Educational Agriculture

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1910 - 74 стор.

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Сторінка 13 - And so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong!
Сторінка 37 - That there should one Man die ignorant who had capacity for Knowledge, this I call a tragedy, were it to happen more than twenty times in the minute, as by some computations it does.
Сторінка 43 - Knowledge ? The knowledge that will hold good in working, cleave thou to that ; for Nature herself accredits that, says Yea to that. Properly thou hast no other knowledge but what thou hast got by working : the rest is yet all a hypothesis of knowledge ; a thing to be argued of in schools, a thing floating in the clouds, in endless logic-vortices, till we try it and fix it. 'Doubt, of whatever kind, can be ended by Action alone.
Сторінка 13 - IT was six men of Indostan To learning much inclined, Who went to see the Elephant (Though all of them were blind), That each by observation Might satisfy his mind. The First approached the Elephant, And happening to fall Against his broad and sturdy side, At once began to bawl: "God bless me! but the Elephant Is very like a wall!
Сторінка 30 - It will be a grave error to set vocational training and liberal training in sharp antagonism to each other. The purpose of the former is to pave the way to some appreciation of the latter, and to provide an economic basis for it to rest upon. The equally grave error of the past has been to frame a school course on the hypothesis that every pupil was to go forward in the most deliberate and amplest fashion to the study of the products of the intellectual life, regardless of the basis of his own economic...
Сторінка 38 - I often wish that this phrase, "applied science," had never been invented. For it suggests that there is a sort of scientific knowledge of direct practical use, which can be studied apart from another sort of scientific knowledge, which is of no practical utility, and which is termed "pure science.
Сторінка 41 - From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school.
Сторінка 65 - And further, by these, my son, be admonished : of making many books there is no end ; and much study is a weariness of the flesh.
Сторінка 38 - One of the only two articles that remain in my creed of life is that the future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind...
Сторінка 65 - Not perceiving the enormous value of that spontaneous education which goes on in early years — not perceiving that a child's restless observation, instead of being ignored or checked, should be diligently administered to, and made as accurate and complete as possible ; they insist on occupying its eyes and thoughts with things that are, for the time being, incomprehensible and repugnant...

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