Southern Educational Review, Volume 31906 |
Contents
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Common terms and phrases
agricultural Association average better building cent character Chattanooga child church common schools Conference culture Department duty educa Elmer Ellsworth Brown ethical fact farm farmers girls give grade Greek growth high school higher human ideals improvement increase industrial influence institutions instruction intellectual intelligent interest knowledge labor Latin Lyman Hall manual training ment mental methods mind Missouri moral nation nature normal schools North Carolina organization practical President principles problem Professor public schools pupils purpose question race religious rural schools school houses South Southern Education Southern Education Board spirit Superintendent Supt teachers teaching Tenn things thought tion truth Tulane University Universal Postal Union University University of Mississippi University of Tennessee Vanderbilt University Virginia WALTER MILLER women Xenophon young
Popular passages
Page 96 - LET me but do my work from day to day, In field or forest, at the desk or loom, In roaring market-place or tranquil room; Let me but find it in my heart to say, When vagrant wishes beckon me astray, "This is my work; my blessing, not my doom; "Of all who live, I am the one by whom "This work can best be done in the right way.
Page 23 - Lift up your heads, O ye gates; and be ye lift up, ye everlasting doors; and the King of glory shall come in. Who is this King of glory? The Lord strong and mighty, the Lord mighty in battle. Lift up your heads, O ye gates; even lift them up, ye everlasting doors; and the King of glory shall come in.
Page 129 - An' if sometimes our conduck isn't all your fancy paints, Why, single men in barricks don't grow into plaster saints. While it's Tommy this, an' Tommy that, an' "Tommy fall be'ind;" But it's "Please to walk in front, sir," when there's trouble in the wind, There's trouble in the wind, my boys, etc.
Page 136 - I say then, if we would improve the intellect, first of all, we must ascend ; we cannot gain real knowledge on a level ; we must generalize, we must reduce to method, we must have a grasp of principles, and group and shape our acquisitions by means of them.
Page 135 - He that planted the ear, shall he not hear? he that formed the eye, shall he not see...
Page 796 - Not only does it include whatever we do for ourselves, and whatever is done for us by others, for the express purpose of bringing us somewhat nearer to the perfection of our nature ; it does more : in its largest acceptation, it comprehends even the indirect effects produced on character and on the human faculties, by things of which the direct purposes are...
Page 796 - I shall confine myself, however, to education in the narrower sense ; the culture which each generation purposely gives to those who are to be its successors, in order to qualify them for at least keeping up, and if possible for raising, the level of improvement which has been attained.
Page 799 - The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the same course as the genesis of knowledge in the race.
Page 907 - ... naturally strong, might never break from the bud into the flower but for the care of some zealous gardener. They give the chance of rising in some intellectual walk of life to many a strong and earnest nature who might otherwise have remained an artisan or storekeeper, and perhaps failed in those avocations. They light up in many a country town what is at first only a farthing rushlight, but which, when the town swells to a city, or when endowments...
Page 183 - ... a way as to develop the reasoning faculties, and to train the power of rapid, accurate, and skillful manipulation of numbers. The inductive method is applied, leading the pupils to discover truths for themselves ; but it is supplemented by model solutions and careful explanations of each step.