Essays on Educational ReformersAppleton, 1900 - 568 sider |
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Side ix
... living forces which make the facts of exist- ence is the 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 ...
... living forces which make the facts of exist- ence is the 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 ...
Side xxvii
... living thoroughly Children not small men ... ... Schoolmasters ' contempt for childhood Schoolroom rubbish ... ... ... ... ... ... ... ... ... ... 240 241 242 243 ... ... 244 245 .. 246 ... 247 248 249 ... 250 251 252 CHAITER XIV ...
... living thoroughly Children not small men ... ... Schoolmasters ' contempt for childhood Schoolroom rubbish ... ... ... ... ... ... ... ... ... ... 240 241 242 243 ... ... 244 245 .. 246 ... 247 248 249 ... 250 251 252 CHAITER XIV ...
Side xxxii
... . 440 441 ... 442 443 ... ... 444 445 446 447 448 449 ... 450 451 444 452 453 ... ... More than science needed for complete living ... Objections to Spencer's curriculum PAGK ... 454 ... 455 456 457 ... ... 458 xxxii CONTENTS .
... . 440 441 ... 442 443 ... ... 444 445 446 447 448 449 ... 450 451 444 452 453 ... ... More than science needed for complete living ... Objections to Spencer's curriculum PAGK ... 454 ... 455 456 457 ... ... 458 xxxii CONTENTS .
Side 16
... living for . The main , if not the only 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 Language versus Literature . ancient ...
... living for . The main , if not the only 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 Language versus Literature . ancient ...
Side 39
... living , and not even this unless they could well afford it . Instruction , as I said , was gratuitous to all . " Gratis receive , gratis give , " was the Society's rule ; so they would neither make any charge for instruction , nor ...
... living , and not even this unless they could well afford it . Instruction , as I said , was gratuitous to all . " Gratis receive , gratis give , " was the Society's rule ; so they would neither make any charge for instruction , nor ...
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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