Education and Social ProgressLongmans, Green, and Company, 1916 - 252 من الصفحات |
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الصفحة 174
... the nursery . It was dragged up to live or die as it happened . It had no young dreams . It broke at once into the iron realities of life . ' work in the field of education than to inculcate a 174 EDUCATION AND SOCIAL PROGRESS.
... the nursery . It was dragged up to live or die as it happened . It had no young dreams . It broke at once into the iron realities of life . ' work in the field of education than to inculcate a 174 EDUCATION AND SOCIAL PROGRESS.
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عبارات ومصطلحات مألوفة
attendance Board of Education body capacity causes cent CHAPTER character Charles Booth child civilisation Committee compulsory continuation classes continuation schools criminal day nurseries defective children destitution disease districts duty economic Edinburgh Education Scotland educational authorities efficiency elementary school employment environment feeble-minded fourteen give given Herbert Spencer heredity human ideal important individual industrial influence inheritance instinct instruction intellectual interest Karl Pearson kindergarten labour leave school living local educational authorities means medical inspection ment mentally defective methods mind modern moral nation nature necessary nursery school occupations open-air schools organised parents Plato play playgrounds Poor Law poverty practical education present primary education primary school problems pupils race realise recognise says school age School Board school children Scotch Education Department Scotland slums social progress suitable teacher teaching tion trade treatment tuberculosis utilising vocational workers young
مقاطع مشهورة
الصفحة 160 - As remarks a suggestive writer, the first requisite to success in life is " to be a good animal;" and to be a nation of good animals is the first condition to national prosperity.
الصفحة 21 - They look up with their pale and sunken faces, And their look is dread to see, For they mind you of their angels in high places, With eyes turned on Deity ! " How long," they say, "how long, O cruel nation, Will you stand, to move the world, on a child's heart? Stifle down with a mailed heel its palpitation. And tread onward to your throne amid the mart ! Our blood splashes upward...
الصفحة 30 - I will or no—in the open streets, shameful instances of neglect of children, intolerable toleration of the engenderment of paupers, idlers, thieves, races of wretched and destructive cripples both in body and mind, a misery to themselves, a misery to the community a disgrace to civilisation, and an outrage on Christianity I know it to be a fact as easy of demonstration as any sum in any of the elementary rules of arithmetic, that if the State would begin its work and duty at the beginning, and...
الصفحة 211 - ... yet so pronounced that they require care, supervision, and control for their own protection or for the protection of others, or, in the case of children, that they by reason of such defectiveness appear to be permanently incapable of receiving proper benefit from the instruction in ordinary schools...
الصفحة 78 - No reception without reaction, no impression without correlative expression, — this is the great maxim which the teacher ought never to forget. An impression which simply flows in at the pupil's eyes or ears, and in no way modifies his active life, is an impression gone to waste.
الصفحة 211 - ... the standard of manhood, till some of them will defy the scrutiny of good judges when compared with ordinary young men and women.
الصفحة 27 - We would not have our guardians grow up amid images of moral deformity, as in some noxious pasture, and there browse and feed upon many a baneful herb and flower day by day, little by little, until they silently gather a festering mass of corruption in their own soul.
الصفحة 49 - 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...
الصفحة 57 - I HAVE no patience with the hypothesis occasionally expressed, and often implied, especially in tales written to teach children to be good, that babies are born pretty much alike, and that the sole agencies in creating differences between boy and boy, and man and man, are steady application and moral effort. It is in the most unqualified manner that I object to pretensions of natural equality. The experiences of the nursery, the school, the University, and of professional careers, are a chain of...
معلومات المراجع
| العنوان | Education and Social Progress |
| المؤلف | Alexander Morgan |
| الناشر | Longmans, Green, and Company, 1916 |
| عدد الصفحات | 252 من الصفحات |
| تصدير الاقتباس | BiBTeX EndNote RefMan |