Journal, Volumes 37-39 |
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Popular passages
Page 17 - It is not the knowledge stored up as intellectual fat which is of value; but that which is turned into intellectual muscle.
Page 61 - ... every subject which is taught at all in a secondary school should be taught in the same way 1 and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.
Page 45 - That, like it or not, is the way to learn to write; whether I have profited or not, that is the way. It was so Keats learned, and there was never a finer temperament for literature than Keats's ; it was so, if we could trace it out, that all men have learned...
Page 45 - ... must sit down at once and set myself to ape that quality. I was unsuccessful, and I knew it; and tried again, and was again unsuccessful and always unsuccessful; but at least in these vain bouts, I got some practice in rhythm, in harmony, in construction and the co-ordination of parts.
Page 19 - Euclid honourably shelved or buried "deeper than did ever plummet sound" out of the schoolboy's reach, morphology introduced into the elements of Algebra — projection, correlation, and motion accepted as aids to geometry — the mind of the student quickened and elevated and his faith awakened by early initiation into the ruling ideas of polarity, continuity, infinity, and familiarization with the doctrine of the imaginary and inconceivable.
Page 20 - ... without hurting themselves and their study. Without the help of the mathematicians I feel that it is almost impossible to get the teachers of mathematics to give us instruction of a useful kind. I have hurriedly put together what strike me as obvious forms of usefulness in the study of mathematics. (1) In producing the higher emotions and giving mental pleasure. Hitherto neglected in teaching almost all boys. (2) a In brain development. b: In producing logical ways of thinking.
Page 61 - ... same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease. Thus, for all pupils who study Latin, or history, or algebra, for example, the allotment of time and the method of instruction should be the same year by year.
Page 17 - In formal arithmetic, the elaborate manipulation of vulgar fractions should be avoided, both in teaching and in examinations ; too many of the questions that appear in examination papers are tests rather of mechanical facility than of clear thinking or of knowledge. The ideas of ratio and proportion should be developed concurrently with the use of vulgar fractions. Decimals should be introduced at an early stage, soon after the notion of fractions has been grasped. Methods of calculation, accurate...
Page 19 - I should rejoice to see mathematics taught with that life and animation which the presence and example of her young and buoyant sister could not fail to impart, short roads preferred to long ones, Euclid honorably shelved or buried "deeper than did ever plummet sound...
Page 21 - He believes most sincerely that these desirable functions would be performed well under the new system which is suggested. It may be well to quote a characteristic passage: "The ancients devoted a lifetime to the study of arithmetic; it required days to extract a square root or to multiply two numbers together. Is there any great harm in skipping all that, in letting a boy...