Confession & Repentance
It is absolutely vital that children understand and are taught to properly confess and repent if they are going to have attached, secure relationships with people – in their childhood and in adulthood. Relationships falter and will, in fact, die if thorough confession is not part of the interaction between individuals and also within groups. Not completely confessing demonstrates a protection of self over the … Continue reading Confession & Repentance
My 7 Year Old’s Daily Schedule
This is what I am doing with my 7 year old right now. The Together Time subjects are done with the entire family. They take about 2 hours. The other work we do takes roughly an hour and a half – give or take. Most things things take about 5 min.— poetry and Bible verses less, handwriting less, reading a bit more, games more. The … Continue reading My 7 Year Old’s Daily Schedule
Condensed Volume 6 Book 1 Chapter 10 Section 3c
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. Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 3c
A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3c
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
Condensed Volume 6 Book 1 Chapter 10 Section 3b
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. We take strong ground when we appeal to the beauty and truth of Mathematics; that, as Ruskin points out, two and two make four and cannot conceivably make five, is an inevitable law. It is a great thing to be … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 3b
A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3b Mathematics
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
Condensed Volume 6 Book 1 Chapter 10 Section 3a
III THE KNOWLEDGE OF THE UNIVERSE (a) SCIENCE … 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 entirely alert … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 3a
A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 3a
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
Condensed Volume 6 Book 1 Chapter 10 Section 2f
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 South Kensington in the sixties,—freehand drawing, perspective, drawing from the round, has long … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 2f
A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 2f
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
Real Living Life 