Condensed Volume 6 Book 1 Chapter 9

CHAPTER IX 2.—THE WAY OF THE REASON           We should teach children, also, not to lean (too confidently) unto their own understanding because the function of reason is to give logical demonstration of (a) mathematical truth and (b) of initial ideas accepted by the will. In the former case reason is, perhaps, an infallible guide but in the latter is not always a safe one, for … Continue reading Condensed Volume 6 Book 1 Chapter 9

A Philosophy of Education Volume 6 Chapter 9

CHAPTER IX 2.—THE WAY OF THE REASON           We should teach children, also, not to lean (too confidently) unto their own understanding because the function of reason is to give logical demonstration of (a) mathematical truth and (b) of initial ideas accepted by the will. In the former case reason is, perhaps, an infallible guide but in the latter is not always a safe one, for … Continue reading A Philosophy of Education Volume 6 Chapter 9

Condensed Volume 6 Book 1 Chapter 8

CHAPTER VIII  I.—THE WAY OF THE WILL           “We may offer to children two guides to moral and intellectual self-management which we may call ‘the Way of the Will’ and ‘the Way of the Reason.’           The Way of the Will: Children should be taught (a) to distinguish between ‘I want’ and ‘I will.’ (b) That the way to will effectively is to turn our … Continue reading Condensed Volume 6 Book 1 Chapter 8

A Philosophy of Education Volume 6 Chapter 8

CHAPTER VIII  I.—THE WAY OF THE WILL           “We may offer to children two guides to moral and intellectual self-management which we may call ‘the Way of the Will’ and ‘the Way of the Reason.’           The Way of the Will: Children should be taught (a) to distinguish between ‘I want’ and ‘I will.’ (b) That the way to will effectively is to turn our … Continue reading A Philosophy of Education Volume 6 Chapter 8

Condensed Volume 6 Book 1 Chapter 7

 HOW WE MAKE USE OF MIND “We hold that the child’s mind is no mere sac to hold ideas but is rather, if the figure may be allowed, a ‘spiritual organism’ with an appetite for all knowledge. This is its proper diet with which it is prepared to deal and what it is able to digest and assimilate as the body does food-stuffs.          “Such a … Continue reading Condensed Volume 6 Book 1 Chapter 7

A Philosophy of Education Volume 6 Book 1 Chapter 7

CHAPTER VII HOW WE MAKE USE OF MIND “We hold that the child’s mind is no mere sac to hold ideas but is rather, if the figure may be allowed, a ‘spiritual organism’ with an appetite for all knowledge. This is its proper diet with which it is prepared to deal and what it is able to digest and assimilate as the body does food-stuffs.          “Such … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 7

Clothesline

CLOTHESLINEETIQUETTE and RULESfrom 1940  1. Hang the socks by the toes….not the top. 2. Hang pants by the bottom cuffs….not the waistbands. 3. Wash the clothesline before hanging any clothes – walk the entire length of each line with a damp cloth around the lines. 4. Hang the clothes in a certain order, and always hang white clothes with whites, and hang them first. 5. Never hang a … Continue reading Clothesline

Condensed Volume 6 Book 1 Chapter 6

 THREE INSTRUMENTS OF EDUCATION I.—EDUCATION IS AN ATMOSPHERE           Seeing that we are limited by the respect due to the personality of children we can allow ourselves but three educational instruments —the atmosphere of environment, the discipline of habit and the presentation of living ideas. Our motto is,- Education is an atmosphere, a discipline, a life. When we say that education is an atmosphere we … Continue reading Condensed Volume 6 Book 1 Chapter 6

A Philosophy of Education Volume 6 Book 1 Chapter 6

CHAPTER VI THREE INSTRUMENTS OF EDUCATION I.—EDUCATION IS AN ATMOSPHERE           Seeing that we are limited by the respect due to the personality of children we can allow ourselves but three educational instruments —the atmosphere of environment, the discipline of habit and the presentation of living ideas. Our motto is,- Education is an atmosphere, a discipline, a life. When we say that education is an atmosphere … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 6