THE BASIS OF NATIONAL STRENGTH[1] A LIBERAL EDUCATION FROM A NATIONAL STANDPOINT KNOWLEDGE I KNOWLEDGE WE have from time to time given some attention to the failure of our attempts to educate “The Average Boy,” and it may be useful to look into one or two fundamental principles upon which this question and others seem to me to depend. For if our conceptions of education … Continue reading A Philosophy of Education Volume 6 Book 2 Chapter 4 Part 1

THE SCOPE OF CONTINUATION SCHOOLS A HUNDRED years ago, about the close of the Napoleonic wars, there was such another stirring among the dry bones as we are aware of to-day. All the world knew then, as now, that war was the outcome of the wrong thinking of ignorance, and that education was the nostrum for minds diseased.          Prussia led the way; not the children … Continue reading A Philosophy of Education Volume 6 Book 2 Chapter 3

A LIBERAL EDUCATION IN SECONDARY SCHOOLS MIGHTY is the power of persistent advertisement. The author of The Pagan may or may not be bringing an indictment against Pelmanism*, but without any doubt ‘Pelmanism’ is bringing an indictment against secondary education. Half a million souls, Judges and Generals, Admirals and Barristers, are protesting that they have not been educated. No doubt the spirit that informs advertisements … Continue reading A Philosophy of Education Volume 6 Book 2 Chapter 2

Theory Applied LIBERAL EDUCATION IN ELEMENTARY SCHOOLS I NEED not waste time in attempting to convince the reader of what we all know, that a liberal education is, like justice, religion, liberty, fresh air, the natural birthright of every child. Neither need we discuss the scope of such an education. We are aware that good life implies cultivated intelligence, that, according to the Platonic axiom, … Continue reading A Philosophy of Education Book 2 Chapter 1

III THE KNOWLEDGE OF THE UNIVERSE (c) PHYSICAL DEVELOPMENT, HANDICRAFTS It is unnecessary, too, to say anything about games,p.234dancing, physical exercises, needlework and other handicrafts as the methods employed in these are not exceptional.[1] [1] For details see the Parents’ Union School programmes. Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3c

III THE KNOWLEDGE OF THE UNIVERSE (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 reasoning powers, but now we are assured that these powers do not wait … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3b Mathematics

III THE KNOWLEDGE OF THE UNIVERSE (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 of the mental gymnastics that such teaching is supposed to afford. They are … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3a

II THE KNOWLEDGE OF MAN 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 Southp.214Kensington in the sixties,—freehand drawing, perspective, drawing from the round, has long been … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 2f

II THE KNOWLEDGE OF MAN (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 speech, that is, he should learn a little of what is called … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 2e

II THE KNOWLEDGE OF MAN (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 do certain teachers labour in vain more than in the careful and methodical … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 2d