Contributions to the Science of Education
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* We can say, with historical exactness, that the old system of edu- cation culminated at about the time of the Eeforma- tion, and that the present order of things took its rise at the same period. To these two contrasted systems, thus defined, have been given the distinctive titles the Old and the New Education. Tliis description is significant and just. The term " New Education " has sometimes been given to scientific training as opposed to classical train- ing. But scientific training is not... even the half of an education. In a still more limited sense, this term has been applied to kindergarten training; but, at its very best, this is scarcely more than the beginning of an edu- cation.
To these statements I must add two observations : 1.
Tlie comprehensive study of the history of education will save us from the conceit of thinking that we are to look for much that is new in principle. M. Compayr6, after his survey of this subject, speaks as follows : " The most of the essential elements which compose the art of hu- man education have long since been brought to light, and the first duty of a modern teacher is to begin by carefully collating the recorded results of the past centu- ries of effort." * " Histoire de la Pedagogie." CHAPTER XII.
What to read after Contributions to the Science of Education?
You can find similar books in the "Read Also" column, or choose other free books by William Harold Payne to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
* We can say, with historical exactness, that the old system of edu- cation culminated at about the time of the Eeforma- tion, and that the present order of things took its rise at the same period. To these two contrasted systems, thus defined, have been given the distinctive titles the Old and the New Education. Tliis description is significant and just. The term " New Education " has sometimes been given to scientific training as opposed to classical train- ing. But scientific training is not... even the half of an education. In a still more limited sense, this term has been applied to kindergarten training; but, at its very best, this is scarcely more than the beginning of an edu- cation.
To these statements I must add two observations : 1.
Tlie comprehensive study of the history of education will save us from the conceit of thinking that we are to look for much that is new in principle. M. Compayr6, after his survey of this subject, speaks as follows : " The most of the essential elements which compose the art of hu- man education have long since been brought to light, and the first duty of a modern teacher is to begin by carefully collating the recorded results of the past centu- ries of effort." * " Histoire de la Pedagogie." CHAPTER XII.
What to read after Contributions to the Science of Education?
You can find similar books in the "Read Also" column, or choose other free books by William Harold Payne to read onlineMoreLess
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