Malcolm MacVicar.

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i^ucyvi (ON


' r, r

Southern Branch
of the

University of California

Los Angeles

Form L-1


F £B a lonc

•MAYS 1929 OCT J 9 1950

^* ..aT^ ^ '^^ QGT151959


I tiW

8IP2 81959 59


JUN 1 9 1 attempt is made to discuss fundamental truths re-
' garding matter and mind, life and development, on
which both the propositions and notes are based.
It is hoped, however, that the propositions and notes
are sufficiently full and explicit to be clearly under-
stood and to serve the practical purposes for which
they are intended. With this hope they are sub-
mitted for the consideration and assistance of co-
workers in educational effort.



General Principles, i-8

Educational Products, 9

Physical and Mental Power, .... 10-20

Right Habits, 21-30

General Physical Habus, 31-33

General Intellectual Habits, . . . 34-40

General Moral Habits, 41-48

Formation of Habits, 49-53

Pure and Elevated Tastes, .... 54-65

Acquisition of Knowledge, .... 66-72

Periods of Development, 73

Period of Infancy, 74-79

Period of Childhood, 80-88

Period of Youth, 89-97

Principles of Pupils' Work, .... 98-16

I'RiNciPLES of Teachers' Work, ... 117

General Principles, 118-123

Special Principles of Teaching, . . . 124-134

Means to be used in Teaching, .... 135-142

The Management of Schools, .... 143-149

The Training of T^:achers, .... 150

Nature of Training Work, .... 150-155

Teachers' Training Course, .... 156-158

Physical Training, 158-161

Academic or Intellectual Training, . 162-164

Moral and Spiritual Training, . . . 164-170

Professional Training, 170-178



Under this head ^vill be noted those principles
of education which underHe every well directed ef-
fort for the symmetrical development of a human
being, and also the classification and nature of true
educational products.

I. All impartial and careful examination of the
wJiole phenomena of life reveals clearly three great
classes, viz. : Vegetal Life, Animal Life, and Mind

{a). The exact line which separates these three
classes of life may be difficult to determine ; yet, not-
withstanding this, the fact of the existence of the three
classes cannot, upon any sound principles of classifica-
tion, be rejected. It is, perhaps, well to note here that
there exists no more difficulty in determining the line
of separation between Mind Life and Animal Life,
than between Animal Life and Vegetal Life.

(//). Each one of these three classes of life has its
own peculiar laws of growth or development, and
hence each class is, in a certain sense, alike susceptible


of education. The fundamental problem, therefore, of
education is the discovery and application of these
laws; hence the careful study of biology and psychol-
ogy is of first importance to the true educator.

2. Each individual life originates in a parent
life, and derives from that pai'ent life its inherent

{a). This proposition is now generally conceded by
scientific authorities. Belief in spontaneous generation
is a thing of the past

(/'). What life is in itself is still a disputed question.
Two views commonly prevail upon the subject. It is
maintained on the one hand that life m the product of
physical forces, and on the other that it is an independ-
ent and distinct entity or endowment. The latter is
the view adopted in these notes.

{c). Adopting the latter view, it is maintained that
the life is the organizing power which selects and dis-
poses of the material, physical and otherwise, which
compose and perpetuate each organ of the body and
faculty of the mind. It is maintained, also, that the life
alone determines the nature and extent of the pos-
sibilities inherent in both body and mind.


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Online LibraryMalcolm MacVicarPrinciples of education → online text (page 1 of 12)