Sequachee Valley news. (Sequachee [Sequatchie], Tenn.) 1896-1952, 1900-08-02
My Pedagogical Greed.


gives 1t the power OF evolution to high
er life, and the centre of universal uni
ty.
That God and the child are the essen
tial elements in all true educational
thought and investigation,
That mans bigl lest destiny is uni
ty or inner connection with God.
That the perfect community OF hu-
manity is the only sure foundation for
tho complete unity Of humanity with
God.
That the fullest development OF the
indl YiduHl Is the true basis Of the por-
feet community or Internationally of
humanity.
Race inclusive individuals form an
individual respecting race.
That the highest function OF educa-
tion is TO aid in the complete develop
ment of individuality as the true basis
for the community OF humanity and the
! unity of humanity with God.
ThaS the seIf-hood of the child is the
element of divinity in it.
That no one can be a true teacher un-
till his reverence for the sacredness Of
individuality or selfhood, is strong
enough to prevent his interfereace with
its perfect development.
That self-activity, the activity OF
selt-hood is the only possible process
by which selfhood or individuality can
be developed.
That activity in response to the di-
rect suggestion or command of another
is in no sense true self-activity.
That every individual should be self
propulsive AID self-directing; positive
not negative.
That children, who, during their
school and college course, study and
act only in response to suggestions and
instruction from their to .chers, ara be-
ing trained to be obediant followers
merely, who may possibly act we'll un-
der direction, bat whose only positive
ness OF character results in their Incl
dental training outside the school and
college.
That even responsive activity is in
nnitely better than receptive passiyity
on the part of the pupil, but the only
true developing activity is that in
VIII ch the child's executive work re
suits from its own origination and di-
rection and directive powers.
That selt-expression is the only idea
Of expression worthy of recognition by
education.
All lower ideals Of expression, orally y
or in writing or by drawing, modelling
painting or in any other way, are de-
structive of power
Expression should be the highest
agency for developing powers instead
Of destroying it.
That tho best test of efficiency of an
educational method is the amount oI
true self-activity it requires OF the
|
executive departments of its power.
That there are evolG tionary stages oil
culture epochs in the complete develop
ment of individual power and character
That complete development in ma
turity is impossible unless there ha
been complete appropriate develop
ment in each of the preceding stage
of evolution.
The development is always arrested
when work adapted to higher evolu
, tionary stage is forced prematurely ol
the attention of child.
That it is grievous wrong to give
+ a child more knowledge without at th
same time and as far as possible by th
same process increasing its power an,
tendency to use knowledge.
That the educational methods OF thu
past have developed the sensor a
the expense of the motor system an,
4; that therefore men have become NOR
receptive than executive.
: That educational methods should dc
velop the motor system and establis
Q the necessary reaction between the ser
sor and motor systems.
That the problem of problem discoy
7 cry is the greatest intellectual power.
That schools dwarf pupils by maxim
! them problom solvers only.
Before children go to school they ar
problem discoverers as we'll as problel
e solvers.
], That the natural wonder-power an
: the power Of problem discovery shoul
4 increase throughout q mans whole lif
8 if'their development were not arreste
by unwise methods.
Z That wonder-power and problem di
covery are the essential elements
: alert and aggressive interest.
That alert, aggressive, persIster
and selt-active interest is the true stir
It ulus to productive intellectual effort.
n That's the child's attention should /
self active.
Teachers have no right to control q
tention.
Interest and attention act sponta
[. ously il the proper conditions Of inte
# est are provided.
That Il is always wrong 10 substitu
the teachers interests for the chill,