Essays on Educational ReformersAppleton, 1900 - 568 sider |
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Side xxiii
... Learning necessary as employment ... Montaigne and our Public Schools ... ... 75 ... ... 76 Pressure from Science and Examinations .. Danger from knowledge ... ... Montaigne and Lord Armstrong ... Chapter VII . - Ascham . ( 1515-1568 ...
... Learning necessary as employment ... Montaigne and our Public Schools ... ... 75 ... ... 76 Pressure from Science and Examinations .. Danger from knowledge ... ... Montaigne and Lord Armstrong ... Chapter VII . - Ascham . ( 1515-1568 ...
Side xxx
... Learning by " intuition " ... Buisson and Jullien on intuition Pestalozzi and Locke Subjects for , and art of , teaching " Mastery ' ... ... ... ... ... The body's part in education Learning must not be play Singing and drawing ...
... Learning by " intuition " ... Buisson and Jullien on intuition Pestalozzi and Locke Subjects for , and art of , teaching " Mastery ' ... ... ... ... ... The body's part in education Learning must not be play Singing and drawing ...
Side xxxiii
... Learning should be pleasurable ... Can learning be made interesting ? ... Apathy from bad teaching ... ... ... Should learning be made interesting ? Difference between theory and practice Importance of Herbert Spencer's work ...
... Learning should be pleasurable ... Can learning be made interesting ? ... Apathy from bad teaching ... ... ... Should learning be made interesting ? Difference between theory and practice Importance of Herbert Spencer's work ...
Side 8
... Learning was , not that the ancients had something to say , but that whatever they had to say they knew how to say it . § 9. And thus it happens that in the period of change , when Europe was re - arranging its institutions , developing ...
... Learning was , not that the ancients had something to say , but that whatever they had to say they knew how to say it . § 9. And thus it happens that in the period of change , when Europe was re - arranging its institutions , developing ...
Side 11
... learning had never been highly esteemed . To be able to repeat Homer's poetry was regarded in Greece as we now regard a pleasing accomplish- ment ; but the dignity of the learned man as such was not within the range of Greek ideas ...
... learning had never been highly esteemed . To be able to repeat Homer's poetry was regarded in Greece as we now regard a pleasing accomplish- ment ; but the dignity of the learned man as such was not within the range of Greek ideas ...
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acquired Ascham Basedow body boys Burgdorf called century child classics Comenius Dessau edition endeavoured English everything exercise faculties French FRIEDRICH FROEBEL 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 Max Müller means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus perhaps Pestalozzi Port-Royal principles pupils qu'il Quintilian quoted Rabelais Ratke Ratke's reason reformers Renascence Rousseau rules Saint-Cyran Samuel Hartlib says scholars schoolmaster schoolroom seems senses speak Spencer Stanz taught teachers teaching things thought tion tongue translation true truth understand words writing young Yverdun