The Pamphlet Collection of Sir Robert Stout: Volume 78
Section IV.—Dr King's Reply—
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Section IV.—Dr King's Reply—
Evils of Cram—Professor Rain—Defective Hygiene in Schools | 22 |
Measurement of Pupils | 23 |
Fallacy I.—Dr King's Arguments Based Not on Special Cases but on Broad Scientific Basis | 25 |
Dr Lindo Ferguson's Testimony to Frequency of Nervous Break-down and Eye Trouble in School Children, Especially Girls | 25 |
History of the Boy Quoted as Extreme Example of Breakdown—Sir James Crichton Brown Quoted—Dr Woods-Hutchinson—Value of Play | 25 |
Opinion of Mr C. C. Cottrill—Julian Hawthorne—Disregard of Games at High Schools | 26 |
Fallacy II.—Mr Wilson assumes that Asylum Records Would Show Extent of Injury Caused by Over-pressure | 27 |
Faulty Hygiene Most Harmful to the Growing Youth of Both Sexes—Mr Horsfall | 27 |
Summary of Dr Ferguson's Paper—Press Criticisms and Support | 28 |
Dr Clouston Quoted—Plato | 31 |
"Neurasthenia," by Dr G. Ballet and Dr Proust—The Fallibility of Statistics | 31 |
No Cases of Insanity Should Occur in Youth—Insanity a Disease of Maturity—Signs of Distress—Responsibility of Teachers and Parents | 32 |
Physiological Aspect of Over-pressure—Example Taken from Engineer—"M'Andrew's Hymn" | 34 |
Signs of Breakdown—Teachers and Parents—Teachers' Rights | 35 |
Imposition of Burdens—Limits of Elasticity—Duty of Inquiry—W. K. Clifford | 36 |
Comparative Statistics—Dr Clouston Quoted—Cases of Breakdown Not All Reported | 38 |
Free Scholars at High Schools—Letter from School-master | 39 |
Fallacy III.—The Fallacy of Heredity—Tendency is to Reproduce the Normal—Clouston—When Laws of Life Set at Naught Break-down Natural—R. L. Stevenson on Over-zealous Student—History of High School Girl by Herself—Two Other Cases | 40 |
On the Education of Women—Quotations from Monsieur Guyan—Sir J. Crichton Browne—Dr Clouston—Nancy Stair | 42 |
Lecture at Froebel Club Against Misdirected Education of Girls—Mr Wilson's Own Pronouncements Support Thesis | 45 |
Why Does he Not Support Reform?—Holidays Even When Well Spent Do Not Make Up for Faulty System of Education-Long Hours of Work at High Schools—Limit of Time for Home Lessons | 46 |
Fallacy IV.—That Faculty of Memory May be Cultivated and Improved by Extreme Amount of Memorising at School—Meaning of Cultivation | 48 |
Criticism of Mr Wilson's Paragraph on Memory—Cultivate Memory, but Don't Cram It—Not Only is True Cultivation of Memory Neglected, but Cultivation of Mind as a Whole | 48 |
Quotation from Guyan's 'Education and Heredity'—Spencer—Jules Simon | 50 |
Proposed Fundamental Reforms | 51 |