Excerpt from An Address Before the Sub-Committee of the Boston School Board: Appointed to Consider the Subject of a Reorganization of the Boston High Schools
I believe it may safely be affirmed in the first place, that the old plea that the study of the Greek and Roman classics has a certain mysterious disciplinary value for the mind beyond that of any other studies, so that they are to be used as a sort of prelim inary Whetstone to sharpen all boys' wits upon before they can suc cessfully begin those other studies which are to be at the foundation of their life-work, I believe that this educational theory may now be ranked among exploded superstitions.* Every study, it is now beginning to be seen, is a mental discipline just so far as it is pur sued thoroughly and by proper scientific methods; and it is begin ning to be seen, further, that the study of the classics themselves, if pursued as they usually are in our schools, by most bungling and unscientific methods, has been furnishing one of the worst systems of mental discipline that ever was devised, when we take into view the mental wants of its recipients, the hundreds of young men who have heretofore received this pretence of a liberal education. Without denying, therefore, that when properly studied the languages of Greece and Rome may furnish the foundation for a liberal education, the two questions we have to ask ourselves are: first, whether as usually studied among us they do furnish a liberal education at all, and secondly, whether, even if studied in better ways and to better purpose, they would furnish the liberal education best suited to the wants of the majority of lads attend ing the public High Schools of Boston.
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Paperback. Zustand: New. Print on Demand. This book explores the profound deficiencies prevalent in 19th-century American public education, particularly concerning the dogmatic and outmoded teaching of Greek and Latin. The author argues that this excessive focus on classical languages deprives students of a comprehensive and practical education that aligns with the demands of modern society. The author advocates for a balanced curriculum that places equal emphasis on science, language training, ethics, history, and the arts. They contend that the narrow pursuit of classical studies serves only a privileged few, while it neglects the educational needs of the majority of pupils. This book challenges long-held beliefs about the superiority of a classical education, exposing the superficiality and ineffectiveness of rote memorization and drills. Instead, it posits that a truly liberal education should foster critical thinking, problem-solving, and a deep understanding of the world we live in. Through thought-provoking insights and a comprehensive analysis of the shortcomings of the existing educational system, this book offers a compelling vision for an American education that empowers citizens with the knowledge and skills essential for success in the 19th century. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Bestandsnummer des Verkäufers 9781331167358_0
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PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000. Bestandsnummer des Verkäufers LW-9781331167358
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PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000. Bestandsnummer des Verkäufers LW-9781331167358
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