Essays on Educational ReformersD. Appleton, 1890 - 560 sider |
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Side ix
... object of science . It takes all these facts to reveal the living force that is acting and producing them . Hence the scientific attitude is superior to the attitude of these educational reformers , and we shall in our own minds weigh ...
... object of science . It takes all these facts to reveal the living force that is acting and producing them . Hence the scientific attitude is superior to the attitude of these educational reformers , and we shall in our own minds weigh ...
Side xii
... objects of science . They will always remain such , but they are not easy for the child . In the course of mastering them he must learn to master himself and gain great intellectual stature . Pedagogy has wisely graded the road to these ...
... objects of science . They will always remain such , but they are not easy for the child . In the course of mastering them he must learn to master himself and gain great intellectual stature . Pedagogy has wisely graded the road to these ...
Side xxvi
... Object of education Milton for barrack life and Verbal Realism Milton succeeded as man not master .... PAGE 179 004 180 104 IST 300 182 901 183 ... 184 ... 185 186 ... 187 188 ... ... 189 ... 190 . ... 191 ... 192 193 ... ... 194 195 ...
... Object of education Milton for barrack life and Verbal Realism Milton succeeded as man not master .... PAGE 179 004 180 104 IST 300 182 901 183 ... 184 ... 185 186 ... 187 188 ... ... 189 ... 190 . ... 191 ... 192 193 ... ... 194 195 ...
Side xxviii
... objects . Morals Contradictory statements on morals The material world and the moral Shun over - directing ... ... 800 ... ... ... ... ... ... ... ... Lessons out of school . Questioning . At 12 ... Study of nature ... ... Rousseau ...
... objects . Morals Contradictory statements on morals The material world and the moral Shun over - directing ... ... 800 ... ... ... ... ... ... ... ... Lessons out of school . Questioning . At 12 ... Study of nature ... ... Rousseau ...
Side 16
... object they kept in view in bringing up the young was to gain for them admission to the treasure house ; and though young people could not understand the 1 Language versus Literature . ancient writings as literature , they 16 THE ...
... object they kept in view in bringing up the young was to gain for them admission to the treasure house ; and though young people could not understand the 1 Language versus Literature . ancient writings as literature , they 16 THE ...
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Almindelige termer og sætninger
acquired Ascham Basedow body boys Burgdorf century child Cicero classics Comenius course edition elementary 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 literature Locke Mark Pattison master Matthew Arnold means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object Orbis Pictus Pestalozzi Port-Royal principles pupils qu'il quæ Quintilian quoted Rabelais Ratio Studiorum Ratke reason Reformers Renascence Richard Mulcaster Rousseau rules Saint-Cyran Samuel Hartlib says scholars schoolmaster schoolroom seems senses speak Spencer Stanz Sturm taught teachers teaching things thought tion tongue translation true truth understand wisdom words writing young Yverdun
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.