Social Education

Capa
Ginn, 1908 - 300 páginas
 

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Página 84 - ... We must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of life not as distinct studies. We must conceive of them in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life, and as ways in which these needs have been met by the growing insight and ingenuity of man ; in short, as instrumentalities through which the school itself shall be...
Página 84 - A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling. The radical reason that the present school cannot organize itself as a natural social unit is because just this element of common and productive activity is absent.
Página 149 - Old Pipes started to go home. But when he had crossed the bridge over the brook and gone a short distance up the hillside, he became very tired and sat down upon a stone. He had not been sitting there half a minute when along came two boys and a girl. "Children...
Página 83 - We must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of living and learning, not as distinct studies. We must conceive of them in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life, and as ways in which these needs have been...
Página 150 - I don't believe there's anything the matter with the cattle. It must be with me and my pipes that there is something the matter. But one thing is certain: if I do not earn the wages the Chief Villager pays me, I shall not take them. I shall go straight down to the village and give back the money I received today.
Página 81 - ... (3) the connecting of these necessary formal studies — reading, writing, and arithmetic — with subjects which appeal to the child on their own account ; (4) individual attention, which, it was hoped, would be secured by small grouping of eight or ten in a class. In working out these problems, "shopwork with iron and wood, cooking, and work with textiles (sewing and weaving) " were emphasized. A certain amount of geography, scientific work, chemistry, and art was naturally correlated with...
Página 105 - ... more practical. After the printing group had finished their first contract, they still kept together with the idea of becoming class printers when needed. In the other third-grade class a similar group was started, which soon took in more boys who wanted to join. On one occasion the teacher found that they were not doing what they had planned for that day. She asked them what was the matter, and pointed out that if they did not do what they said they would, they would have to go back to their...
Página 151 - I had been in the habit of giving them. Another suggestion was that the scholars collect pictures and show them to the class during spare minutes. One boy said he didn't have much luck finding pictures, but he would like to read things in other books and tell them to the class. A girl asked if she might draw some pictures from a book in the library, and still another boy asked me to get permission for him to...
Página 86 - Take the example of the little child who wants to make a box. If he stops short with the imagination or wish, he certainly will not get discipline. But when he attempts to realize his impulse, it is a question of making his idea definite, making it into a plan, of taking the right kind of wood, measuring the parts needed, giving them the necessary proportions, etc. There is involved the preparation of materials, the sawing, planing, the sand-papering, making all the edges and corners to fit.
Página 88 - ... to get a basis of comparison they first summarized the constituent food elements in the vegetables and made a preliminary comparison with those found in meat. Thus they found that the woody fiber or cellulose in vegetables corresponded to the connective tissue in meat, giving the element of form and structure. They found that starch and starchy products were characteristic of the vegetables, that mineral salts were found in both alike, and that there was fat in both— a small quantity in vegetable...

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