Education as Growth: Its Significance for the Secondary Schools of Ontario

Front Cover
Columbia University, 1925 - Education - 183 pages

From inside the book

Other editions - View all

Common terms and phrases

Popular passages

Page 39 - If a teacher negligently or wilfully permits an unauthorized book to be used as a text-book by the pupils of his school the Minister, on the report of the inspector, may suspend such teacher...
Page 20 - A man's nature and the changes that take place in it may be described in terms of the responses — of thought, feeling, action and attitude — which he makes, and of the bonds by which these are connected with the situations which life offers. Any fact of intellect, character or skill means a tendency to respond in a certain way to a certain situation — involves a situation or state of affairs influencing the man, a response or state of affairs in the man, and a connection or bond whereby the...
Page 21 - Education ought to be largely devoted to the issues upon which the young as they grow up should be in a position to form an intelligent opinion. They should understand that scientific advance has greatly altered, and promises still further to alter, our environment and our notions of ourselves and possibly the expediency of existing moral, social and industrial standards. We should have a dynamic education to fit a dynamic world. The world should not be presented to students as happily standardized...
Page 162 - ... the New Plan may, if recommended by his school, be admitted without examination, provided he has ranked in scholarship in the last two years of his school course in the highest seventh of the boys in a graduating class containing at least seven boys.
Page 39 - School any book except such as is authorized by the Regulations, and the Minister, upon the report of the inspector, may withhold the whole or any part of the legislative grant in respect of any High School in which any unauthorized book is so used.
Page 64 - Now the operator has to adjust himself to his machine instead of his tools to his own purposes. While the intellectual possibilities of industry have multiplied, industrial conditions tend to make industry, for great masses, less of an educative resource than it was in the days of hand production for local markets. The burden of realizing the intellectual possibilities inhering in work is thus thrown back on the school.
Page 120 - PSYCHICAL ASPECTS OF ADOLESCENCE Another aspect of adolescence possesses great importance: namely, the adolescent is mentally different from the preadolescent. Whipple says : Compared to the relatively self-centered life of the child, the life of the adolescent is shot through with consciousness of self as related to other persons. His outlook is hetero-centric, not ego-centric. His behavior has constantly a social reference. He considers himself in relation to others. It needs no argument to show...
Page 20 - A concept is in consciousness in so far as it is not suppressed, but is an actual representation. When it rises out of a condition of complete suppression, it enters into consciousness. Here, then, it is on the threshold of consciousness. It is very important to determine by calculation the degree of strength which a concept must attain in order to be able to stand beside two or more stronger ones exactly on the threshold of consciousness, so that, at the slightest yielding of the hindrance, it would...
Page 161 - Plan, a candidate's total record (school record and examination record) must be such as to show clearly that he is a desirable student. There will be no counting by subjects under the New Plan, nor crediting of separate subjects. A candidate will be admitted to College, or will be refused admission. If he presents himself as an applicant for admission again by the New Plan, it must be in some subsequent year, and he must be examined anew, irrespective of previous examinations.
Page 39 - Geography, etc., School Helps, School and Home, or similar publications be used by his pupils in their work at school; and neither the teacher nor the board has any authority to require or induce pupils to buy any of such prohibited books, pamphlets, magazines, Notes, School Helps, School...

Bibliographic information