. School: a monthly record of educational thought and progress. lest of his race. From this it follows that the substance ofthought is of more importance in education thandiscipline in the logical forms by which that sub-stance has been elaborated and expressed. Farmore effectual in moving and raising the mind thanany logical analysis of mind can possibly be, is thefood, the nutrition of thought, which language asliterature conveys ; far more valuable, even, than a knowledge of the phenomena of heat andelectricity. But such quotations, taken alone, will mislead,for though Dr. Laurie stresses t
. School: a monthly record of educational thought and progress. lest of his race. From this it follows that the substance ofthought is of more importance in education thandiscipline in the logical forms by which that sub-stance has been elaborated and expressed. Farmore effectual in moving and raising the mind thanany logical analysis of mind can possibly be, is thefood, the nutrition of thought, which language asliterature conveys ; far more valuable, even, than a knowledge of the phenomena of heat andelectricity. But such quotations, taken alone, will mislead,for though Dr. Laurie stresses the real and theconcrete as the only or the chief mental nutriment,he is far too wise (and too much of a Kantian) toignore the other i;eed of the human soul—the needto be trained or disciplined by hard effort. Therelative importance of this, Dr. Laurie admits, maybe exaggerated; and other educationists claimthat such, indeed, has been the case ; nevertheless,man is called to labour as well as to receive orassimilate, and he must be trained for this strenuous. c/o^ O^A-t^-^s-Jt- EDUCATIONAL THOUGHT AND PROGRESS 17 task. As abstraction is difficult; ... it de-mands an effort such as the real or concretenever does, and hence it is that it gives power. Formal or abstract studies discipline muchmore surely and effectively than real studies do ;they demand self-sustained and self-directedapplication. Of the metaphysical and psychological principlesto which Dr. Laurie adheres we can here say Will may, or may not, be the dominantattribute of man which sets in motion hisintelligence and selects his motives. Some edu-cationists, as thoughtful of Dr. Laurie, would beinclined almost to reverse the statement and saythat intelligence may well-nigh automaticallyset the Will itself in motion by means of theleverage of Interest. But with such subtletiesthere is no need and no space to deal. What-ever his metaphysics may be. Dr. Laurieseducational teaching is ever sound, moderate, c
Size: 1293px × 1931px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1900, bookidschoo, bookpublisherlondon
