Volume 6 read

Chapter X THE KNOWLEDGE OF THE UNIVERSE Section III (b) MATHEMATICS THE question of Arithmetic and of Mathematics generally is one of great import to us as educators. So long as the idea of ‘faculties’ obtained no doubt we were right to put all possible weight on a subject so well adapted to train the […]

Chapter X THE KNOWLEDGE OF THE UNIVERSE Section III (a) SCIENCE[1] HUXLEY’S axiom that science teaching in the schools should be of the nature of ‘common information’ is of use in defining our limitations in regard to the teaching of science. We find another limitation in the fact that children’s minds are not in need

Chapter X THE KNOWLEDGE OF MAN Section II (f) ART THERE are few subjects regarded with more respect and less confidence in our schools than this of ‘Art.’ Of course, we say, children should have their artistic powers cultivated, especially those who have such powers, but how is the question. The neat solution offered by

Chapter X THE KNOWLEDGE OF MAN Section II (e) LANGUAGES English is rather a logical study dealing with sentences and the positions that words occupy in them than with words and what they are in their own right. Therefore it is better that a child should begin with a sentence and not with the parts of

Chapter X THE KNOWLEDGE OF MAN Section II (d) COMPOSITION COMPOSITION in Form I (A and B) is almost entirely oral and is so much associated with Bible history, English history, geography, natural history, that it hardly calls for a special place on the programme, where however it does appear as ‘Tales.’ In few things

Chapter X THE KNOWLEDGE OF MAN Section II (c) MORALS AND ECONOMICS: CITIZENSHIP  LIKE Literature this subject, too, is ancillary to History. In Form I, children begin to gather conclusions as to the general life of the community from tales, fables and the story of one or another great citizen. In Form II, Citizenship becomes

Chapter X THE KNOWLEDGE OF MAN Section II (b) LITERATURE EXCEPT in Form I the study of Literature goes pari passu with that of History. Fairy tales, (Andersen or Grimm, for example), delight Form IB, and the little people re-tell these tales copiously, vividly, and with the astonishing exactness we may expect when we remember how seriously

Chapter X THE KNOWLEDGE OF MAN Section II (a) HISTORY I HAVE already spoken of history as a vital part of education and have cited the counsel of Montaigne that the teacher ‘shall by the help of histories inform himself of the worthiest minds that were in the best ages.’ To us in particular who

Chapter X THE KNOWLEDGE OF GOD Section I Of the three sorts of knowledge proper to a child,—the knowledge of God, of man, and of the universe,-the knowledge of God ranks first in importance, is indispensable, and most happy-making. Mothers are on the whole more successful in communicating this knowledge than are teachers who know

Chapter X THE CURRICULUM[1]           “We, believing that the normal child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum, taking care only that all knowledge offered to him is vital, that is, that facts are not presented without their informing ideas.