Present Day Tendencies in EducationRand, McNally, 1918 - 256 páginas |
Dentro del libro
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Página iii
... Needs of the Children Not Recognized 13 Training for Service II . LEARNING AND DOING The Mind and the Hand 16 20 21 Relation of Physical and Mental Training 23 Thought and Action 24 Clinging to Past Ideals 26 Thought and Action Not ...
... Needs of the Children Not Recognized 13 Training for Service II . LEARNING AND DOING The Mind and the Hand 16 20 21 Relation of Physical and Mental Training 23 Thought and Action 24 Clinging to Past Ideals 26 Thought and Action Not ...
Página iv
... Need for Avocational Education 121 124 The Place of Avocational Education in Our School System 126 IX . NATURAL APTITUDES AND THEIR CONSCIOUS DI- RECTION 131 Classification of Native Endowments 139 The Vocational Guidance of Youth 142 ...
... Need for Avocational Education 121 124 The Place of Avocational Education in Our School System 126 IX . NATURAL APTITUDES AND THEIR CONSCIOUS DI- RECTION 131 Classification of Native Endowments 139 The Vocational Guidance of Youth 142 ...
Página vii
... needs of the child . The school of to - day is far in advance of what it was ten years ago , and the indications are that the next decade will see even greater progress in every phase of education . School men are studying educational ...
... needs of the child . The school of to - day is far in advance of what it was ten years ago , and the indications are that the next decade will see even greater progress in every phase of education . School men are studying educational ...
Página 3
... needs and capacities . Dr. Leonard P. Ayres of the Russell Sage Foundation says that only 12 per cent of the children who enter the public schools remain until they are sixteen years of age and that most of them leave during the next ...
... needs and capacities . Dr. Leonard P. Ayres of the Russell Sage Foundation says that only 12 per cent of the children who enter the public schools remain until they are sixteen years of age and that most of them leave during the next ...
Página 5
... need . It is certainly not a hopeful comment on the schools of the land that more than two - thirds of our boys and girls are forced to leave school before the age of fourteen years because the school program does not give them the ...
... need . It is certainly not a hopeful comment on the schools of the land that more than two - thirds of our boys and girls are forced to leave school before the age of fourteen years because the school program does not give them the ...
Otras ediciones - Ver todas
Present Day Tendencies in Education William Bennett Bizzell,Marcus Homer Duncan Sin vista previa disponible - 2015 |
Términos y frases comunes
ability acquired adapt Angelo Mosso apperceptive application attitude average become boys and girls bring cation cause cent Chaldea child child's play conception conservatism course of study cultural demands ditions educational system efficiency effort enter fact fatigue feel formal grammar Froebel give glycogen grades greatest habit hand harmony high school idea ideals important individual instincts interest kindergarten knowledge labor leisure lesson lives Macmillan means ment mental methods mind moral muscles nature needs nerve cells nervous system never normal obedience obey perfect law physical Plato play possible practical pragmatic philosophy problems progress proper pupil question Rand McNally recognized relation REPORT AND INVESTIGATION says school discipline school system schoolroom self-activity social standards teach teacher things thought tion to-day TOPICS FOR REPORT voca vocational education Vocational Guidance vocational training
Pasajes populares
Página 88 - Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our own fates, good or evil, and never to be undone.
Página 201 - Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire; Hands that the rod of empire might have swayed, Or waked to ecstasy the living lyre...
Página 9 - And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers, after that miracles, then gifts of healings, helps, governments, diversities of tongues. Are all apostles? are all prophets? are all teachers? are all workers of miracles? have all the gifts of healing? do all speak with tongues? do all interpret?
Página 150 - The pragmatic method in such cases is to try to interpret each notion by tracing its respective practical consequences. What difference would it practically make to anyone if this notion rather than that notion were true? If no practical difference whatever can be traced, then the alternatives mean practically the same thing, and all dispute is idle.
Página 88 - Van Winkle, in Jefferson's play, excuses himself for every fresh dereliction by saying, "I won't count this time!" Well, he may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve-cells and fibres the molecules are counting it, registering and storing it up to be used against him when the next temptation comes.
Página 150 - Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object.
Página 88 - I won't count this time!' Well! he may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve-cells and fibres the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do is, in strict scientific literalness, wiped out.
Página 193 - Palissy ! within thy breast Burned the hot fever of unrest ; Thine was the prophet's vision, thine The exultation, the divine Insanity of noble minds, That never falters nor abates, But labours and endures and waits, Till all that it foresees it finds, Or what it cannot find creates ! town Turn, turn, my wheel!
Página 151 - Human interest, then, is vital to the existence of truth : to say that a truth has consequences and that what has none is meaningless, means that it has a bearing upon some human interest. Its ' consequences ' must be consequences to some one for some purpose. If it is clearly grasped that the ' truth ' with which we are concerned is truth for man and that the
Página 147 - The nineteenth century witnessed an extraordinary increase in our knowledge of the material world, and in our power to make it subservient to our ends; the twentieth century will probably witness a corresponding increase in our knowledge of human nature and in our power to use it for our welfare