Comenius and the Beginnings of Educational ReformC. Scribner's sons, 1900 - 184 sider |
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Side 1
... Greek and Latin . The second is based upon the study of things instead of words , the education of the mind through the eye and the hand . Closely connected with this is the study of those things which may be of direct influ- ence upon ...
... Greek and Latin . The second is based upon the study of things instead of words , the education of the mind through the eye and the hand . Closely connected with this is the study of those things which may be of direct influ- ence upon ...
Side 8
... Greek in order that they might the 1 See the admirable sketch of the earlier humanists : Vittorino da Feltre and other humanists . By William H. Woodward . Cam- bridge : University Press , 1897. pp . 256 . 2 John Amos Comenius : his ...
... Greek in order that they might the 1 See the admirable sketch of the earlier humanists : Vittorino da Feltre and other humanists . By William H. Woodward . Cam- bridge : University Press , 1897. pp . 256 . 2 John Amos Comenius : his ...
Side 20
... Greek as a great philosopher , he declares that the world has gained in experience since Aristotle wrote , and he sees no reason why his teachings should not be set aside if found to be incorrect . He has no doubt but that later ...
... Greek as a great philosopher , he declares that the world has gained in experience since Aristotle wrote , and he sees no reason why his teachings should not be set aside if found to be incorrect . He has no doubt but that later ...
Side 26
... Greek , as the sole exponents of culture , were telling in their effect and made possible the recognition of the vernacular themes in Comenius ' day . " The wisdom of the Greeks , " he says , " was rhetorical ; it expended itself upon ...
... Greek , as the sole exponents of culture , were telling in their effect and made possible the recognition of the vernacular themes in Comenius ' day . " The wisdom of the Greeks , " he says , " was rhetorical ; it expended itself upon ...
Side 29
... Greek , or Hebrew , or any other language , to young or old in a very short time ; ( 2 ) to establish schools in which the arts and sciences should be taught and extended ; ( 3 ) to intro- duce a uniform speech throughout the empire ...
... Greek , or Hebrew , or any other language , to young or old in a very short time ; ( 2 ) to establish schools in which the arts and sciences should be taught and extended ; ( 3 ) to intro- duce a uniform speech throughout the empire ...
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Almindelige termer og sætninger
Amsterdam Andreæ art of teaching Bacon Basedow Bohemian chapter character child childhood Cicero classes classical didactic discipline early edition educational reform Elbing ence England English exercises Fröbel Fulneck Geer geography German grade grammar Greek Hartlib Herbart Herborn history of education human humanists imitation influence of Comenius interest Janua John Amos Comenius knowledge labors language teaching Latin language Latin school learned Leipzig lesson Lissa London matter ment mental method of instruction methods of teaching mind modern moral Moravian Brethren Moravian Church Moravian reformer mother mother-tongue National Educational Association nature Nicholas Murray Butler objects Orbis pictus pansophic pedagogic Pestalozzi philosophy practice Prerau Professor pupils Ratke Ratke's Raumer religious Rousseau Saros-Patak says schemes School of infancy sciences senses sixteenth century subjects Sweden taught teachers text-books things thought tion tongue translation universal vernacular Vestibulum Vives Winthrop words writings of Comenius young youth Yverdon
Populære passager
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.