Essays on Educational ReformersD. Appleton and Company, 1890 - 568 sider |
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Side xxx
... boys ill taught at school ... ... ... ... English folk - schools not Pestalozzian Schools judged by results ... ... ... Pupil - teachers . Teaching not educating Lowe or Pestalozzi ? ... ... Chief force , personality of the teacher ...
... boys ill taught at school ... ... ... ... English folk - schools not Pestalozzian Schools judged by results ... ... ... Pupil - teachers . Teaching not educating Lowe or Pestalozzi ? ... ... Chief force , personality of the teacher ...
Side 14
... boys may imitate them with emulation and strive to become such themselves . " Here we see a very important function attributed to literature in the bringing up of the young ; but the literature so used must obviously be in the language ...
... boys may imitate them with emulation and strive to become such themselves . " Here we see a very important function attributed to literature in the bringing up of the young ; but the literature so used must obviously be in the language ...
Side 29
... boys in his school had to give seven years to the acquirement of a pure Latin style ; then two years more were devoted to elegance ; then five years of collegiate life were to be given to the art of Latin speech . This course is for ten ...
... boys in his school had to give seven years to the acquirement of a pure Latin style ; then two years more were devoted to elegance ; then five years of collegiate life were to be given to the art of Latin speech . This course is for ten ...
Side 31
... boy's silence : " Nec minima pueri virtus est tacere cum recte loqui nesciat " ( Quoted by Parker ) . But this virtue ... boys were to be severely punished for using their own language . By this we may judge of the pernicious effects of ...
... boy's silence : " Nec minima pueri virtus est tacere cum recte loqui nesciat " ( Quoted by Parker ) . But this virtue ... boys were to be severely punished for using their own language . By this we may judge of the pernicious effects of ...
Side 35
... boys and ignorant persons in the Christian religion . " But the Society well understood that secular was more in demand than religious learning ; and they offered the more valued instruction , that they might have the opportunity of ...
... boys and ignorant persons in the Christian religion . " But the Society well understood that secular was more in demand than religious learning ; and they offered the more valued instruction , that they might have the opportunity of ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Arnauld Ascham Basedow body boys Burgdorf called century child classics Comenius course edition endeavoured English everything exercise faculties French Froebel give 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 Matthew Arnold means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect never notion object observation Orbis Pictus Pestalozzi Port-Royal Port-Royal des Champs Port-Royalists principles pupils qu'il Quintilian quoted Rabelais Ratke Ratke's reason reformers Renascence Richard Mulcaster Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Sturm taught teachers teaching things thought tion tongue translation truth understand words writing young
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 20 - 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.
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 236 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
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 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 217 - And here will be an occasion of inciting and enabling them hereafter to improve the tillage of their country, to recover the bad soil, and to remedy the waste that is made of good: for this was one of Hercules
Side 153 - Something new, something that you did not know before, in every paragraph. But would you therefore put the wretched cookery-book on a higher level of estimation than the divine poem ? What you owe to Milton is not any knowledge, of which a million separate items are still but a million...
Side 473 - We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone.