Craftsmanship in Teaching
CRAFTSMANSHIP IN TEACHING by WILLIAM CHANDLER BAGLEY Author Of "The Educative Process," "Classroom Management," "Educational Values," Etc. New York The MacMillan Company 1912 All rights reserved Copyright, 1911, by the MacMillan Company. Set up and electrotyped. Published April, 1911. Reprinted June, October,
discredit." The latter therefore must so far abstract from all objects
that they shall have no influence on the will, in order that practical
reason (will) may not be restricted to administering an interest not
belonging to it, but may simply show its own commanding authority as
the supreme legislation. Thus, e.g., I ought to endeavour to promote
the happiness of others, not as if its realization involved any
concern of mine (whether by immediate inclination or by any
satisfaction indirectly gained through reason), but simply because a
maxim which excludes it cannot be comprehended as a universal law in
one and the same volition.
Classification of all Principles of Morality which can be
founded on the Conception of Heteronomy
Here as elsewhere human reason in its pure use, so long as it was
not critically examined, has first tried all possible wrong ways
before it succeeded in finding the one true way.
All principles which can be taken from this point of view are either
empirical or rational. The former, drawn from the principle of
happiness, are built on physical or moral feelings; the latter,
CRAFTSMANSHIP IN TEACHING by WILLIAM CHANDLER BAGLEY Author Of "The Educative Process," "Classroom Management," "Educational Values," Etc. New York The MacMillan Company 1912 All rights reserved Copyright, 1911, by the MacMillan Company. Set up and electrotyped. Published April, 1911. Reprinted June, October,