School education

THIS VOLUME IS AFFECTIONATELY INSCRIBED, IN VERY GRATEFUL RECOGNITION, NOT ONLY OF HER GENEROUS LIFE’S LABOUR GIVEN TO THE SPREAD OF CERTAIN EDUCATIONAL IDEAS, BUT ALSO OF HER S...

Better relations between children and their elders—The elder generation of parents, autocratic—Arbitrary rule not always a failure—But truer educational thought results in worth...

Mistakes made on principle—Authority distinguished from autocracy—Behaviour of ‘autocracy’—Behaviour of ‘authority’—Qualities proper to a ruler—Mechanical and reasonable obedien...

Increased sense of responsibility—A sign of moral progress—Parental responsibility—Anxiety the note of a transition stage—A fussy and restless habit—‘Masterly inactivity’—The el...

Children should be free in their play—Organised games are not play—Personal initiative in work—Children must stand or fall by their own efforts—Boys and girls are generally duti...

Educational thought in the eighteenth century—General dissatisfaction with education—Psychologies are many—Conditions of an adequate system—Sacredness of the person—The evolutio...

Theories of Pestalozzi and Froebel—Lack the element of personality—The struggle for existence a part of life—Herbartian psychology—The person an effect and not a cause—A temptin...

A human being—_His capacities_—_His limitations_—_His education_—The behaviour of ideas—No one can beget an idea by himself—Certain persons attract certain ideas—The idea that ‘...

Dynamic relations—Power over material—Intimacy with animals—The great human relationships—The awakening idea—Human intelligence limited by human interests—The full human life—Du...

We look to Germany for educational reform—Herbartian thought the most advanced on the Continent—Comparison with P.N.E.U. thought—The development of the ‘faculties’—We, like Herb...

Does our physical culture make heroes?—A serviceable body the end of physical culture—‘Ye are not your own’—Use of habit in physical training—Self-restraint—Self-control—Self-di...

We are law-abiding in matters physical and moral—Not so in matters intellectual—Three ultimate facts, not open to question—Limitations of reason—Reason brings logical proof of a...

Three foundation principles—Authority the basis of moral teaching—Principles not rules—Limitations of authority—Duty can exist only as that which we _owe_—Morals do not come by...

Authority in religious education—Questions in the air—How authority works—The habits of the religious life—Habit of the thought of God—Reverent attitudes—Regularity in devotions...

A motto—Nineteenth-century formula, Education is an atmosphere—Results in inanition—And _ennui_—Eighteenth-century formula, Education is a life, results in intellectual exhausti...

Line upon line—An incident of schoolgirl life—How did the girls get their enthusiasm?—What manner of book sustains the life of thought—The ‘school-books’ of the publishers—Reaso...

Disciplinary subjects of instruction—‘Open sesame’—The Bible, the great storehouse of moral impressions—Effect of our liturgy on a child—Principles on which to select school-boo...

Only three educational instruments—Our limitations—We temper life too much for the children—Fairy lore, a screen and shelter—Spontaneous living—On what does fulness of living de...

Affinity for material: Ruskin’s opportunities—Intimacy with natural objects—Ruskin’s flower-studies—His pebble studies—A life-shaping intimacy—Insatiate delight in books, Ruskin...

Turner’s ‘call’ to Ruskin—Sincere work—Initiation—Nature, a passion—The calling of a poet—The education of the little prig—Children have affinities and should have relations—Edu...

Summary of preceding chapters—Some preliminary considerations—We take too much upon us—A definite aim—Education objective, not subjective—Interests—Educational unrest—A unifying...

Books that supply the sustenance of ideas—Books and oral teaching—The use of appliances—The co-ordination of studies—Our aim in education—Education by things—Education by books—...

The use of books makes for short hours—‘Utilitarian’ education—Relations and interests—Causes of failure—Intelligent education—Blind alleys—An educated child—Children delight in...

=Better Relations between Children and their Elders.=—All of us who have accepted education as our _métier_ are keenly alive to the signs of the times as they are to be read in...

=Mistakes made on Principle.=—Mr Augustus Hare has, apparently, what somebody calls a _bad_ memory, _i.e._ one which keeps a faithful record of every slight and offence that had...

=Increased Sense of Responsibility.=—It would be an interesting task for a literary expert to trace the stages of ethical thought marked by the uses, within living memory, of th...

=Children should be Free in their Play.=—We have considered the wisdom and duty of ‘a wise passiveness,’ ‘a masterly inactivity,’ in the bringing up of children. It remains to g...

=Educational Thought in the Eighteenth Century.=—If the end of the eighteenth and the end of the nineteenth centuries have one feature in common more than another, it is, that i...

=Theories of Pestalozzi and Froebel.=—It is refreshing to turn to that school of German educational thought which has produced the two great apostles, Pestalozzi and Froebel. Wh...

=A Human Being.=—I have laid before the reader, as a working hypothesis,—that man is homogeneous, a spiritual being invested with a body—capable of responding to spiritual impul...

Geology, mineralogy, physical geography, botany, natural history, biology, astronomy—the whole circle of the sciences is, as it were, set with gates ajar in order that a child m...

=We look to Germany for Educational Reform.=—We in England require, every now and then, to pull ourselves together, and to ask what they are doing on the Continent in the way of...

Perhaps never since the days of the Olympian games has more attention been paid to physical culture than it receives in England to-day. But possibly this physical cult suffers f...

=We are Law-abiding in Matters Physical and Moral.=—We all recognise that we are under the reign of law so far as our bodies go. We know that ‘put your finger in the fire and it...

=Three Foundation Principles.=—Three principles which underlie the educational thought of the Union,[10] and the furtherance of which some of us have deeply at heart, are:—(_a_)...

=Authority in Religious Education.=—I should like to preface my remarks on Religious Education by saying that there is not the slightest pretence that they are exhaustive. My tr...

=A Motto.=—Some of my readers will know the Parents’ Union motto, ‘Education is an atmosphere, a discipline, a life,’ especially well in the neat diagrammatic form in which it a...

=Line upon Line.=—The theme of ‘School-Books’ is not a new one, and I daresay the reader will find that I have said before what I shall say now. But we are not like those men of...

=Disciplinary Subjects of Instruction.=—Having cleared our minds as to the end we have in view, we ask ourselves—‘Is there any fruitful _idea_ underlying this or that study that...

“But who shall parcel out His intellect by geometric rules, Split like a province into round and square? Who knows the individual hour in which His habits were first sown, even...

=Affinity for Material: Ruskin’s Opportunities.=—Of the _Affinity for Material_, the joy of handling and making, Wordsworth says little, but Ruskin sent out feelers in this dire...

I might trace the consummation of various other affinities in these two illustrious subjects, but space fails; I can only indicate the joy of pursuing the acquaintanceship, foll...

Every scholar of six years old and upwards should study with ‘delight’ _his own, living_, books on every subject in a pretty wide curriculum. Children between six and eight must...

=Summary of Preceding Chapters.=—I have left the consideration of a curriculum, which is, practically, the subject of this volume, till the final chapters; because a curriculum...

=Books that supply the Sustenance of Ideas.=—Mr H. G. Wells has put his finger on the place when he says that the selection of the right school-books is a great function of the...

=The Use of Books makes for Short Hours.=—Considering that under the head of ‘Education by Books’ some half-dozen groups of subjects are included, with several subjects in each...

The _Parents’ Review_ School, an output of the Parents Union, was, in the first place, designed to bring home schools, taught by governesses, up to the standard of other schools...

Geikie’s _Physical Geography_ (Macmillan, 1s.), pages 108-131, §§ 224-270. _London Geographical Readers_ (Stanford), Book V. (2s. 6d.), pages 238-267, with special reference to...