The Evolution of the Educational IdealHoughton Mifflin, 1914 - 185 sider |
Andre udgaver - Se alle
Almindelige termer og sætninger
æsthetic Aristotle authority BANCROFT SCHOOL became become believed body Brahmans caste cation century Charlemagne child childhood Christian Church civilization classical College colonies Comenius common conception corporal punishment culture demands discipline doctrine duty early educa education in Greece educational ideal elementary Emile England estab established formal method France Froebel GEORGE BANCROFT girls given grammar Greece Greek History of Education idea ideal of education important individual industrial schools influence instruction intel intellectual Jesuits knowl knowledge Latin learning Leland Stanford lished literature means ment mind modern monitorial system moral mother nature organized peculiar period Pestalozzi popular education practical principles public school system pupils Quintilian readable received reform religion religious Renaissance Roman Rome Rousseau scholasticism social society Sparta spirit taught teachers things thought tion to-day tutor universal vocational woman women writing York
Populære passager
Side 152 - Washington a department of education for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.
Side 70 - For man is but the servant and interpreter of nature : what he does and what he knows is only what he has observed of nature's order in fact or in thought ; beyond this he knows nothing and can do nothing. For the chain of causes cannot by any force be loosqd or broken, nor can nature be commanded except by being obeyed.
Side 61 - Read first the best books on the subject which you have in hand. Why learn what you will have to unlearn? Why overload your mind with too much food, or with poisonous food? The important thing for you is not how much you know, but the quality of what you know. Divide your day, and give to each part of it a special occupation. Listen to your lecturer ; commit what he tells you to memory ; write it down if you will, but recollect it and make it your own. Never work at night; it dulls the brain and...
Side 103 - To make any progress in the art of education, it must be patiently reduced to an experimental science : we are fully sensible of the extent and difficulty of this undertaking, and we have not the arrogance to imagine, that we have made any considerable progress in a work...
Side 81 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Side 112 - Romans plainly teaches. The world has need of educated men and women, to the end that the men may govern the country properly, and that the women may properly bring up their children, care for their domestics, and direct the affairs of their households.
Side 40 - Mens sana in corpore sano, a sound mind in a sound body, will be always able to make a good citizen.
Side 24 - As for learning*, they had just what was absolutely necessary. All the rest of their education was calculated to make them subject to command, to endure labour, to fight and conquer.
Side 104 - To such, therefore, must we believe them to be exclusively addressed. To make fine ladies and finished gentlemen forms no part of my plan, which has for its object the subjection of the passions, the direction of the affections, and the cultivation of the faculties that are common to the whole human race.
Side 120 - There shall be created and organized a system of public instruction common to all citizens, and gratuitous, with respect to those branches of instruction which are indispensable for all men.