cannot combine, in his little mind, things and events so as to perceive whole processes. He cannot perceive the principles and laws underlying the things and events which are brought under his notice.