"The Teacher" by Alice Freeman Palmer, George Herbert Palmer. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.
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George Herbert Palmer. The Teacher
The Teacher
Table of Contents
PREFACE
I. PROBLEMS OF SCHOOL AND COLLEGE
I. THE IDEAL TEACHER
II. ETHICAL INSTRUCTION IN THE SCHOOLS
III. MORAL INSTRUCTION IN THE SCHOOLS
IV. SELF-CULTIVATION IN ENGLISH
V. DOUBTS ABOUT UNIVERSITY EXTENSION[1]
Footnote
VI. SPECIALIZATION[2]
VII. THE GLORY OF THE IMPERFECT[3]
II. HARVARD PAPERS
Footnote
VIII. THE NEW EDUCATION
Footnote
IX. ERRONEOUS LIMITATIONS OF THE ELECTIVE SYSTEM
Footnote
X. NECESSARY LIMITATIONS OF THE ELECTIVE SYSTEM
Footnote
XI. COLLEGE EXPENSES[11]
Footnote
XII. A TEACHER OF THE OLDEN TIME
III. PAPERS BY ALICE FREEMAN PALMER
XIII. THREE TYPES OF WOMEN’S COLLEGES[14]
Footnote
XIV. WOMEN’S EDUCATION IN THE NINETEENTH CENTURY[15]
XV. WOMEN’S EDUCATION AT THE WORLD’S FAIR[16]
Footnote
XVI. WHY GO TO COLLEGE?
Отрывок из книги
Alice Freeman Palmer, George Herbert Palmer
Essays and Addresses on Education
.....
Even, then, to teach a small thing well we must be large. I asked a teacher what her subject was, 18 and she answered, “Arithmetic in the third grade.” But where is the third grade found? In knowledge, or in the schools? Unhappily it is in the schools. But if one would be a teacher of arithmetic, it must be arithmetic she teaches and not third grade at all. We cannot accept these artificial bounds without damage. Instead of accumulated wealth they will bring us accumulated poverty, and increase it every day. Years ago at Harvard we began to discuss the establishment of a Graduate School; and I, a young instructor, steadily voted against it. My thought was this: Harvard College, in spite of what the public imagines, is a place of slender resources. Our means are inadequate for teaching even undergraduates. But graduate instruction is vastly more expensive; courses composed of half a dozen students take the time of the ablest professors. I thought we could not afford this. Why not leave graduate instruction to a university which gives itself entirely to that task? Would it not be wiser to spend ourselves on the lower ranges of learning, covering these adequately, than to try to spread ourselves over the entire field?
Doubting so, I for some time opposed the coming of a Graduate School. But a luminous remark of our great President showed me the error of my ways. In the course of debate he said one evening, “It is not primarily for the graduates that 19 I care for this school; it is for the undergraduates. We shall never get good teaching here so long as our instructors set a limit to their subjects. When they are called on to follow these throughout, tracing them far off toward the unknown, they may become good teachers; but not before.”
