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science of education

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: of the highly developed trades have evolved a body of technical knowledge, are reflective, and rest upon well- established principles; or that, in the pulpit, there may be found very effective preaching accompanied with a meagre theology; or a successful practice of law with little acquaintance in equity. It only means that in our highly industrial age the occupations of man are in flux, and, with increasing knowledge and the aggressions of science, there goes on, on the one hand, a professionalizing of trades, and on the other, an adjustment of the profession to life. Once the distinction would have held with little exception; it is still approximately true, and is here so used. Further, to be distinctly professional, this knowledge must have been logically related in a system. Speaking narrowly, the past has given us systems of theology, of medicine, and of law, with their respective arts— preaching, therapy, and pleading. The first and second have developed several systems, each with its organized body of technical knowledge, its adherents forming a school, and the practice conforming to its accepted theory. The exclusiveness of its art was proportioned to its special and peculiar teachings. Its teachings were organically related, and were prohibitive of many forms of practice entirely legitimate by other schools. The technical knowledge had an integral meaning, and stood for a certain order of procedure. In theology, with its conclusions as to the nature of the soul, the future life, sin, right living, repentance, redemption, etc.; in medicine, involving particular theories held asto disease and health, the functioning of organs, the nature and action of medicines, and conditions of healing ; and in law, standing for a fairly uniform meaning given to social rights and oblig...

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primary handwork

This volume is produced from digital images created through the University of Michigan University Library's preservation reformatting program. The Library seeks to preserve the intellectual content of items in a manner that facilitates and promotes a variety of uses. The digital reformatting process results in an electronic version of the text that can both be accessed online and used to create new print copies. This book and thousands of others can be found in the digital collections of the University of Michigan Library. The University Library also understands and values the utility of print, and makes reprints available through its Scholarly Publishing Office.

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the teaching of elementary mathematics

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III How Arithmetic Has Developed Reasons for studying the subject — The historical development of the reasons for teaching arithmetic has already been considered. For the well-informed teacher there remain two other historical questions of importance. The first relates to the development of the subject itself, and the second to the methods of teaching it. There are good and sufficient reasons for considering briefly the history of arithmetic. In the first place, the child learns somewhat as the world learns.1 " The individual should grow his own mathematics, just as the race has had to do. But I do not propose that he should grow it as if the race had not grown it too. When, however, we set before him mathematics,— be it high or low, — in its latest, and most generalized, and most compacted form, we are trying to manufacture a mathematician, not to grow one."2 This does not mean that the child must go throughall of the stages of mathematical history — an extreme of the " culture-epoch" theory; but what has bothered the world usually bothers the child, and the way in which the world has overcome its difficulties is suggestive of the way in which the child may overcome similar ones in his own development. 1 Cette longue education de l'humanite, dont le point de depart est si loin de nous, elle recommence en chaque petit enfant. — Jean Mac£, L 'Arithmetique du Grand-Papa, 4i4me ed., p. 11. 2 Jas.,Ward in the Educational Review, Vol. I, p. loo. In the second place, the history of the subject gives us a point of view from which we can see with clearer vision the relative importance of the various subjects, what is obsolete in the science, and what the future is likely to demand. Sterner1 has compared the teacher of to-day to a traveller who by much toil has re...

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Primary handwork

"References": p. 123-124

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Science and education

Joseph Priestley <1874>--On the educational value of the natural history sciences <1854>--Emancipation, black and white <1865>--A liberal education, and where to find it <1868>--Scientific education: notes on an after-dinner speech <1869>--Science and culture <1880>--On science and art in relation to education <1882>--Universities: actual and ideal <1874>--Address on university education <1876>--On the study of biology <1876>--On elementary instruction in physiology <1877>--On medical education <1870>--The state and medical profession <1884>The connection of the biological sciences with medicine <1881>--The school boards: what they can do, and what they may do <1870>--Technical education <1877>--Address on behalf of the National association for the promotion of technical education <1877>

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Primary Handwork

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

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the science of education

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Primary handwork

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb. "References": p. 123-124

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the science of education

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The Teaching of Geometry

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