Changing Conceptions of School DisciplineMacmillan, 1928 - 384 pagina's |
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action activity adult standards American Annual Report appears assumed assumption attention attitude authoritarian authoritative basis behavior chapter character child nature Child Study Common School Journal conception conduct conformity corporal punishment demand desire Dewey direct dualism duty earlier educa effects effort elemen elementary school emphasis existing expression external factors faculty psychology force formal discipline Froebel function habits Herbart Herbartianism Horace Horace Mann ibid ideas impulse influence intellectual interest kindergarten learning lessons literature Mann Manual Training Massachusetts means ment methods moral control Moral Education moral growth moral instruction moral training motives movement National Education Association newer notion obedience object organic parents pedagogy phases practice present prevalent Princeton Review principle Proceedings proper psychology Public Schools pupil recognition regarded relation relative response school discipline self-control situation social teacher teaching tendency theoretical theory tion unity virtues
Populaire passages
Pagina 15 - and tell you a truth which,- perchance, ye will marvel at. One of the greatest benefits that ever God gave me, is, that he sent me so sharp and severe parents, and so gentle a schoolmaster. For when I am in presence...
Pagina 36 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Pagina 176 - Cowards die many times before their death ; The valiant never taste of death but once. Of all the wonders that I yet have heard, It seems to me most strange that men should fear ; Seeing that death, a necessary end, Will come when it will come.
Pagina 15 - I speak, keep silence, sit, stand, or go, eat, drink, be merry or sad, be sewing, playing, dancing, or doing anything else, I must do it, as it were, in such weight, measure, and number, even so perfectly as God made the world, or else I am so sharply taunted, so cruelly threatened, yea, presently sometimes, with pinches, nips, and bobs, and other ways which I will not name for the honor I bear them, so without measure misordered, that I think myself in hell...
Pagina 238 - Interest is first active, projective, or propulsive. We take interest. To be interested in any matter is to be actively concerned with it. The mere feeling regarding a subject may be static or inert, but interest is dynamic. Second, it is objective. We say a man has many interests to care for or look after. We talk about the range of a man's interests, his business interests, local interests, etc. We identify interests with concerns or affairs. Interest does not end simply in itself, as bare feelings...
Pagina 290 - But out of the occupation, out of doing things that are to produce results, and out of doing these in a social and cooperative way, there is born a discipline of its own kind and type. Our whole conception of school discipline changes when we get this point of view.
Pagina 36 - This power is to be got and improved by custom, made easy and familiar by an early practice. If therefore I might be heard, I would advise, that, contrary to the ordinary way, children should be used to submit their desires, and go without their longings, even from their very cradles.
Pagina 312 - Even our most highly intellectualized operations depend upon them as a "fringe" by which to guide our inferential movements. They give us our sense of tightness and wrongness, of what to select and emphasize and follow up, and what to drop, slur over and ignore, among the multitude of inchoate meanings that are presenting themselves. They give us premonitions of approach to acceptable meanings, and warnings of getting off the track. Formulated discourse...
Pagina 283 - ... these requirements. It is high time, however, to apply this general principle so as to give it a somewhat more definite content. What does the general principle signify when we view the existing school system in its light? What defects does this principle point out? What changes does it indicate? The fundamental conclusion is that the school must be itself made into a vital social institution to a very much greater extent than obtains at present. I am told that there is a swimming school in the...
Pagina 29 - Have you not heard what dreadful plagues Are threatened by the Lord, To him that breaks his father's law, Or mocks his mother's word ? What heavy guilt upon him lies ! How cursed is his name ! The ravens shall pick out his eyes, And eagles eat the same.