Education in Religion and MoralsRevell, 1911 - 434 strani |
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activities adolescence adult become Bible Biblical cation Chapter character Chicago chil child childhood Christ Christian church civilisation Commissioner of Ed consciousness divine dogmatic dren educa Education New York essential ethical evil experience expression external fact feel fellowship freedom gious grow growth habit Henry Churchill King Horace Bushnell human idea ideal individual influence instruction Irving King James Sully Jesus John Dewey kind kingdom lesson ligious living mature means ment mental merely method mind modern education moral nature Nicholas Murray Butler normal notion one's organisation parents period persons play principle problem pupil race realise recognised relation religion religious education Religious Education Association religious impulse religious training self-expression sense services of worship simply social society spiritual spiritual possessions spontaneous interest story Sunday school symbol teacher teaching things tion true truth ucation unity whole worship young youth
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Stran 92 - That which was from the beginning, that which we have heard, that which we have seen with our eyes, that which we beheld, and our hands handled, concerning the word of life...
Stran 53 - THERE is beyond the sky A heaven of joy and love ; And holy children, when they die, Go to that world above. There is a dreadful hell, And everlasting pains ; There sinners must with devils dwell In darkness, fire, and chains.
Stran 36 - I believe that education is the fundamental method of social progress and reform. I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.
Stran 36 - By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
Stran 19 - I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.
Stran 89 - ... the intellect and fill it with information. It is to make men. The transformation in our schools from the idea of mere instruction to that of symmetrical development is not yet fully accomplished, but in principle the victory has been won. This victory is a move in the direction of religion. For, tho religion concerns the intellect, it is most of all a matter of the heart and the will. Jesus declared that he is come that we may have life, and that we may have it abundantly. There is a sense in...
Stran 19 - Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.
Stran 53 - There is a dreadful hell, And everlasting pains ; Where sinners must with devils dwell, In darkness, fire, and chains. Can such a wretch as I Escape this cursed end ? And may I hope, whene'er I die, I shall to heaven ascend?
Stran 42 - ' says Bishop Spalding in an eloquent passage, ' ' is the unfolding of a mysterious power, which in man rises to self-consciousness, and through self-consciousness to the knowledge of a world of truth and order and love, where action may no longer be left wholly to the sway of matter or to the impulse of instinct, but may and should be controlled by reason and conscience. To further this process by deliberate and intelligent effort is to educate" — and, I add, to educate so as to sow the seed...
Stran 62 - God can really bring a human being to himself, (c) That the successive phases in the growth of the child personality may be, and normally are, so many phases of a growing consciousness of the divine meaning of life.