LITMIR.BIZ

      Published by Good Press, 2019

       [email protected]

      EAN 4064066211653

Table of Contents

       THE CHILDREN

       CHAPTER I

       INTRODUCTION—THE PRESENT UNREST IN EDUCATION

       CHAPTER II

       THE MEANING AND PROCESS OF EDUCATION

       CHAPTER III

       THE END OF EDUCATION

       CHAPTER IV

       THE RELATION OF THE STATE TO EDUCATION—THE PROVISION OF EDUCATION

       CHAPTER V

       THE RELATION OF THE STATE TO EDUCATION—THE COST OF EDUCATION

       CHAPTER VI

       THE RELATION OF THE STATE TO EDUCATION—MEDICAL EXAMINATION AND INSPECTION OF SCHOOL CHILDREN

       Appendix

       CHAPTER VII

       THE RELATION OF THE STATE TO EDUCATION—THE FEEDING OF SCHOOL CHILDREN

       Appendix

       CHAPTER VIII

       THE ORGANISATION OF THE MEANS OF EDUCATION

       CHAPTER IX

       THE AIM OF PHYSICAL EDUCATION

       CHAPTER X

       THE AIM OF THE INFANT SCHOOL

       CHAPTER XI

       THE AIM OF THE PRIMARY SCHOOL

       CHAPTER XII

       THE AIM OF THE SECONDARY SCHOOL

       CHAPTER XIII

       THE AIM OF THE UNIVERSITY

       CHAPTER XIV

       CONCLUSION—THE PRESENT PROBLEMS IN EDUCATION

THE CHILDREN

       Table of Contents

CHAPTER I

       Table of Contents

INTRODUCTION—THE PRESENT UNREST IN EDUCATION

       Table of Contents

      The problems as to the end or ends at which our educational agencies should aim in the training and instruction of the children of the nation, and of the right methods of attaining these ends once they have been definitely and clearly recognised, are at the present day receiving greater and greater attention not only from professed educationalists, but also from statesmen and the public generally. For, in spite of all that has been done during the past thirty years to increase the facilities for education and to improve the means of instruction, there is a deep-seated and widely spread feeling that, somehow or other, matters educationally are not well with us, as a nation, and that in this particular line of social development other countries have pushed forward, whilst we have been content to lag behind in the educational rear.

The faults in our present educational structure are many, and in some cases obvious to all. In the first place, it is said, and with much truth, that there is no systematic coherence between the different parts of our educational machinery, and no thorough-going correlation between the various aims which the separate parts of the system are intended to realise. As Mr. De Montmorency has recently pointed out, we have always had a national group of educational facilities, more or less efficient, but we have never had, nor do we yet possess, a national system of education so differentiated in its aims and so correlated as to its parts as to form "an organic part of the life of the nation."[1] An educational system should subserve and foster the life of the whole: it should be so organised as to maintain a sufficient and efficient supply of all the services which a nation requires at the hands of its adult members. For it is only in so far as the educational system of any country fulfils this end that it can be "organic," and can be entitled to the claim of being called a national system.

      This lack of coherence between the different parts of our educational system and the want of any systematic plan or unity running through the whole is due to many causes. As a nation, we are little inclined to system-making, and as a consequence the problem of education as a whole and in its total relation to the life and well-being of the State has received but scant attention from politicians. Educational questions, in this country, are rarely treated on their own merits and apart from considerations of a party, political, or denominational character, and hence the problems which have received

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