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action adaptation adult arithmetic articulation attention begin bodily activity cation child child-study complete coordination course deal diffusion direct discussion Egyptian language environment example experience expression eyes fact factors figure finger movements fully fusion give habit hand higher illusion illustration impression individual interest interpretation kind letters look Lucretius matter memory ment mental development method metic mind modes of thought mole move muscles nature never non-rational number relations objects ordinary organization position possible practical present meaning pression principle problem psychology pupils question reading realize recognition recognize rience Roanoke College Roman cursive Roman numerals Roman school school discipline single slope sound sound symbolism symbol teacher teacher-study teaching telepathy things tion to-day uncial understand variations velopment visual visual perception vocal cords whole words writing written
Page 72 - Play must be forbidden in any and all of its forms. The children shall be instructed in this matter in such a way as to show them, through the presentation of religious principles, the wastefulness and folly of all play. They shall be led to see that play will distract their hearts and minds from God, the eternal Good, and will work nothing but harm to their spiritual lives.
Page 145 - ... up to the geologists of our day whose data in some cases enable them to describe the material existing at a depth never yet reached by the miner ; from the savage barely able to say in how many days a full moon will return, up to the astronomer who ascertains the period of revolution of a double star, — there has been " an enormous " widening of the surrounding region throughout which the adjustment of inner to outer relations extends.
Page 260 - No truth, however abstract, is ever perceived, that will not probably at some time influence our earthly action. You must remember that, when I talk of action here, I mean action in the widest sense. I mean speech, I mean writing, I mean yeses and noes, and tendencies 'from' things and tendencies 'toward' things, and emotional determinations; and I mean them in the future as well as in the immediate present. As I talk here, and you listen, it might seem as if no action followed. You might call it...
Page 100 - An impression which simply flows in at the pupil's eyes or ears, and in no way modifies his active life, is an impression gone to waste. It is physiologically incomplete. It leaves no fruits behind it in the way of capacity acquired. Even as mere impression, it fails to produce its proper effect upon the memory; for, to remain fully among the acquisitions of this latter faculty, it must be wrought into the whole cycle of our operations. Its motor consequences are what clinch it.
Page 111 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Page 336 - Professor of Physiology in Jena. Translated by HW BROWN, Teacher in the State Normal School at Worcester, Mass. $1.50. 8. MEMORY: WHAT IT is AND HOW TO IMPROVE IT. By DAVID KAY, FRGS, author of " Education and Educators,
Page 332 - ... seventeen years — nearly double the life of the average text-book — it has been a delight to take up, with the larger resources time has brought, the work of a thorough revision. The result has been practically a new book. Though the original framework, which left nothing to be desired, has been retained, various improvements have been made. Both friendly and unfriendly criticism has been helpful. Most of the book has been rewritten, and sub-titles, which will prove useful both to teacher...
Page 260 - unpractical1 activities are themselves far more connected with our behavior and our adaptation to the environment than at first sight might appear. No truth, however abstract, is ever perceived, that will not probably at some time influence our earthly action. You must remember that when I talk of action here, I mean action in the widest sense. I mean speech, I mean writing, I mean yeses and noes, and tendencies 'from...
Page 140 - What must we think, then, of that barbarous education which sacrifices the present to an uncertain future, which loads a child with chains of every sort, and begins by making him miserable in order to prepare for him, long in advance, some pretended happiness which it is probable he will never enjoy?
Page 141 - The first education, then, ought to be purely negative. It consists not at all in teaching virtue or truth, but in shielding the heart from vice, and the mind from error. If you could do nothing and allow nothing to be done ; if you could bring your pupil sound and robust to the age of twelve years without his being able to distinguish his right hand from his left — from your very first lessons the eyes of his understanding would be open to reason.