Background
Herman Harrell Horne was born on November 22, 1874, in Clayton, North Carolina. His father was Hardee Horne, a farmer, and his mother was Ida Caroline Harrell Horne.
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Leopold is delighted to publish this classic book as part of our extensive Classic Library collection. Many of the books in our collection have been out of print for decades, and therefore have not been accessible to the general public. The aim of our publishing program is to facilitate rapid access to this vast reservoir of literature, and our view is that this is a significant literary work, which deserves to be brought back into print after many decades. The contents of the vast majority of titles in the Classic Library have been scanned from the original works. To ensure a high quality product, each title has been meticulously hand curated by our staff. This means that we have checked every single page in every title, making it highly unlikely that any material imperfections such as poor picture quality, blurred or missing text - remain. When our staff observed such imperfections in the original work, these have either been repaired, or the title has been excluded from the Leopold Classic Library catalogue. As part of our on-going commitment to delivering value to the reader, within the book we have also provided you with a link to a website, where you may download a digital version of this work for free. Our philosophy has been guided by a desire to provide the reader with a book that is as close as possible to ownership of the original work. We hope that you will enjoy this wonderful classic work, and that for you it becomes an enriching experience. If you would like to learn more about the Leopold Classic Library collection please visit our website at www.leopoldclassiclibrary.com
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(Excerpt from Story-Telling, Questioning and Studying: Thr...)
Excerpt from Story-Telling, Questioning and Studying: Three School Arts 1. Dificulties In Learning to Study 2. At What Age Should Such Training Begin? 3. When and Where Shall the Child Study? 4. How the Training Should be Done. 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.
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The author's purpose in this book is to examine the teaching techniques of Jesus and then apply these techniques toward the improvement of our teaching methods. That there is such a need for improvement is unquestioned, and the author meets this need in a noncontroversial way. He does not deal with the content of Jesus' teachings but is concerned only with "the form in which this content is cast." A partial list of Jesus' teaching techniques discussed in this book includes Jesus' way of securing attention, His point of contact, His aims, His use of problems, His conversations, His questions, His answers, His discourses, His parables, His use of the Scriptures, His use of the apperception, and His use of symbols. Study groups as well as individual readers will appreciate the questions included in each of the book's 27 chapters. These are designed to stimulate discussion and focus the reader's attention toward the analysis of the author.
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Excerpt from The Leadership of Bible Study Groups Regarding leaders Of groups it is enough at this point to say that the success or failure of the Bible Study classes depends more largely upon the leaders Of the groups than upon all other elements Of the problem combined. The fundamental essential to successful Bible Study is efficient leadership. The whole effort of this manual is directed toward securing such leadership by discovery and develop ment. Training is the process Of acquiring knowledge and. Skill in a given direction. 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.
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spokesman educator philosopher
Herman Harrell Horne was born on November 22, 1874, in Clayton, North Carolina. His father was Hardee Horne, a farmer, and his mother was Ida Caroline Harrell Horne.
Horne was educated in the public schools of Clayton and also at the Davis Military Academy in Winston-Salem, North Carolina. He attended the University of North Carolina in the early 18906, receiving both the B. A. and the M. A. degrees in 1895. Shortly thereafter he attended Harvard University, where he received a second M. A. degree in 1897 and the Ph. D. degree in 1899. He did post-graduate work at the University of Berlin in 1906-1907.
In recognition of his many contributions, he was awarded honorary LL. D. degrees from Wake Forest College, Muhlenberg College, the University of North Carolina, and New York University.
Horne began his teaching career as an instructor in French at the University of North Carolina in 1894, a post he relinquished when he entered Harvard. Following the completion of the doctorate in 1899, Horne took a position as instructor in philosophy at Dartmouth College and quickly rose to the rank of full professor. While at Dartmouth part of his teaching responsibility was in the area of philosophy of education, and some of his students later became prominent educational leaders, such as Harry Woodburn Chase, later chancellor of New York University; Edmund Ezra Day, later president of Cornell University; and Frank Porter Graham, later president of the University of North Carolina. Horne's interest in philosophy of education prompted him to leave academic philosophy at Dartmouth in 1909 for the position of professor of history and philosophy of education at New York University, a post he held until his retirement in 1942. In addition to his regular academic posts, he also lectured at numerous other leading colleges, universities, and seminaries. Horne was an advocate of that philosophical school of thought known as idealism, a school that dominated American philosophy from the mid-19th century well into the 20th. Although idealism fell from favor in more recent times, it exercised a decided influence on American schools and the theory of education and it continues to have moderate influence in religious education. Basically, idealism, as articulated by Horne in Idealism in Education (1910), holds to the centrality of the freedom of will, but it also recognizes that the individual is not an isolated entity; rather, the individual is a part of a larger whole.
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(Excerpt from Story-Telling, Questioning and Studying: Thr...)
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Horne argued that there were three main concepts to consider. First, the origin of man is God, the Ultimate Mind, and the distinguishing factor about the creation called man is the human mind. It is through the education of the mind by disciplined study that man perceives and orders the world about him and is able to contemplate God. Second, the nature of man is freedom, for man can choose and decide, although he may do this imperfectly or even badly. Thus, man can choose to be educated, to grow and develop in understanding and comprehension. However, he can also choose not to think. But if man does seek education and the full development of his mind, he becomes what he was intended to be-a thinking being who is capable of choosing and acting wisely. Third is man's destiny. Because no man is all he ever can be, but is in the process of developing, his education never ends. This continual seeking does not end with an individual's death, for it is passed from generation to generation. It extends beyond finite individual humans to the infinite human ideal for the whole human race. Man's destiny, then, is immortality, or to return to God and enter the realm that is spiritual and eternal.
Quotations: "The part implies the whole, and the meaning of the part is that it suggests the nature of the whole. "