The Scientific Basis of Education Demonstrated
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Produktbeschreibung
Excerpt from The Scientific Basis of Education Demonstrated: By an Analysis of the Temperaments and of Phrenological Facts in Connection With the Mental Phenomena and the Office of the Holy Spirit in the Processes of the Mind; In a Series of Letters, to the Department of Public Instruction in the City of New York Henry Kiddle, Esq., Dear Sir: - The opportunity which your late note of inquiry affords me of laying before you, in writing, some views connected with the subject of practical education in our Ward Schools, I very gladly accept. In the discharge of the duties devolved upon me, as Public School Inspector of the Second District, it is my desire to co-operate in every way in my power, with my co-laborers in the department; and I feel it to be my immediate duty to lay before you such suggestions as an experience of thirty-five years, spent in closely studying the nature of man, enables me to make. In the first place, the most important fact which has been apparent to me, after having examined the eighteen Public Schools of my district, and having acquired some general knowledge of the magnitude and importance of the system of public instruction throughout the whole city, (at the head of which Mr. Randall and yourself, with Messrs. Calkins, Jones, and Seton are practically placed) is, that the laws of growth seem unobserved, both in the general organization of the system, and by the teachers in practically administering it. There is no recognition of the existence of these laws in the nature of the child. Education is not alone concerned with the imparting of information. In order that the information may be received, there must be a certain growth or development; and to guide and assist the divinely ordained process of growth both of body and mind, is a part of the duty of the educator; because this right development is required both as a condition to the successful communication of knowledge, and as a condition of the ultimate welfare of the subject, without which the acquisition of knowledge may prove a curse instead of a blessing. Therefore, the methods of education should be based upon an intelligent recognition of the laws of growth, and a sympathy with them and an adaptation to them. Growth, it is true, is considered by teachers, to a certain extent; but it is measured, usually, by size, or rather height of body, and by the existing amount of information possessed by the child. These are important circumstances to be taken into account, in estimating the growth of a child; but they are not to he relied upon as guides. There exist in the nature of the child, certain laws of growth, and these so far as they relate to the bodily condition and development, depend on what are denominated the temperaments. As the brain is dependent on the body, which is to it, what the soil is to the plant, those temperamental laws are of fundamental importance in dealing with the growth of the mind; and some understanding of them is almost essential to give the teacher that untiring sympathy with the children which ought to be possessed. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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