Essays on Educational ReformersD. Appleton, 1897 - 568 sider |
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Almindelige termer og sætninger
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called century child classics Comenius course edition endeavoured English everything exercise faculties French 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 means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus Pestalozzi Port-Royal Port-Royal des Champs principles pupils qu'il Quintilian quoted Rabelais Ratio Studiorum Ratke Ratke's reason reform 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 words writing young Yverdun
Populære passager
Side 217 - to the heavenly grace of faith makes up the highest perfection. But because our understanding cannot in this body found itself but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same
Side 253 - Vivre ce n'est pas respirer, c'est agir ; c'est faire usage de nos organes, de nos sens, de nos facultés, de toutes les parties de nous-mêmes qui nous donnent le sentiment de notre existence. L'homme qui a le plus vécu n'est pas celui qui a compté le plus d'années, mais celui qui a
Side 217 - p. 237.) Language an instrument. Object of education. enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom ; so that language is
Side 255 - précoces qui n'auront ni maturité ni saveur, et ne tarderont pas à se corrompre : nous aurons de jeunes docteurs et de vieux enfants. L'enfance a des manières de voir, de penser, de sentir, qui lui sont propres ; rien n'est moins sensé que d'y vouloir substituer les nôtres.
Side 494 - and the Race. Empirical beginning. complex], which implies that the mind should be introduced to principles through the medium of examples, and so should be led from the particular to the general, from the concrete to the abstract." In conformity with this principle,
Side 483 - he will do well to present his MS. to the local newspaper. [It seems the class is not extinct of whom Pope wrote :— " Some drily plain, without invention's aid " Write dull receipts how poems may be made.
Side 240 - to make the young perfect in any one of the sciences but so ', to open and dispose their minds as may best make them capable of any when they shall apply themselves to it." The studies he proposes in the Conduct of the Understanding (which is his treatise on intellectual education) have for their object
Side 221 - In after-life they would find these authorities a 'little out of date; and if they ever attempted to improve tillage, " to recover the bad soil and to remedy the waste that is made of good, which was one of Hercules's praises," they would have found a knowledge of the methods of Hercules about as useful as of the methods of the Romans.
Side 407 - Froebel's ideal. founded on Religion. Perhaps in the end we may adopt his high ideal and say with him, "Education should lead and guide man to clearness concerning himself and in himself, to peace with nature, and to unity with God ; hence, it should lift him to a knowledge of himself and of mankind, to a knowledge of God
Side 308 - Hermit" a Christian. preceding the French Revolution it was a proof of wisdom to " Cleave ever to the sunnier side of doubt, and cling to Faith," even though the Faith were