Essays on Educational ReformersD. Appleton, 1890 - 560 sider |
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Side xi
... Herbert Spencer wants us to study the body , and to be more interested in biology than in formal logic ; more interested in natural history than in literature . But I think he would be indignant if one were to ask him whether he thought ...
... Herbert Spencer wants us to study the body , and to be more interested in biology than in formal logic ; more interested in natural history than in literature . But I think he would be indignant if one were to ask him whether he thought ...
Side xxxii
... Herbert Spencer ... 83 ... ... ... Same knowledge for discipline and use ? Different stages , different knowledges Relative value of knowledges Knowledge for self - preservation Useful knowledge versus the classics Special instruction ...
... Herbert Spencer ... 83 ... ... ... Same knowledge for discipline and use ? Different stages , different knowledges Relative value of knowledges Knowledge for self - preservation Useful knowledge versus the classics Special instruction ...
Side xxxiii
... Herbert Spencer's work ... ... ... Chapter XX . - Thoughts and Suggestions Want of an ideal ... Get pupils to work hard ... ... ... ... For this arouse interest . Wordsworth Interest needed for activity Teaching young children Value of ...
... Herbert Spencer's work ... ... ... Chapter XX . - Thoughts and Suggestions Want of an ideal ... Get pupils to work hard ... ... ... ... For this arouse interest . Wordsworth Interest needed for activity Teaching young children Value of ...
Side 77
... Herbert Spencer , seem to make the well - being of the grown person depend mainly on the amount of scientific knowledge he stored up in his youth . This is the first cause of educational pressure . § 13. 2. The second and more urgent ...
... Herbert Spencer , seem to make the well - being of the grown person depend mainly on the amount of scientific knowledge he stored up in his youth . This is the first cause of educational pressure . § 13. 2. The second and more urgent ...
Side 83
... Herbert Spencer . Of a contemporary we do well to speak with the same reserve as of " present company , " but of the other two we may say that the choice has been somewhat capricious . Locke's Thoughts perhaps deserves the reputation ...
... Herbert Spencer . Of a contemporary we do well to speak with the same reserve as of " present company , " but of the other two we may say that the choice has been somewhat capricious . Locke's Thoughts perhaps deserves the reputation ...
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Almindelige termer og sætninger
acquire Ascham authority body boys Burgdorf called century child Cicero classical Comenius course docet edition elementary endeavours English everything examination exercises faculties Froebel Gargantua give grammar Greek Guimps Hartlib heart Herbert Spencer history of education human ideas instruction intellectual interest J. R. Seeley Janua Jesuits knowledge labour language Latin Latin language learner learning lecture lesson Leszna Linguarum literature Locke master means memory method Milton mind Montaigne Moravian Brethren mother-tongue Mulcaster Nature neglect never notion object Orbis Pictus Pestalozzi Port-Royal principles Prodromus published pupils quæ Quintilian quoted Rabelais Ratio Studiorum Ratke Ratke's reason Reformers Renascence Richard Mulcaster Rousseau rules Sacchini Saint-Cyran Samuel Hartlib says scholars schoolmaster seems senses speak Sturm 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 426 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
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 473 - ... pleasure. 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. The man of science, the chemist and mathematician, whatever difficulties and disgusts they may have had to struggle with, know and feel this.
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 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 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 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.