The New Method of Education: With Illustrative Examples, Extracts from School Documents, and a Catalogue of the Normal High School [Milford, N.H.]

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Tufts College Press, 1911 - Education - 223 pages
 

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Page 4 - Annual for me, the grape, the rose renew The juice nectareous, and the balmy dew; For me, the mine a thousand treasures brings; For me, health gushes from a thousand springs; Seas roll to waft me, suns to light me rise; My foot-stool earth, my canopy the skies.
Page 33 - If there needs any further evidence of the rude, undeveloped character of our education, we have it in the fact that the comparative worths of different kinds of knowledge have been as yet scarcely even discussed — much less discussed in a methodic way with definite results.
Page 29 - No human pursuits make any material progress until science is brought to bear upon them. We have seen accordingly many of them slumber for centuries upon centuries ; but from the moment that Science has touched them with her magic wand, they have sprung forward and taken strides which amaze, and almost awe, the beholder.
Page xv - For modes of faith let graceless zealots fight; His can't be wrong whose life is in the right...
Page 57 - If we consult reason, experience, and the common testimony of ancient and modern times, none of our intellectual studies tend to cultivate a smaller number of the faculties, in a more partial or feeble manner, than mathematics.
Page 31 - ... in this. The vague impression that such pursuits, and such alone, impart a training to the mind has long sustained this unwise course. It also finds excuse in its alleged power of communicating the wisdom of past ages. The grand depositories of human knowledge are not the ancient but the modern tongues. Few are the facts worth knowing that are to be exclusively obtained by a knowledge of Latin and Greek...
Page 33 - We conclude, then, that for discipline, as well as for guidance, science is of chiefest value. In all its effects, learning the meaning of things is better than learning the meanings of words.
Page 28 - Because, in the prevailing system of culture, the art of observation, which is the beginning of all true science, the basis of all intellectual discrimination, and the kind of knowledge which is necessary to interpret these observations, are universally neglected. Our teachers mostly belong to the old dispensation. Their preparation is chiefly literary ; if they obtain a little scientific knowledge, it is for the purpose of communicating it, and not as a means of tutorial guidance. Their art is a...
Page 33 - To tell a child this and to show it the other, is not to teach it how to observe, but to make it a mere recipient of another's observations ; a proceeding which weakens rather than strengthens its powers of self-instruction, which deprives it of the pleasures resulting from successful activity...
Page 91 - I grudge that epithet of secular to any matter whatsoever. But I do more ; I deny it to anything which God has made, even to the tiniest of insects, the most insignificant atom of dust. To those who believe in God, and try to see all things in God, the most minute natural phenomenon cannot be secular. It must be divine ; I say, deliberately, divine ; and I can use no less lofty word. The grain of dust is a thought of God ; God's power made it ; God's wisdom gave it whatsoever properties or qualities...

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