Excerpt from Formal Discipline
And the result on the side of education, both in theory and practice, is apparent, Any subject which exercises the stu dent is as good as any other, or, if there is any difference, it is one of degree. The remoteness of the subject from the life which the student is to follow is of no importance, whether this remoteness relates to the subject matter, the method of getting that subject matter,or the accomplishment effected by the study. Though one were to be a Christian in adult life in morals and religion, the study of pagan literature was as generally helpful in that direction as the study of Jewish literature, for after all it gave the general things called culture, outlook, The same was held to be true of history, so that even yet modern history occupies a very subordinate place,if any at all, in most of the high schools, which are thinking more especially of the mental development of the student as opposed to the college which has more nearly in mind the nearness of practical life, Indeed, the great argument for the classics, for geometry, for algebra, in the older courses, and later for the introduction of botany, physics and astronomy, and still later for drawing, nature study and manual~training, has been in more or less explicit form the dogma of formal discipline, z'. E., that each of these are generally helpful to the mind as such, or, one grade removed from this, are productive of ready memory, keen per ception, accurate reason, lively imagination. Such words or phrases as intellectual power, moral training, mental force, fibre, taste, character, disposition are the ends of school training.
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HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000. Seller Inventory # LX-9780364981764
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