This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1910 Excerpt: ...asking--some effort on our part was needed to obtain it, and the knowledge thus sought with difficulty was more highly valued. Indeed, the exercise of energy displayed in seeking it was in itself a discipline, helping us to surmount fresh obstacles. But this state of things no longer exists. It is well that it should ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1910 Excerpt: ...asking--some effort on our part was needed to obtain it, and the knowledge thus sought with difficulty was more highly valued. Indeed, the exercise of energy displayed in seeking it was in itself a discipline, helping us to surmount fresh obstacles. But this state of things no longer exists. It is well that it should be so. We have no reason to complain. On the contrary, we desired it and we have got it. What we have to do, however, is to take note of these altered circumstances, and to modify our scheme of teaching accordingly, and this, as regards methods of instruction, we have been doing. We recognize now that book-learning, by itself, fails to afford any adequate mental training. Carlyle's dictum that a "true university is a collection of books" no longer applies. It is true neither of a university nor of an elementary school. The student or pupil in either must be trained in the methods of discovery. When the term "workhouse" has shed its present meaning, it will connote the dignity and usefulness that attach to every educational institution. Teaching must be the active discipline of the search for knowledge. The energy which, once upon a time, was put forth in the endeavour to obtain instruction must now be exacted in the giving of it. The teacher's functions are consequently widened. He has to stimulate in his pupil activity of thought, and must not assume that it is there. This change of method is illustrated in the substitution of laboratory practice by the student for lectureroom demonstrations by the teacher. We hear a good deal now of the necessity of smaller classes, so that each pupil may have more individual attention. That no doubt is desirable; but it is equally necessary that the teacher should refrain from too much te...
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