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Scientific Program - IUPAC 2017

Date of publication: 2017-07-08 20:48

strengthen his own argument. Every character in history or fiction supports this thesis and probably we cannot give a better training in right reasoning than by letting children work out the arguments in favour of this or that conclusion.

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Again, if we wish children to keep clear of all the religious clamours in the air, we must help them to understand what religion is [ What Religion Is , by Bernard Bosanquet, .]

Approved papers - IUPAC 2017

That Jesus came to teach: so that in vain
He may not cry to hearts that will not hear,
'I am the Bread of Life, for all that come,
I have this gift, an everlasting life,
And room within my Heavenly Father's House.''

Peripheral Chemoreceptors: Function and Plasticity of the

were sufficient. God speaks to children also in dreams and by the oracles that lurk in darkness but in solitude, above all things when made vocal to the meditative heart by the truths and services of a national church, God holds with children 'communion undisturbed.'"

There are few subjects regarded with more respect and less confidence in our schools than this of 'Art.' Of course, we say, children should have their artistic powers cultivated, especially those who have such powers, but how is the question. The neat solution offered by South

We have left behind the feudal notion that intellect is a class prerogative, that intelligence is a matter of inheritance and environment inheritance, no doubt, means much but everyone has a very mixed inheritance environment makes for satisfaction or uneasiness, but education is of the spirit and is not to be taken in by the eye or effected by the hand mind appeals to mind and thought begets thought and that is how we become educated. For this reason we owe it to every child to put him in communication with great minds that he may get at great thoughts with the minds, that is, of those who have left us great works and the only vital method of education appears to be that children should read worthy books, many worthy books.

Children should read books, not about books and about authors this sort of reading may be left for the spare hours of the dilettante. Their reading should be carefully ordered, for the most part in historical sequence they should read to know, whether it be Robinson Crusoe or Huxley's Physiography their knowledge should be tested, not by questions, but by the oral (and occasionally

The children's answers [Examination Papers can be seen at the . Office] in their examination papers, show that literature has become a living power in the minds of these people.

no more than one skin of the sea-otter, the little grey squirrel whose skins are imported by the million really plays the most important part in the Siberian fur trade."

"Those first-born affinities
"That fit our new existence to existing things."

have its natural action, but one or two springs of action seem to be played upon excessively in our schools. Conduct gives opportunity for 'virtue emulously rapid in the race' and especially that part of conduct known as 'play' in which most of the natural desires come into action but even in play we must beware of the excess of zeal which risks the elimination of the primary feelings of love and justice. In the schoolroom, without doubt, the titillation of knowledge itself affords sufficient stimulus to close attention and steady labour and the desire of acquisition has due play in a boy who is constantly increasing his acquirements.

The personality of the teacher is no doubt of much value but perhaps this value is intellectual rather than emotional. The perception of the teacher is keenly interested, that his mind and their minds are working in harmony is a wonderful incentive to scholars but the sympathetic teacher who believes that to attend is a strain, who makes allowance for the hundred wandering fancies that beset a child whom he has at last to pull up with effort, tiring to teacher and pupil hinders in his good-natured efforts to help.

frankness, courage, any other excellent virtue? The child is even worse off in such a case. That particular virtue becomes detestable no other virtue is inviting and he is acquiring no strength to stand alone but waits in all his doings for promptings from without. Perhaps the gravest danger attending this practice is that every suggestion received lays the person open to the next and the next. A due respect for the personality of children and a dread of making them incompetent to conduct their own lives will make us chary of employing a means so dangerous, no matter how good the immediate end.