Standards in Education: With Some Consideration of Their Relation to Industrial Training

Front Cover
American Book Company, 1908 - 265 pages
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Other editions - View all

Common terms and phrases

Popular passages

Page 258 - MASTER of human destinies am I ! Fame, love, and fortune on my footsteps wait. Cities and fields I walk; I penetrate Deserts and seas remote, and passing by Hovel and mart and palace — soon or late I knock, unbidden, once at every gate! If sleeping, wake — if feasting, rise before I turn away. It is the hour of fate, And they who follow me reach every state Mortals desire, and conquer every foe Save death; but those who doubt or hesitate, Condemned to failure, penury, and woe, Seek me in vain...
Page 239 - True worth is in being, not seeming; In doing each day that goes by. Some little good — not in dreaming Of great things to do by and by. For whatever men say in their blindness. And spite of the fancies of youth. There's nothing so kingly as kindness. And nothing so royal as truth.
Page 137 - General Garcia is dead now, but there are other Garcias. No man who has endeavored to carry out an enterprise where many hands were needed, but has been well-nigh appalled at times by the imbecility of the average man --the inability or unwillingness to concentrate on a thing and do it. Slipshod assistance, foolish inattention, dowdy indifference, and half-hearted work seem the rule; and no man succeeds, unless by hook or crook or threat he forces or bribes other men to assist him; or mayhap, God...
Page 138 - I bring you the book and let you look it up yourself? What do you want to know for? And I will lay you ten to one that after you have answered the questions, and explained how to find the information, and why you want it, the clerk will go off and get one of the other clerks to help him try to find Garcia — and then come back and tell you there is no such man.
Page 53 - ... those forms, to consider if he cannot find any better in his own head, he stops; his execution becomes hesitating; he thinks, and ten to one he thinks wrong; ten to one he makes a mistake in the first touch he gives to his work as a thinking being. But you have made a man of him for all that. He was only a machine before, an animated tool.
Page 137 - Yes, sir," and go do the task? On your life, he will not. He will look at you out of a fishy eye and ask one or more of the following questions: Who was he? Which encyclopedia? Where is the encyclopedia? Was I hired for that? Don't you mean Bismarck? What's the matter with Charlie doing it? Is he dead? Is there any hurry? Shan't I bring you the book and let you look it up yourself? What do you want to know for? And I will lay you ten to one that after you have answered the questions, and explained...
Page 141 - ... expressions of this inherent social spirit; in so far as the methods used are those that appeal to the active and constructive powers, permitting the child to give out and thus to serve; in so far as the curriculum is so selected and organized as to provide the material for affording the child a consciousness of the world in which he has to play a part, and the demands he has to meet; so far as these ends are met, the school is organized on an ethical basis.
Page 128 - We have of late been hearing much of the philosophy of tenderness in education; ' interest' :must be assiduously awakened in everything, difficulties must be smoothed away. Soft pedagogics have taken the place of the old steep and rocky path to learning. But from this lukewarm air the bracing oxygen of effort is left out. It is nonsense to suppose that every step in education can be interesting. The fighting impulse must often be appealed to. Make the pupil feel ashamed of being scared at fractions,...
Page 111 - The principle of the school as itself a representative social institution may be applied to the subject-matter of instruction — must be applied if the divorce between information and character is to be overcome. A casual glance at pedagogical literature will show that we are much in need of an ultimate criterion for the values of studies, and for deciding what is meant by content value and by form value. At present we are apt to have two, three, or even four different standards set up, by which...

Bibliographic information