Essays on Educational ReformersD. Appleton, 1890 - 560 sider |
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Side xix
... soon as I reduced the price , sold off immediately , and the book has been , in England , for twenty years " out of print . " But no less than three publishing firms in the United States have reprinted it ( one quite recently ) without ...
... soon as I reduced the price , sold off immediately , and the book has been , in England , for twenty years " out of print . " But no less than three publishing firms in the United States have reprinted it ( one quite recently ) without ...
Side 11
... soon lost sight of again . At the Renascence he burst into sudden blaze , and it was then discovered that he was what every man would wish to be . Thus the Renascence scholars , notwithstanding their ad miration of the great nations of ...
... soon lost sight of again . At the Renascence he burst into sudden blaze , and it was then discovered that he was what every man would wish to be . Thus the Renascence scholars , notwithstanding their ad miration of the great nations of ...
Side 33
... soon seized on education as a stepping - stone to power and influence ; and with their talent for organization , they framed a system of schools which drove all important competitors from the field , and made Jesuits the instructors of ...
... soon seized on education as a stepping - stone to power and influence ; and with their talent for organization , they framed a system of schools which drove all important competitors from the field , and made Jesuits the instructors of ...
Side 53
... soon love his teaching . Let him , therefore , show an interest in everything that concerns them and not merely in their studies . Let him rejoice with those that rejoice , and not disdain to weep with those that weep . After the ...
... soon love his teaching . Let him , therefore , show an interest in everything that concerns them and not merely in their studies . Let him rejoice with those that rejoice , and not disdain to weep with those that weep . After the ...
Side 61
... soon have to choose one of two things , either to shut his eyes and put up with all the irregularities he thought he had done away with , or to break with a past that he would wish forgotten , and engage in open conflict with the boys ...
... soon have to choose one of two things , either to shut his eyes and put up with all the irregularities he thought he had done away with , or to break with a past that he would wish forgotten , and engage in open conflict with the boys ...
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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.