Commencement Address: June 3, 1924 (Classic Reprint)
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Excerpt from Commencement Address: June 3, 1924 For what is the ultimate concern of a minister but the libera tion of that mysterious agent, that pulls a man's muscles, sees with his eyes, hears with his ears, and thinks with his brain, that loves and hates, and wills, that receives praise or blame, that awakes dislike or affection, and constitutes the true and essential self? This self with whose liberation from sin and development into moral beauty the minister is so much engaged, is the same being that education seeks to draw out to full pro portions, and completest development. If our lines of approach are different, our ultimate ends are one - minister and educator both dealing with Personality. Moreover, we each fell for years into the same error, strenuously seeking to compress all individu alities into one mould; one system of doctrine and organization in religion, and one method and scheme of studies in education. I shall not speak today and in this presence of the difficulties of the theologian in seeking to gain for the individual a greater freedom inside of the Church.' Nor shall I traverse the road by which education has reached its present variety, flexibility and adaptation to individual needs. It is sufficient for our purpose to point out that in theory all educators now agree that the aim of education is to develop and train the latent powers of each student, under the guidance of two great principles: first, the demands of his own personality, and secondly, the claims of society. The great part that President Eliot played in obtaining for personality its proper rights in education by his elective system can not be too highly extolled. The chief merit of that system was not the stimulus that it gave to various important and neglected branches of culture, splendid as was that development. Its supreme distinction is its recognition of the rights of diverse individualities to acquire the kind of intellectual food and discipline best fitted for their needs. It makes the personality of the student, and not a rigid system, the controlling considera tion. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. Hardcover, Label: Forgotten Books, Forgotten Books, Product group: Book, Published: 2018-03-16, Studio: Forgotten Books.

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Excerpt from Commencement Address: June 3, 1924 For what is the ultimate concern of a minister but the libera tion of that mysterious agent, that pulls a man's muscles, sees with his eyes, hears with his ears, and thinks with his brain, that loves and hates, and wills, that receives praise or blame, that awakes dislike or affection, and constitutes the true and essential self? This self with whose liberation from sin and development into moral beauty the minister is so much engaged, is the same being that education seeks to draw out to full pro portions, and completest development. If our lines of approach are different, our ultimate ends are one - minister and educator both dealing with Personality. Moreover, we each fell for years into the same error, strenuously seeking to compress all individu alities into one mould; one system of doctrine and organization in religion, and one method and scheme of studies in education. I shall not speak today and in this presence of the difficulties of the theologian in seeking to gain for the individual a greater freedom inside of the Church.' Nor shall I traverse the road by which education has reached its present variety, flexibility and adaptation to individual needs. It is sufficient for our purpose to point out that in theory all educators now agree that the aim of education is to develop and train the latent powers of each student, under the guidance of two great principles: first, the demands of his own personality, and secondly, the claims of society. The great part that President Eliot played in obtaining for personality its proper rights in education by his elective system can not be too highly extolled. The chief merit of that system was not the stimulus that it gave to various important and neglected branches of culture, splendid as was that development. Its supreme distinction is its recognition of the rights of diverse individualities to acquire the kind of intellectual food and discipline best fitted for their needs. It makes the personality of the student, and not a rigid system, the controlling considera tion. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. Hardcover, Label: Forgotten Books, Forgotten Books, Product group: Book, Published: 2018-03-16, Studio: Forgotten Books.

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Von Händler/Antiquariat, Amazon.com.
Excerpt from Commencement Address: June 3, 1924 For what is the ultimate concern of a minister but the libera tion of that mysterious agent, that pulls a man's muscles, sees with his eyes, hears with his ears, and thinks with his brain, that loves and hates, and wills, that receives praise or blame, that awakes dislike or affection, and constitutes the true and essential self? This self with whose liberation from sin and development into moral beauty the minister is so much engaged, is the same being that education seeks to draw out to full pro portions, and completest development. If our lines of approach are different, our ultimate ends are one - minister and educator both dealing with Personality. Moreover, we each fell for years into the same error, strenuously seeking to compress all individu alities into one mould; one system of doctrine and organization in religion, and one method and scheme of studies in education. I shall not speak today and in this presence of the difficulties of the theologian in seeking to gain for the individual a greater freedom inside of the Church.' Nor shall I traverse the road by which education has reached its present variety, flexibility and adaptation to individual needs. It is sufficient for our purpose to point out that in theory all educators now agree that the aim of education is to develop and train the latent powers of each student, under the guidance of two great principles: first, the demands of his own personality, and secondly, the claims of society. The great part that President Eliot played in obtaining for personality its proper rights in education by his elective system can not be too highly extolled. The chief merit of that system was not the stimulus that it gave to various important and neglected branches of culture, splendid as was that development. Its supreme distinction is its recognition of the rights of diverse individualities to acquire the kind of intellectual food and discipline best fitted for their needs. It makes the personality of the student, and not a rigid system, the controlling considera tion. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. Paperback, Label: Forgotten Books, Forgotten Books, Product group: Book, Published: 2017-05-21, Studio: Forgotten Books.

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Commencement-Address~~Carl-E-Grammer, Commencement Address: June 3, 1924 (Classic Reprint), Paperback.