This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Excerpt from Francis W. Parker School Studies in Education, Vol. 8 Recent scientific investigation and research in educational fields has enabled teachers to measure the intelligence of children more accurately, to evaluate school subject matter better, and to test some kinds of school achievement. For such help we must be profoundly grateful; but there is some danger, it seems to me, of swinging too far in this direction, of allowing the mere gather ing of data to engross too much of the precious time of children. Moreover, in too many schools both teachers and children seem so concerned in getting control of tools that they have little time to use them constructively or for creative purposes. More than ever we need to keep our vision clear to the value of those elements in life and education which cannot be measured and which give to us all, big and little, the highest aspiration and inspiration, which create in us standards of taste and attitudes toward life which go far in protecting us from ugliness and sordidness in our environ ment. We believe that a study of such material as we cite tends to make us realize that creative expression is fundamental to the child's fullest development, to his happiness and his spiritual growth. All normal children have the right to live in a rich environment, to exercise to the full all their powers of expression, and to have every avenue to their souls open and in use. Not everyone can contribute to the permanent beauty of the world, but it is the privilege of every school to create conditions which should arouse each child to express freely in some chosen form his own best ideas, inspirations, and emotions. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Francis W. Parker School Year Book, Vol. 5: The Course in Science; July, 1918 Of the other reports, that of the science committee was nearest to completion; and its members were asked, if possible, to get the science curriculum of the school in shape for publication in June, 1917. Other matters of pressing importance for faculty consideration again delayed the work, so that the fifth year book is not being issued until July Of the current year. It is hoped that this volume. Will prove useful to teachers of science in many schools, not as a finished, static product, but as describing the way in which one im portant type of human experience and study is dealt with in one school. It is proposed that in the sixth year book an attempt be made to show how the World War for Freedom has influenced the class-room work and activities in our school. The title of this book will probably be Education During War Time. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Francis W. Parker School Year Book, Vol. 1: The Social Motive in School Work; June, 1912 Every one who has ever brought forth a thought how to better the education of the race is really one of our forbears, for that thought is our life blood. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1883 edition. Excerpt: ... No matter how much educators may differ in regard to the means and methods of teaching, upon one point there is substantial agreement; viz, that the end and ";*n r( fill DEGREES"cation, is the development of character. There is also, little or no dinerence 01 opinion, in regard to the elements that form the common ideal of character. Love of truth, justice, and mercy; benevolence, humility, energy, patience, and self-control, are recognized the world over, as some of the essentials that should govern human action. True character is recognized and felt, by all classes and conditions of society though they may be incapable of its analysis. Just as the lower types of intellect feel the power of the few masterpieces of art, without knowing its source.; All the knowledge and skill of an individual, all he thinks, knows, and does, is manifested in his character. Character is the summation of all these manifestations, Character is the expression of all that is in the mind, and it may be analyzed into habits. A habit is the tendency and desire to do that which we have repeatedly done before. A habit then, consists in doing, the primary foundation of which, is to be found in the possibilities for action that lie latent in the mind of the new-born child. The environment of the child, determines the kind, quality, and direction of its mental action. Education adapts the environment, by limiting it to those circumstances which lead the mind to act in the right manner, and in the right direction. The mother and teacher, be it through ignorance or knowl- edge, determine the doing of the child. The true teacher leads the child to do that which ought to be done. The famous principle of Comenius; "Things that have to be done, should be learned by doing...