Comenius and the Beginnings of Educational Reform

Forsideomslag
C. Scribner's sons, 1900 - 184 sider
 

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Side 23 - This kind of degenerate learning did chiefly reign amongst the school-men, who, having sharp and strong wits, and abundance of leisure, and small variety of reading ; but their wits being shut up in the cells of a few authors (chiefly Aristotle their dictator) as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did out of no great quantity of matter, and infinite agitation of wit, spin out unto us those laborious webs of learning...
Side 84 - THOROUGHLY Become learned in the Sciences, pure in Morals trained to Piety, and in this manner instructed in all things necessary for the present and for the future life, in which, with respect to everything that is suggested, Its Fundamental Principles are set forth from the essential nature of the matter, Its Truth is proved by examples from the several mechanical arts, Its Order is clearly set forth in years, months, days, and hours, and, finally, An Easy and sure Method is shown, by which it...
Side 84 - The Great Didactic: setting forth the whole art of teaching all things to all men or a certain inducement to found such schools in all the parishes, towns, and villages of every Christian Kingdom, that the entire youth of both sexes, none being excepted, shall quickly, pleasantly, and thoroughly become learned in the sciences, pure in morals, trained to piety, and in this manner instructed in all things necessary for the present and for the future life...
Side 157 - knew less geography than a child in one of our primary schools ; yet it was from him that I gained my chief knowledge of this science, for it was in listening to him that I first conceived the idea of the natural method. It was he who opened the way to me, and I take pleasure in attributing whatever value my work may possess entirely to him.
Side 24 - ... resistance of creatures was still left to him — the power of subduing and managing them by true and solid arts — yet this too through our insolence, and because we desire to be like God and to follow the dictates of our own reason, we in great part lose.
Side 147 - We never know how to put ourselves in the place of children; we do not enter into their ideas, but we ascribe to them our own; and...
Side 78 - Mr. Henry Dunster, continued the President of HarvardColledge, until his unhappy entanglement in the snares of anabaptism fill'd the overseers with uneasie fears, lest the students, by his means, should come to be ensnared...
Side 78 - Janua) could carry it, was indeed agreed with all by our Mr. Winthrop in his Travels through the Low Countries, to come over into New England and Illuminate this Colledge and country, in the Quality of a President, which was now become vacant.
Side 13 - Is it not a marvelous bondage to become servants to one tongue, for learning's sake, the most part of our time, with loss of most time, whereas we may have the very same treasure in our own tongue with the gain of most time? our own bearing the joyful title of our liberty and freedom, the Latin tongue remembering us of our thraldom and bondage ? I love Rome, but London better; I favor Italy, but England more: I honor the Latin, but I worship the English.
Side 148 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.

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