The Tree-Dwellers

Nonfiction, Religion & Spirituality, New Age, History, Fiction & Literature
Cover of the book The Tree-Dwellers by Katharine Elizabeth Dopp, Library of Alexandria
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Katharine Elizabeth Dopp ISBN: 9781465500311
Publisher: Library of Alexandria Publication: March 8, 2015
Imprint: Language: English
Author: Katharine Elizabeth Dopp
ISBN: 9781465500311
Publisher: Library of Alexandria
Publication: March 8, 2015
Imprint:
Language: English
The series, of which this is the first volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and Others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work. The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force. The situation that has recently deprived the child of the opportunity to participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time. As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
The series, of which this is the first volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and Others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work. The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force. The situation that has recently deprived the child of the opportunity to participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time. As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach

More books from Library of Alexandria

Cover of the book Book of The Revelation by Katharine Elizabeth Dopp
Cover of the book The Rifle and the Hound in Ceylon by Katharine Elizabeth Dopp
Cover of the book Clara Maynard, The True and the False: A Tale of the Times by Katharine Elizabeth Dopp
Cover of the book The Memoirs of Charles-Lewis, Baron De Pollnitz (Complete) Being the Observations He Made in His Late Travels From Prussia Thro' Germany, Italy, France, Flanders, Holland, England In Letters by Katharine Elizabeth Dopp
Cover of the book Achtundvierzig Briefe Von Johann Gottlieb Fichte Und Seinen Verwandten by Katharine Elizabeth Dopp
Cover of the book Memoirs of the Court of St. Cloud: Being Secret Letters from a Gentleman at Paris to a Nobleman in London (Complete) by Katharine Elizabeth Dopp
Cover of the book Franklin Kane by Katharine Elizabeth Dopp
Cover of the book The Romantic Scottish Ballads: Their Epoch and Authorship by Katharine Elizabeth Dopp
Cover of the book The Copernicus of Antiquity: Aristarchus of Samos by Katharine Elizabeth Dopp
Cover of the book La Giovine Italia by Katharine Elizabeth Dopp
Cover of the book Gli 'ismi' contemporanei (Verismo, Simbolismo, Idealismo, Cosmopolitanismo) ed altri saggi di critica letteraria ed artistica by Katharine Elizabeth Dopp
Cover of the book Grit Lawless by Katharine Elizabeth Dopp
Cover of the book On the Natural Faculties by Katharine Elizabeth Dopp
Cover of the book Les Quarante-Cinq (Complete) by Katharine Elizabeth Dopp
Cover of the book Memoirs of Henry Hunt, Esq. (Complete) by Katharine Elizabeth Dopp
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy