CHAPTER XXII SUGGESTIONS TOWARDS A CURRICULUM PART III.—THE LOVE OF KNOWLEDGE           The Use of Books makes for Short Hours.—Considering that under the head of ‘Education by Books’ some half-dozen groups of subjects are included, with several subjects in each group, the practical teacher will be inclined to laugh at what will seem to him Education in Utopia. In practice, however, we find that the … Continue reading School Education Volume 3 Chapter 22

CHAPTER XXI SUGGESTIONS TOWARDS A CURRICULUM (For Children under Twelve) PART II.—SCHOOL-BOOKS         Books that supply the Sustenance of Ideas.—Mr H. G. Wells has put his finger on the place when he says that the selection of the right school-books is a great function of the educator. I am not at all sure that his remedy is the right one—or that a body of experts … Continue reading School Education Volume 3 Chapter 21

CHAPTER XX SUGGESTIONS TOWARD A CURRICULUM (For children under Fourteen) PART I           Summary of Preceding Chapters.—I have left the consideration of a curriculum, which is, practically, the subject of this volume, till the final chapters; because a curriculum is not an independent product, but is linked to much else by chains of cause and consequence. The fundamental principles of docility and authority have been … Continue reading School Education Volume 3 Chapter 20

CHAPTER XIX WE ARE EDUCATED BY OUR INTIMACIES PART III.—VOCATION           I might trace the consummation of various other affinities in these two illustrious subjects, but space fails; I can only indicate the joy of pursuing the acquaintanceship, followed by the endless occupation for mind and heart, in that high intimacy which we call the Vocation of each of these men of genius.           Turner’s … Continue reading School Education Volume 3 Chapter 19

CHAPTER XVIII WE ARE EDUCATED BY OUR INTIMACIES PART II.—FURTHER AFFINITIES          Affinity for Material: Ruskin’s Opportunities.—Of the Affinity for Material, the joy of handling and making, Wordsworth says little, but Ruskin sent out feelers in this direction which began with ‘two boxes of well-cut wooden bricks’ and culminated, perhaps, in the road-making of the Oxford days:—           “I was afterwards,” he says, … Continue reading School Education Volume 3 Chapter 18

CHAPTER XVII EDUCATION, THE SCIENCE OF RELATIONS: WE ARE EDUCATED BY OUT INTIMACIES: THE PRELUDE AND PRÆTERITA                “But who shall parcel out           His intellect by geometric rules,           Split like a province into round and square?           Who knows the individual hour in which           His habits were first sown, even as a seed?           Who … Continue reading School Education Volume 3 Chapter 17

CHAPTER XVI HOW TO USE SCHOOL-BOOKS           Disciplinary Subjects of Instruction.—Having cleared our minds as to the end we have in view, we ask ourselves—‘Is there any fruitful idea underlying this or that study that the children are engaged in?’ We divest ourselves of the notion that to develop the faculties is the chief thing, and a ‘subject’ which does not rise out of some … Continue reading School Education Volume 3 Chapter 16

CHAPTER XV SCHOOL-BOOKS AND HOW THEY MAKE FOR EDUCATION           Line upon Line.—The theme of ‘School-Books’ is not a new one, and I daresay the reader will find that I have said before what I shall say now. But we are not like those men of Athens who met to hear and to tell some new thing; and he will, I now, bear with me … Continue reading School Education Volume 3 Chapter 15

CHAPTER XIV A MASTER-THOUGHT           A Motto.—Some of my readers will know the Parents’ Union motto, ‘Education is an atmosphere, a discipline, a life,’ especially well in the neat diagrammatic form in which it appears on the covers of our Library books. I am told that we, as a society, are destined to live by our motto. A notable educationalist writes to me, in connection … Continue reading School Education Volume 3 Chapter 14

CHAPTER XIII SOME UNCONSIDERED ASPECTS OF RELIGIOUS EDUCATION           Authority in Religious Education.—I should like to preface my remarks on Religious Education by saying that there is not the slightest pretence that they are exhaustive. My treatment has for its object the indication of practical lines for religious education, and I very earnestly hope that the reader will find I have left out things I … Continue reading School Education Volume 3 Chapter 13