Prize Essay and Lectures, Delivered Before the American Institute of Instruction ... Including the Journal of ProceedingsAmerican Institute of Instruction, 1902 List of members included in each volume, beginning with 1891. |
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activity American Institute animal arts Boston boys Bradbury Burlington Cambridge Charles Charles H child childhood civilization committee Conn cooking course of study domestic science duty Edmunds High School educa essential expression FRANCIS WAYLAND PARKER George H girls grammar school Henry Hyde Park inspiration Institute of Instruction interest J. E. Klock Johnson knowledge labor lessons Malden Mary Mass ment mental Morrisville Mowry music-study Nathan L nature necessity negro Normal School Norwich Piano preparation President principal Providence public education public school pupils question race Ray Greene Ray Greene Huling recitations per week recognition of music Sarah Dyer speaker spirit Springfield strenuous student study of music taught teacher teaching things thought tion true truth University of Vermont Vermont Walter Waterville Webster Westford Wheeler White White River Junction William William F woman women Worcester
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第 89 頁 - Whatever crazy sorrow saith, No life that breathes with human breath Has ever truly long'd for death. " Tis life, whereof our nerves are scant, Oh life, not death, for which we pant ; More life, and fuller, that I want.
第 110 頁 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
第 66 頁 - 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...
第 25 頁 - Sweetwater he served as a member of the city council and was a member of the school board during his residence in Brownwood county.
第 66 頁 - ... to that. Properly, thou hast no other knowledge but what thou hast by working ; the rest is yet all a hypothesis of knowledge, a thing to be argued in the schools, a thing floating in the clouds in endless logic-vortices till we may try to fix it. Doubt of whatever kind can be ended by action alone. Man perfects himself by working. Destiny, on the whole, has no other way of cultivating us.
第 52 頁 - Coming from the hand of the Author of all things, everything is good; in the hands of man, everything degenerates.
第 63 頁 - Nothing that is good is too good for the child; no thought too deep; no toil too great; no work too arduous: for the welfare of the child means happier homes, better society, a pure ballot and the perpetuity of republican institutions.
第 52 頁 - ... obliges one soil to nourish the productions of another, one tree to bear the fruits of another; he mingles and confounds climates, elements, seasons; he mutilates his dog, his horse, his slave. He overturns everything, disfigures everything; he loves deformity, monsters; he desires that nothing should be as nature made it, not even man himself. To please him, man must be broken in like a horse; man must be adapted to man's own fashion, like a tree in his garden.
第 21 頁 - ... Kate Nixon Stowell, of South Paris, Me. He leaves four children, two sons, Arthur C. and Ralph S. Rounds, who are lawyers in New York city, and two daughters, Mrs. Agnes R. Matthews, residing in Detroit, and Miss Katharine E. Rounds, an art illustrator, who resides with her mother at Farmington, Me. Charles Collins Rounds was born at South Waterford, Me., August 15, 1831. He died November 8, 1901, at Farmington, Me., in his seventyfirst year. It is like the simple story of many a life, but it...
第 66 頁 - ... nature study; our manual training, and most of the methods of teaching other subjects, are endeavors to turn motor impulses to use. As Dr. Dewey says : We are coming to believe that the possibility of having knowledge become something more than the accumulation of facts and laws, of becoming actually operative in character and conduct, is dependent on the extent to which that information is evolved out of some need in the child's own experience and to which it receives application to that experience....