Education and LivingEducation and Living by Randolph Silliman Bourne, first published in 1917, is a rare manuscript, the original residing in one of the great libraries of the world. This book is a reproduction of that original, which has been scanned and cleaned by state-of-the-art publishing tools for better readability and enhanced appreciation. Restoration Editors' mission is to bring long out of print manuscripts back to life. Some smudges, annotations or unclear text may still exist, due to permanent damage to the original work. We believe the literary significance of the text justifies offering this reproduction, allowing a new generation to appreciate it. |
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active world activity æsthetic Ameri American appreciation artistic attitude average background become boys capacity cation chil child cism city school classroom continuation school coöperative course criticism cultural curiosity curriculum demands democratic democratic school discipline dren drudgery educa elementary school employers experience Gary plan Gary school girls give grades high school ical ideal ideas imagination industrial intellectual intelligence interest John Dewey kind laboratory learning live manual Matthew Arnold mean mechanical ment mental merely mind modern school moral national service opportunity organized labor philosophy play Portland practical pre-vocational school professor public school pupils school system scientific seems sense shops skill social society Stearns student survey taste teachers teaching technique tests things tion tional to-day Tome School trade traditional trustees tural undergraduate vocational education vocational training Wirt Wirt's workers
Popular passages
Page 52 - I am not denying the superlative beauty of what has come to be officially labeled "the best that has been thought and done in the world." But I do object to its being made the universal norm. For if you educate people in this way, you only really educate those whose tastes run to the classics. You leave the rest of the world floundering in a fog of cant, largely unconscious perhaps, trying sincerely to squeeze their appreciations through the needle's eye.
Page 48 - ... schools require some sort of rigid machinery for their governance. Handeducated children have had to go the way of handmade buttons. Children have had to be massed together into a schoolroom, just as cotton looms have had to be massed together into a factory.
Page 73 - ... being done. It could have for its aim the improvement of the quality of our living. Our appalling slovenliness, the ignorance of great masses in city and country as to the elementary technique of daily life — this should be the enemy of the army of youth.
Page 10 - ... that they cannot teach masses of children anything with the assurance that they will really assimilate it. What they can do is to fill the school with all kinds of typical experiences, and see that children are exposed to them. They can see that children have a chance to dabble in them, touch tools and growing things, read books, draw, swim, play and sing. Let the teacher cleverly supervise and coordinate, see that the children's interests are drawn out. and that what they do contributes toward...
Page 68 - Americanism" in activities that are not creative. The best will in America at the present time seems to crave some kind of national service but it veers off from military service. Until we satisfy that craving, we shall run at halfpower, and suffer all the dissatisfaction and self-despising that comes from repressed energy. The question which all are asking, in the varied and disguised forms, is: How can we all together serve America by really enhancing her life? To more and more of us the clue has...
Page 67 - ... would not satisfy us. We want action, but we do not want military action. Even the wildest patriots know that America would have to go through the most pernicious and revolutionary changes to accept the universal military service which they advocate. We wish to advance from where we stand. We begin to suspect that military service, flag-reverence, patriotic swagger, are too much the weary old deep-dug channels into which national feeling always runs and is lost. The flooding river fills again...
Page 92 - experimental education " In the light of the new standard tests In the fundamental subjects by which the work of large' masses of public school children Is being regularly measured and compared. Discusses the value of mental tests. 786. Bowler, Alida C. A picture arrangement test. Psychological clinic, 11: 37-54, April 15, 1917. A test designed primarily to measure logical judgment. 787. Courtis, SA The problem of measuring ability in silent reading. American school board journal, 54 : 17-18...
Page 10 - The school constantly encroaches on the home. It provides play and work opportunities that even well-to-do homes cannot provide. It must take over too the free and comradely atmosphere of the homes and the streets where children play. Let teachers face the fact that they cannot teach masses of children anything with the assurance that they will really assimilate it. What they can do is to fill the school with all kinds of typical experiences, and see that children are exposed to them. They can see...
Page 222 - DAYS of academic self-analysis, the intellectual caliber of the American undergraduate finds few admirers or defenders. Professors speak resignedly of the poverty of his background and imagination. Even the undergraduate himself in college editorials confesses that the student soul vibrates reluctantly to the larger intellectual and social issues of the day. The absorption in petty gossip, sports, class politics, fraternity life, suggests that too many undergraduates regard their college in the light...
Page 203 - What is needed is not a course in woodworking, or a course in metal work, but rather organized training in practical arts which will include a variety of experiences fundamental to the life of the community. Woodwork, metal work, printing and bookbinding, clay modeling, concrete and electrical work, are some of the industries which give an opportunity for experience in certain fundamental processes that are most valuable to boys without respect to the occupation in which they may later engage.