Essays on Educational ReformersLongmans, Green, and Company, 1894 - 328 sider |
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Side xxii
... Montaigne . Port - Royal Chapter V. - Rabelais . ( 1483-1553 . ) Rabelais ' ideal . A new start Religion . Study of Things ... ... ... ... ... ... ... 2. Emulation ... ... ... ... ... ... " Anschauung . " Hand - work . Books and Life ...
... Montaigne . Port - Royal Chapter V. - Rabelais . ( 1483-1553 . ) Rabelais ' ideal . A new start Religion . Study of Things ... ... ... ... ... ... ... 2. Emulation ... ... ... ... ... ... " Anschauung . " Hand - work . Books and Life ...
Side xxiii
... Montaigne . ( 1533-1592 . ) ... ... ... ... ... ... Writers and doers . Montaigne versus Renascence Character before knowledge . True knowledge Athens and Sparta . Wisdom before knowledge ... Knowing , and knowing by heart Learning ...
... Montaigne . ( 1533-1592 . ) ... ... ... ... ... ... Writers and doers . Montaigne versus Renascence Character before knowledge . True knowledge Athens and Sparta . Wisdom before knowledge ... Knowing , and knowing by heart Learning ...
Side xxxiv
... Montaigne for educating mind and body 17th century reaction against books ... ... ... ... ... ... ... ... ... ... ... ... Reaction not felt in schools and the Universities ... 493 ... ... 494 495 200 ... 496 ... 497 ... 498 ... 499 ...
... Montaigne for educating mind and body 17th century reaction against books ... ... ... ... ... ... ... ... ... ... ... ... Reaction not felt in schools and the Universities ... 493 ... ... 494 495 200 ... 496 ... 497 ... 498 ... 499 ...
Side 61
... way with them in drawing out information about your impressions , your tastes , your antecedents ; don't attempt the Loyola and Montaigne . Port Royal . diplomate ; don't 7 THE JESUITS . 61 Barbier's advice to new master.
... way with them in drawing out information about your impressions , your tastes , your antecedents ; don't attempt the Loyola and Montaigne . Port Royal . diplomate ; don't 7 THE JESUITS . 61 Barbier's advice to new master.
Side 62
... Montaigne , when he says : " We have not to train up a soul , nor yet a body , but a man ; and we cannot divide him . " Can they see no wisdom in this ? " Let your mind be filled with the thought that both soul and body have been ...
... Montaigne , when he says : " We have not to train up a soul , nor yet a body , but a man ; and we cannot divide him . " Can they see no wisdom in this ? " Let your mind be filled with the thought that both soul and body have been ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Arnauld Ascham authority body boys Burgdorf century child classical Comenius course docet edition elementary endeavoured English everything examination exercises faculties French Froebel Gargantua give given grammar Greek Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons Leszna literature Locke Mark Pattison master means memory method Milton mind Montaigne Moravian Brethren mother-tongue Mulcaster Nature neglect never notion object observed Orbis Pictus Pestalozzi Port-Royal Port-Royalists practice principles pupils quæ Quintilian quoted Rabelais Ratio Studiorum Ratke Ratke's reason Reformers Renascence Richard Mulcaster Rousseau rules Sacchini Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak taught teachers teaching things thought tongue translation truth wisdom words writing young youth
Populære passager
Side 23 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only.
Side 442 - In what way to treat the body ; in what way to treat the mind ; in what way to manage our affairs ; in what way to bring up a family ; in what way to behave as a citizen ; in what way to utilize all those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others...
Side 213 - The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the neerest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest • perfection.
Side 542 - If you can look into the seeds of time, And say, which grain will grow, and which will not, Speak then to me, who neither beg, nor fear, Your favours, nor your hate.
Side 214 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known.
Side 133 - That by desiring what is perfectly good, even when we don't quite know what it is and cannot do what we would, we are part of the divine power against evil - widening the skirts of light and making the struggle with darkness narrower.
Side 358 - Ah yet, when all is thought and said, The heart still overrules the head ; Still what we hope we must believe, And what is given us receive ; Must still believe, for still we hope That in a world of larger scope, What here is faithfully begun Will be completed, not undone.
Side 442 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Side 463 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Side 521 - Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind ; In the primal sympathy Which having been must ever be, In the soothing thoughts that spring Out of human suffering, In the faith that looks through death, In years that bring the philosophic mind.