Culture, Discipline and Democracy (Paperback)

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1913 edition. Excerpt: ...it. More than this, it must be tested for and recognized in determining promotion. No school or school system is efficient which cannot stand the test which determines what each pupil individually knows as the result of varying apperception, as well as what he retains and applies of the definite and specific relationships exacted in common of all. On the one hand, he must be asked to give back the precise thing which he has been taught; on the other, he must be given opportunity to tell whatever the thing taught calls to mind. 4. The Certain Memorizing of Essential Relationships a Necessary Condition to the Mastery of Optional Material Not that there is no connection between varying apperception and specific discipline. The more one definitely and certainly retains, the more one has to remember by and think with. The "stupid" boy, who may be only a poor memorizer, will be given a better chance from the standpoint of imagination itself, if the relationships which are most many-sided in their usefulness, are drilled upon until he cannot help getting them. Perhaps time lost in impressing his "dulness" may be compensated for in the comparative readiness with which he will retain what has once been memorized. Such a pupil often succeeds in some phase of life outside, as he ought to have succeeded in preparation for every phase through the school, either because the repetition of certain factors essential to individual efficiency is remorselessly persistent, or because, finally, conscious of his need of others, he perseveres until they become a part of him. Or one may be a ready memorizer, but still lack varying apperception, and, therefore, general discipline, because he either memorizes things that are not many-sided, or, ...