Schools of To-morrow |
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activities adult arithmetic become boys cation Chicago public schools chil child classroom cooking coöperation course curriculum district dolls dramatization dren English environment exer exercise experience facts Fairhope field geography Francis Parker School Froebel furnish gardens Gary schools geography girls give grade growth high school ical idea Indianapolis individual industrial interest Interlaken justment keep knowledge large number leave school lesson liberty living manual material means ment mental methods metic millinery Montessori Method moral munity nature study necessary needs neighborhood objects occupations opportunity parents pentry Pestalozzi physical play Play School playground possible practical problem public schools pupils result Rousseau school buildings sense sewing shops simply skill social society story taught teacher teaching text-book things tical tion vocational whole workers writing
Popular passages
Page 312 - There must not be one system for the children of parents who have more leisure and another for the children of those who are wageearners. The physical separation forced by such a scheme, while unfavorable to the development of a proper mutual sympathy, is the least of its evils. Worse is the fact that the over bookish education for some and the over "practical" education for others brings about a division of mental and moral habits, ideals and outlook.
Page 140 - ... the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in the case of the old-time discipline. And all this because our aim is to discipline for activity, for work, for good; not for immobility, not for passivity, not for obedience. A. room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.
Page 302 - If we train our children to take orders, to do things simply because they are told to, and fail to give them confidence to act and think for themselves, we are putting an almost insurmountable obstacle in the way of overcoming the present defects of our system and of establishing the truth of democratic ideals...
Page 69 - Hence, the facts and truths that enter into the child's present experience, and those contained in the subject-matter of studies, are the initial and final terms of one reality. To oppose one to the other is to oppose the infancy and maturity of the same growing life; it is to set the moving tendency and the final result of the same process over against each other; it is to hold that the nature and the destiny of the child war with each other.
Page 5 - Nature would have them children before they are men. If we try to invert this order we shall produce a forced fruit immature and flavourless, fruit which will be rotten before it is ripe; we shall have young doctors and old children.
Page 3 - We are continually uneasy about the things we adults know, and are afraid the child will never learn them unless they are drilled into him by instruction before he -has any intellectual use for them. If we could really believe that attending to the needs of present growth would keep the child and teacher alike busy, and would also provide the best possible guarantee of the learning needed in the future, transformation of educational ideals might soon be accomplished, and other desirable...
Page 2 - Probably the greatest and commonest mistake that we all make is to forget that learning is a necessary incident of dealing with real situations. We even go so far as to assume that the mind is naturally averse to learning — which is like assuming that the digestive organs are averse to food and have either to be coaxed or bullied into having anything to do with it. Existing methods of instruction give plenty of evidence in support of a belief that minds are opposed to learning — to their own...
Page 1 - ... learn, all that the man must know ? Try to teach the child what is of use to a child and you will find that it takes all his time. Why urge him to the studies of an age he may never reach, to the neglect of those studies which meet his present needs ?
Page 291 - This is true whether they are studying about things that happened hundreds of years ago or whether they are doing problems in arithmetic or learning to plane a board. The historical facts which are presented must be true, and whether the pupils are writing a play based on them or are building a viking boat, the details of the work as well as the main idea must conform to the known facts. When a pupil learns by doing he is reliving both mentally and physically some experience which has proved important...