THE KNOWLEDGE OF MAN (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 a definite subject rather from the point of view of what may be called … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 2c
II THE KNOWLEDGE OF MAN (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 a definite subject rather from the point of view of what may be … Continue reading A Philosophy of Education Volume 6 Book 1 Section 2c
II THE KNOWLEDGE OF MAN (b) LITERATURE EXCEPT in Form I [*age 6-9] the study of Literature goes pari passu [at an equal pace, hand in hand] with that of History. Fairy tales…delight Form IB [*age 6-7], and the little people re-tell these tales copiously, vividly, and with the astonishing exactness we may expect when we remember how seriously annoyed they are with the story-teller … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 2b Literature
II THE KNOWLEDGE OF MAN (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 annoyed they are with the story-teller who alters a phrase or … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 2b
THE KNOWLEDGE OF MAN (a) HISTORY I HAVE already spoken of history as a vital part of education… To us in particular who are living in one of the great epochs of history it is necessary to know something of what has gone before in order to think justly of what is occurring to-day. And, alas, this indifference to history is not confined to the … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 2a
THE KNOWLEDGE OF MAN (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 are living in one of the great epochs of history it is necessary to … Continue reading A Philosophy of Education Volume 6 Chapter 10 Section 2a
THE KNOWLEDGE OF GOD 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 the children less well and have a narrower, poorer standard of measurement for their … Continue reading Condensed Volume 6 Book 1 Chapter 10 Section 1
THE KNOWLEDGE OF GOD 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 the children less well and have a narrower, poorer standard of measurement for their … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 10 Section 1
THE CURRICULUM “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. Out of this conception comes our principle that:— “Education is the Science … Continue reading Volume 6 Book 1 Chapter 10
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. Out of this conception comes our principle that:— “Education is the Science … Continue reading Volume 6 Book 1 Chapter 10
