The Principles of Education |
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Common terms and phrases
acquired activities adjustment æsthetic aim of education animals apperception applied appreciation aspects asso bacteriology Bagley basis become botany capacity cation chapter child conception connection consciousness course culture curriculum definite doctrine educa Educational Psychology effect efficiency elements environment exercise experience fact feeling formal aims formal discipline formal values function fundamental gain geography germ plasm give habit Herbart Herbartian high school human ical ideals identical elements includes individual inductive reasoning inference influence instinctive intellectual intelligent interest knowledge language Latin liberalizing value literature logical man's mathematics means ment mental method mind moral nature Nicholas Murray Butler object one's organization perception person philosophy physical preparatory Principles of Teaching profes professional psychology reason relation result sciences scientific selection selective attention sentimental side social value society student subjects teacher theory things Thorndike Thoughts Concerning Education tion voca vocational word writing zoology
Popular passages
Page 118 - Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man's wit be...
Page 89 - In other words, education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws.
Page 88 - I call therefore a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.
Page 78 - ... whose mind is stored with a knowledge of the great and fundamental truths of Nature and of the laws of her operations ; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience ; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself.
Page 77 - I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge, as they shall have occasion.
Page 67 - How to live ? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances.
Page 68 - Those activities which directly minister to self-preservation; 2. Those activities which, by securing the necessaries of life, indirectly minister to self-preservation; 3. Those activities which have for their end the rearing and disciplining of offspring; 4. Those activities which are involved in the maintenance of proper social and political relations; 5. Those miscellaneous activities which make up the leisure part of life, devoted to the gratification of the tastes and feelings.
Page 275 - Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test.
Page 148 - principle of utility" understood as Bentham understood it, and applied in the manner in which he applied it through these three volumes, fell exactly into its place as the keystone which held together the detached and fragmentary component parts of my knowledge and beliefs. It gave unity to my conceptions of things. I now had opinions; a creed, a doctrine, a philosophy; in one among the best senses of the word, a religion; the inculcation and diffusion of which could be made the principal outward...
Page 164 - We may be quite sure that the acquirement of those classes of facts which are most useful for regulating conduct, involves a mental exercise best fitted for strengthening the faculties. It would be utterly contrary to the beautiful economy of Nature, if one kind of culture were needed for the gaining of information and another kind were needed as a mental gymnastic.