Principles and Processes of EducationC. A. Bryant Company, 1916 - 298 pages |
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Common terms and phrases
ability acquired activity Aeschines aim of education animal apperception application athletics attention become cation cerning character child cial concepts conclusion course of study cultivation definite demands dent depends developed direction domestic science educational agencies efficiency ence eral examination experience facts furnish grades habits Helen Keller Heredity high school ideals ideas important individual induction institutions interest judgment kind knowledge learned lesson assignment lesson plan lesson problem Lesson Study letics lustration material means ment mental metic mind nature necessary needs opportunity organized parents perception period phases physical play practice preparation present principles pupils purpose questions quired reasoning recitation rural school school discipline sense skill social social center movement society specific student teacher teaching text book thinking thought tical tion trilobite valuable vocation words worth school young
Popular passages
Page 230 - Lest haply after he hath laid the foundation, and is not able to finish it, all that behold it begin to mock him, saying, This man began to build, and was not able to finish.
Page 104 - Knowledge never learned of schools, Of the wild bee's morning chase, Of the wild-flower's time and place, Flight of fowl and habitude Of the tenants of the wood ; How the tortoise bears his shell, How the woodchuck digs his cell, And the ground-mole sinks his well; How the robin feeds her young, How the oriole's nest is hung...
Page 104 - О for boyhood's time of June, Crowding years in one brief moon, When all things I heard or saw, Me, their master, waited for. I was rich in flowers and trees, Humming-birds and honey-bees ; For my sport the squirrel played, Plied the snouted mole his spade ; For my taste the blackberry cone Purpled over hedge and stone ; 404 CHILDHOOD AND YOUTH.
Page 76 - A man is relieved and gay when he has put his heart into his work and done his best ; but what he has said or done otherwise, shall give him no peace.
Page 104 - For, eschewing books and tasks. Nature answers all he asks; Hand in hand with her he walks. Face to face with her he talks, Part and parcel of her joy, — Blessings on the barefoot boy!
Page 104 - June, Crowding years in one brief moon, When all things I heard or saw, Me, their master, waited for. I was rich in flowers and trees...
Page 67 - The child is entitled to his scientific inheritance, to his literary inheritance, to his aesthetic inheritance, to his institutional inheritance, and to his religious inheritance.
Page 104 - Of the tenants of the wood; How the tortoise bears his shell, How the woodchuck digs his cell, And the ground-mole sinks his well; How the robin feeds her young, How the oriole's nest is hung; Where the whitest lilies blow, Where the freshest berries grow, Where the ground-nut trails its vine, Where the wood-grape's clusters shine...
Page 68 - These five coordinate groups were, first, mathematics and physics; second, biology, including chiefly the plant and the animal; third, literature and art, including chiefly the study of literary works of art; fourth, grammar and the technical and scientific study of language, leading to such branches as logic and psychology; fifth, history and the study of sociological, political, and social institutions.
Page 66 - Liberal education may be defined in various ways, but to the writer, the most serviceable definition is to be made by contrasting liberal with vocational education in the same way that production and consumption (or utilization) are contrasted in social and economic life. Vocational education is designed to make of a person an efficient producer; liberal education may be designed to make of him an effective consumer or user. The liberally educated man utilizes the products and services of many producers;...